Chadron State CollegeInstitutional Overview and Conceptual Framework

Institutional Overview

Chadron State College, which began as a Nebraska State Normal School in 1911, remains the only four-year institution of higher education in western Nebraska. In 1964 the institution enhanced its mission and the name was changed to Chadron State College (CSC). The college has experienced numerous changes and continual growth over the past century.

Though small in number, early graduates represented education to a young, rugged, and rural society. Today, the college prepares students for much more than teacher education. The institutional role, mission, and objectives cover comprehensive college curricula which includes basic and advanced programs. Teacher education remains, however, a central component. In 2010, for example, almost 30% of our student-body pursued degrees in teaching. These students are primarily from Chadron State’s expansive rural service region which encompasses 26 counties and approximately 34,700 square miles.

Total institutional enrollment, as of fall 2010 now stands at 2,759 students, of which 64% are full-time. The majority of these students, approximately 61%, are Nebraskans. Traditional students, students under 23 years of age and single, make up the majority of the enrollment. Generally, students are first-generation and are from small rural high schools, graduating classes of 100 students or less. Non-traditional students, students over 23 years of age or married, comprise 41% of our full-time undergraduate enrollment. Of this number the majority are women.

Due to the expanse of the coverage area, Chadron State offers its courses via interactive telecommunications to two locations, Scottsbluff and North Platte, Nebraska in addition to face-to-face instruction at these sites.

Figure 1: Chadron State College Expand Service Area

1

Institutional MissionStatutory Charge

Priorities for Nebraska State Colleges as established by State legislature and reported in the 2006 Coordinating Commission for Postsecondary Education, Comprehensive Statewide Plan for Postsecondary Education (CCPE). http://www.ccpe.state.ne.us/PublicDoc/CCPE/

The priorities identified by the CCPE are: • First instructional priority is the provision of baccalaureate general academic,

occupational, and education degree programs; • Second instructional priority is to provide master's programs in education and

other disciplines authorized by statute or by the Commission; • Third priorities are applied research, public service activities, and continuing

education activities that serve their geographic service areas.The Commission further defines CSC’s programmatic service as a Master's

(comprehensive) College/University I Carnegie classification. Chadron State College's programmatic service area includes baccalaureate level liberal arts, occupational degree programs and professional degree programs in education.

The primary focus of Chadron State College's educational programs is high quality, comprehensive undergraduate programs leading to baccalaureate degrees in arts and sciences, business, and teacher education, all of which are enhanced by a coherent general education program.

Chadron State College’s new baccalaureate degree programs will reflect the needs of its service area and the priorities of the State College Board of Trustees.

Chadron State College offers the Master of Education, the Master of Organizational Management and the Master of Business Administration degrees.

Like Peru and Wayne State Colleges (the other two institutions within the Nebraska State College system), Chadron State is a regional institution dedicated to teaching, research, and community service and serves a defined, geographical region.

Institutional Vision and Mission Statements The vision and mission as established by the faculty, professional staff, and

administration at Chadron State College are:

Vision Chadron State College aspires to be a premiere institution of higher education in the western high plains states, innovatively pursuing excellence in teaching, scholarship, and service.

2

MissionChadron State College will enrich the quality of life in the region by providing educational opportunities, research, service, and programs that contribute significantly to the vitality and diversity of the region.

The vision and mission sets the focus for the future of the institution and aids in the development of the strategic plan which will guide us into a continuous state of improvement, and is designed to meet the needs of the region we serve.

Institutional Strategic PlanChadron State College has four outcome initiatives and twenty accompanying

actions to achieve the initiatives set forth in the plan. The strategic plan for 2011 and beyond is:

1. Initiative One-Streamlined, Relevant, High-Impact Learning Experiences Action (1) Revise Essential Learning Program (General Studies) Action (2) Create integrated and interdisciplinary programs Action (3) Implement experiential learning for college seniors

Action (4) Expand student literacy to all areas of technology and media Action (5) Create co-curricular experiences that emphasize leadership, engagement, civic responsibility and positive human interaction

Action (6) Refine and redefine course delivery models Action (7) Promote standards of quality for courses and teaching Action (8) Establish a technology-supported, collaborative and

creative teaching and learning center to provide appropriate resources and tools to create high-impact learning experiences

2. Initiative Two-Competitive, Customer-focused Delivery of Services in Support of Teaching and Learning

Action (9) Develop a campus-wide definition and process for student advising and schedule building

Action (10) Initiate a review of internal service gaps and establish a plan to improve communication and timely completion of services

Action (11) Review all campus services for relevance and efficiency

Action (12) Initiate a review of internal service gaps with respect to academic computing services

Action (13) Establish a deliberate collaborative process to improve communication and effective teamwork across all areas of the college

3

3. Initiative Three-Optimal Use of Limited Human and Physical Resources Action (14) Based on the campus-wide review of services for

relevance and efficiency (#11 above) reallocate human resources more effectively according to mission-critical processes and functions as opposed to historical silos

Action (15) Implement a system of assessment and accountability for ensuring quality of mission critical functions

Action (16) Differentiate and streamline the role and responsibilities of faculty and staff

Action (17) Initiate a digital document and self-service plan for process flow improvement, accountability, document storage and retrieval, and paper reduction

4. Initiative Four-Increased Revenue Action (18) Re-allocate one or more existing personnel lines to

focus exclusively on market development Action (19) Develop internal support for grant-writing Action (20) Build on fundraising momentum developed during the

Vision 2011Comprehensive Campaign

Strategic Plan: http://www.csc.edu/documents/president/re-imaginingCSCstrategicplan.pdf

Education Unit Mission/Philosophy/DescriptionChadron State College’s professional preparation programs are designed to

produce “Visionary Leaders for Lifelong Learning”.

MissionThe mission of the Chadron State College Education Unit, founded on educating Visionary Leaders, is committed to creating diverse educational environments that are thoughtfully structured to provide opportunity for the success of all learners, now and for the future.

To accomplish the mission, CSC provides teacher, administrator, and counselor candidates with deliberate and appropriate educational experiences. Knowledge, skills, and dispositions are developed through extensive classroom and field-based interactions. Candidates have opportunities to develop their own professional philosophy and teaching style while learning to meet the needs of learners in authentic educational settings. This is accomplished with a vision that embraces tradition, innovation, and the strength of diversity, always with an eye to the future.

4

Philosophically, Education Unit faculty act upon a set of beliefs that reflect the importance placed on the preparation of qualified professional educators who will meet the learning needs of all children in P-12 educational settings. To this end, Unit faculty members are dedicated to the development of Visionary Leaders. The Education Unit believes the educator’s role is to facilitate learning. This facilitation is accomplished by creating opportunities for all learners to actively engage and participate in their learning environment, and to process knowledge delivered through methods appropriate to their individual learning style. The model is based, to a great extent, on the constructivist theory of learning.

Core Belief StatementsThe Unit’s core belief statements influence the unit’s organization and design of

what teacher candidates should know in the way of knowledge, skills and dispositions.The Unit’s core beliefs include the following:

1) All students are capable of learning2) The teacher’s role is to facilitate the learning process for every student3) Active engagement of students in the learning process is fundamental4) Educational activities/experiences must be developmentally appropriate5) Effective teachers possess a strong academic knowledge base6) Holding appropriately high learner expectations is essential to the learning

process7) The use of technology in the learning process can greatly enhance learning8) All aspects of diversity must be valued and respected within the learning

environment9) The support from one’s home environment is essential to the learning process10) Educators must be committed to high levels of professional/ethical behavior11) Educators must promote and demonstrate a safe and respectful (physical and

emotional) learning environment12) Educators must place high value on life-long learning

As evidenced by these beliefs, the Unit’s philosophy emphasizes the importance of preparing professionals willing to work within the learning community to ensure the continuous learning and success of diverse learners.

Description of the Education Unit – Organization and StructureThe Education Unit is comprised of the Education and other campus departments

offering teacher certification endorsement coursework at the initial and advanced levels. Campus departments offering endorsements are: Applied Sciences; Business; Counseling, Psychology, and Social Work; Education; English and Humanities; Health, Physical Education, and Recreation; Library Services; Mathematical Sciences; Music;

5

Physical and Life Sciences; Social and Communication Arts; and Visual and Performing Arts. (CSC Organizational chart)

The Department of Education houses the initial programs for Elementary Education, Early Childhood Education, Unified Early Childhood Education, and Special Education, as well as, advanced programs in Reading Specialist, Education Administration, and Curriculum and Instruction. (Curriculum and Instruction is not an endorsement program but rather an advanced, professional master’s degree.) The Education Department holds the major responsibility for providing professional teacher education curriculum.

The Education Unit is led by the unit head, Academic Dean for Professional Licensure. The responsibilities of the academic dean include administrative oversight for program licensures and education programs. The dean serves as Chair of the Teacher Education Committee which includes teacher educators from each of the endorsement areas and faculty teaching the professional teacher education programs. This committee is at the frontline for recommendation of policy, curriculum and procedures, and, also reviews assessment data and makes recommendations for change in curriculum, program and assessment processes. Membership of the Teacher Education Committee also includes one student and two public school representatives.

At Chadron State College, curricular changes at the initial and advanced levels are initiated within the departments and then presented to the Teacher Education Committee for advisement input. Initial level curriculum changes for all programs are presented to the Faculty Senate’s Academic Review Committee, for final approval. Advanced level graduate program changes are presented to the Faculty Senate committee, Graduate Council, for final approval. The major function of these committees is to see that changes align with CSC and Nebraska State College System policies.

The Education Unit offers teacher education programs to distant, outreach sites located in North Platte (250 miles east) and Scottsbluff (105 miles south), Nebraska, and in Sheridan (345 miles northwest), Wyoming. The predominant initial education program at these sites is Elementary Education, where candidates may complete their entire pre-service curriculum. These programs operate cooperatively with the community colleges in their corresponding locations. At the advanced level, distant, outreach programs are also offered in North Platte and Scottsbluff, Nebraska for the School Counseling program. Through a combination of on-line delivery and face-to-face delivery, students may complete these programs at the distance sites, enabling Chadron State to better meet the needs of the region.

The Education Unit also offers secondary level, post-baccalaureate certification course programs at these distant, outreach sites and on the main campus. Initial and

6

advanced program course delivery may be offered and received via interactive television (ITV), on-line, or through face-to-face instructional formats.

The Unit programsThe Teacher Education Unit offers certification programs aligned with state and

national standards. Chadron State College offers twenty-eight initial programs, four initial supplemental endorsements, and four advanced endorsements.  The following endorsements are currently in the phase-out stage: specialist -Superintendent, secondary field -Industrial Education Technology, supplemental - Skilled and Technical Science Education, and supplemental - Driver Education.  Certification programs offered through the Unit are:Initial Level Programs (Bachelor of Science in Education Degree (BSE)

Secondary Education (7-12) o Art (K-12)o Basic Business (7-12) (4-9)o Biology (7-12)o Business Marketing and Information Technology Education (6-12)o Chemistry (7-12)o Coaching (7-12)o Cooperative Education/Diversified Occupations (9-12)o Earth Science (7-12)o Educational Library Media (K-12)o English (7-12)o Family and Consumer Sciences Education (7-12) (4-9)o Health (7-12)o Health and Physical Education (K-12)o History (7-12)o Language Arts (7-12) (4-9)o Mathematics (7-12) (4-9)o Music (K-12)o Natural Science (7-12) (4-9)o Physical Education (K-6) (7-12)o Physical Science (7-12)o Physics (7-12)o Social Science (7-12) (4-9)o Theatre (7-12)o Vocal Music (K-8)

Middle Grades (4-9) Elementary Education (K-8)

7

Early Childhood (B-3) Early Childhood Unified Education (B-3) Mild/Moderate Disabilities (K-12)

Advanced Level Programs -Masters of Science Degree (MEd) Educational Administration

o School Principal; (K-12) (K-6) (4-9) (7-12) Endorsement - focuso Special Education Coordinator; (K-12) Non-endorsement - focuso Assessment Coordinator (K-12) Non-endorsement - focus

Curriculum and Instruction; Non-endorsement o Secondary Education - focuso Elementary Field - focuso Elementary Generalist - focus

School Counseling; (K-12) (K-6) (7-12) Endorsement

Advanced Level Endorsement – non Degree Seeking Reading Specialist; (K-12) Endorsement (non-degree seeking)

In the 2010-2011 academic year, at the initial level, education majors numbered 604. Of these, 125 were part-time students. At the advanced level, 164 of the 180 students were enrolled part-time. For the 2010-2011 academic year, 82 students graduated advanced level. This represented approximately 55% of the institution’s advanced degrees granted.

Unit Field Experience RequirementsAll initial level candidates must complete 100 - 125 clock hours of classroom observation

within a school setting prior to their student teaching capstone experience; this number varies between Secondary and Elementary level programs, respectively. Pre-service field experience hours are required at all levels throughout the program, culminating with the student teaching field experience. Field experiences and their respective hourly requirements are listed below.

EDUC 131: Introduction to Teaching -- 10 clock hours of classroom observation PSYC 231: Education Psychology -- 15 clock hours of classroom observation EDUC 300/320: Education Observation & Participation:

o EDUC 300: 75 clock hours for secondary candidates, and o EDUC 320: 100 clock hours for elementary candidateso EDUC 480/490: Student Teaching – 40 hours per week, over 16 weeks (1

semester)See Chadron State College General Catalog for written evidence. http://www.csc.edu/documents/publications/csc_general_catalog1113.pdf

8

At the advanced level, the endorsement for Educational Administration requires 250 hours of field experience. The School Counseling endorsement program requires 450 hours of field experience for K-6 endorsement; 450 hours of field experience for 7-12 endorsement; and 900 hours for K-12 endorsement. See Chadron State Graduate Catalog for written evidence. http://www.csc.edu/documents/publications/GraduateCatalog_2011-2013_2Mar2011.pdf

Program Transition/Gateway Points: Admission, Retention and Exit (Initial and Advanced Programs)Initial Level Gateways

At the initial level candidates are provided basic information about program gateways (transition points) and assessments. The information is outlined and available online, in the Teacher Education Handbook (http://www.csc.edu/documents/education/handbook.pdf) and the CSC General Catalog 2011-2013 (http://www.csc.edu/documents/publications/csc_general_catalog1113.pdf) as well as in several education courses, e.g., EDUC 131: Intro to Teaching; EDUC 300/320: Observation & Participation. Five (5) transition points (gateways) serve as a guide for the candidates. A summary of these transitions/gateways is below.

Gateway 1: Admission to Chadron State CollegeChadron State College admits all graduates of accredited Nebraska high schools and qualified out-of-state students. Upon admission to CSC students must: (1) complete the ACT or SAT exam and have official scores sent directly to the CSC Admissions Office; (2) have official high school/college transcripts sent; (3) submit application form and fee. Advisors are assigned to all students who gain entry into the college. Students/candidates in secondary content areas are assigned advisors in their content (endorsement) fields. Candidates enrolling in teacher education programs of study have, as their primary advisors, faculty from the Education department (Elementary and Special Education programs).

Transfer students work through the START Office (Student Transition and Registration Team) to have their transcripts evaluated for CSC General Studies program requirements. Following the evaluation, the candidate is assigned an advisor. Transfer students who have completed an Associate’s Degree from an accredited institution are given credit for the CSC General Studies program requirements with the exception of six (6) credit hours of upper division level courses (Ethics and a global and social/cultural awareness course). An evaluation is then conducted related to the teacher education program core competencies as described in the Conceptual Framework document.

Gateway 2: Pre-Admission to Teacher Education ProgramPre-Admission program requirements, students/candidates must: (1) complete EDUC 131: Introduction to Teaching with at least a grade of “C” or better; (2) submit the Education Dossier; (3) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath

9

Statement”; and (4) submit application form, including a record of the above listed documents.

Gateway 3: Admission to Teacher Education Program (Candidacy)Prior to admission to the Teacher Education Program and enrollment in EDUC 300 or 320: Observation & Participation, students/candidates must: (1) pass standardized basic skills proficiency test (Praxis I/PPST) with minimum scores of 170 in reading, 172 in writing, and 171 in mathematics; (2) submit application form; (3) complete coursework with at least a 2.5 grade point average on a four-point scale; (4) earn a “C” or above in English composition and oral communication (ENG 135, ENG136, and CA 125) or equivalent courses; (5) earn a grade of “C” or above in all professional education core coursework; and (6) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”. Students/Candidates who meet all pre-requisites may register for EDUC 300 or 320 Observation & Participation (field experience 75-100 hours). At this point students are fully admitted into the Education Program and officially become “candidates.”

Gateway 4a: Admission to Semester I of the Professional Year (Block)Prior to admission to Semester I of the Professional Year (Block), (1a) elementary-level candidates must complete one endorsement area and at least 50% of another endorsement(s) and/or a supporting minor(s); (1b) secondary-level candidates must complete one endorsement area and at least 75% of each additional endorsement; and (1c) middle-level candidates must complete all of the professional education courses and at least 15 of the 18 required credit hours for the first content area of specialization, and at least 12 of the 18 credit hours of the second specialization. All candidates must (2) complete EDUC 300 or 320 with a grade of “C” or above (75/100 hours of verified field experience); (3) earn a GPA of 2.50 for all coursework and in each endorsement and/or supporting minor; (4) complete 90 credit hours and must meet residency requirements; (5) present five (5) faculty recommendations; (6) be recommended by the department faculty of the endorsement(s) area(s); (7) submit a revised Education Dossier; (8) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”; and (9) submit the Application to the Professional Year form.

Gateway 4b: Admission to Semester II of the Professional Year (Teacher Internship)Prior to placement in Semester II of the Professional Year (Teacher Internship/student teaching), candidates must: (1) complete Semester I of the Professional Year (Block) with a grade of “C” or above in all courses; and (2) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement.”

Gateway 5: Graduation, Certification and Entry to the ProfessionUpon graduation, candidates will have met all the teacher certification requirements for Nebraska licensure. These requirements are: (1) submission of the Application for Graduation to the Registrar’s Office; (2) completion of the Teacher Intern (student

10

teaching) experience with a minimum GPA of 2.5 (State of Nebraska requirement); (3) complete all CSC degree requirements; and (4) submit application for a teaching certificate.

Advanced Level GatewaysAt the advanced level candidates are provided the gateway information online in the

Graduate Catalog (http://www.csc.edu/documents/publications/GraduateCatalog_2011-2013_2Mar2011.pdf) and at the CSC Graduate website http://www.csc.edu/graduate/index.csc). The candidates must proceed through the following four (4) transition (gateway) points:

Gateway 1: Admission to Graduate StudyChadron State College admits all candidates for the Master of Education degree who hold a Bachelor’s degree in Education from accredited colleges and universities. In addition the candidate must: (1) have earned an undergraduate GPA of 2.75 or have completed 12 graduate hours at CSC with a GPA of 3.25 or higher; and (2) submit an application for admission to graduate study. (The Graduate Record Examination (GRE) is required for the Masters of Education in Curriculum and Instruction, Science focus).

Gateway 2: Admission to Graduate Status (filing Plan of Study)Admission to Graduate Status requires completion of a Plan of Study within the first 9-18 hours of graduate coursework. Candidates must maintain a 3.00 GPA or higher.

Gateway 3: Application for Oral ExaminationApplication must be made for the Oral Examination for the Master’s Degree. The candidate must: (1) submit the application form; (2) complete the majority of coursework and practicum requirements as described by each department and college policy; (3) maintain a minimum GPA of 3.00 for all program coursework; (4) meet all college requirements for credit hours and residency; and (5) be enrolled in course work necessary to complete the degree. The student must complete the degree program within a period of seven years from the year the student completed his or her graduate course applicable toward their degree.

Gateway 4: Application for Graduation and Conferring of DegreeCandidate must: (1) complete and submit application for graduation; (2) prepare and present a professional portfolio in the area of concentration; (3) complete all requirements successfully as stated on the plan of study; and (4) pass a final oral examination.

Key Program Assessments Initial Level Programs Key Assessments

Consistent with each Program Gateway (cited above) are specific key assessments. The assessments target content knowledge; pedagogical and professional knowledge, skills, and dispositions; and effects on student learning. Multiple assessments are applied for each assessment target.

Key Assessments – Initial Programs

11

Assessment When Assessed Purpose of AssessmentGrade Point Average Admission, throughout

program, culminationContent knowledge; and pedagogical and professional knowledge, skill, and dispositions

Content Area Score or PRAXIS II

Culmination of program Content knowledge

Survey from graduate and employer

One year out of program Content knowledge; student learning; and pedagogical and professional knowledge, skill, and dispositions

Teacher Work Sample Toward end of program Student learning; pedagogical and professional knowledge, skill, and dispositions

Clinical intern evaluation Culmination of program Content knowledge; student learning; and pedagogical and professional knowledge, skill, and dispositions

Field evaluation EDUC 131 course

Freshman year Content knowledge; and pedagogical and professional knowledge, skill, and dispositions

Field evaluation PSYC 231 course

Sophomore year Content knowledge; and pedagogical and professional knowledge, skill, and dispositions

Field evaluation EDUC 300/320 course

Junior year Content knowledge; and pedagogical and professional knowledge, skill, and dispositions

Advanced Programs Level Key Assessments Advanced level key assessments are tied to Program Gateways (cited above) for

Educational Administration, School Counseling, and Curriculum and Instruction programs. The assessments address content knowledge; pedagogical and professional knowledge, skills and dispositions; and effects on student learning. Assessments focus on each key area as appropriate for advanced level programs.

Key Assessments – Advanced ProgramsAssessment When Assessed Purpose of

Assessment

12

Grade Point Average Admission, throughout program, culmination

Content knowledge; and pedagogical and professional knowledge, skill, and dispositions

Field experience During program toward culmination

Pedagogical and professional knowledge, skill, and dispositions

Portfolio/oral examination

Culmination Content knowledge; student learning; and pedagogical and professional knowledge, skill, and dispositions

Follow-up survey to graduates

One year after culmination of program

Content knowledge; student learning; and pedagogical and professional knowledge, skill, and dispositions

Follow-up survey of employers

One year after culmination of program

Content knowledge; student learning; and pedagogical and professional knowledge, skill, and dispositions

Disposition survey for some programs

During program Dispositions

Conceptual Framework: Initial and Advanced Levels

“Developing Visionary Leaders for Lifelong Learning”

The core of the Visionary Leader model was originally developed through workshops and faculty meetings during the academic years of 1990-1993. The original model, called “Developing Visionary Learners” was revisited in a series of Unit meetings during the 1997-98 academic year and reviewed for continued applicability. The model and its components were found to be effective and still representative of our mission. In the spring of 2003, another Unit faculty review was held to ascertain whether, after 10 years, the model was reflective of our Unit and its mission. In light of new National Council for Accreditation of Teacher Education (NCATE) 2000 standards and focus, and our new institutional strategic plan (Vision 2011), updates were made and details added.

13

Unit faculty met in the fall of 2003 to review the vision, mission, and conceptual framework. Subsequently, the Visionary Learner became the Visionary “Leader” in consideration of the characteristics of our region, and what is expected of teacher, principal and counselor candidates. As part of this review, each knowledge base component was thoroughly discussed and a decision was made to elevate the “leadership” component from the conceptual framework to the overall vision statement. Reaffirmation of the remaining components was by Unit consensus. In further discussions Unit faculty modified “critical thinking” to “thinking skills,” “technology” was added to “methodology”, and “diversity” was added to “human relations.” The conceptual framework for our model of “Developing Visionary Leaders for Lifelong Learning” now has seven components (listed alphabetically): Assessment, Communication, Human Relations/Diversity, Leadership, Methodology/Technology, Professionalism, and Thinking Skills.

The term “visionary,” in the context of our model, implies a forward looking, farseeing, positive, and open-minded approach to learning. The Education Unit at Chadron State College prepares candidates to provide visionary leadership within High Plains educational settings and to educational environments beyond this region. The model supports and compliments the Chadron State College vision and mission.

The model for “Developing Visionary Leaders for Life Long Learning” is depicted by three interlocking circles, each representing an interrelated area of the curriculum: General Studies, Specialty Studies, and Professional Studies. The General Studies curriculum is designed to provide candidates with a broad background in communication, composition, fine arts, global and social/cultural awareness, government, health/wellness, history, humanities, mathematics, physical activities, reason and values, and science. Specialty Studies are comprised of the content course work in each teaching endorsement area offered at Chadron State College. Professional Studies are those core education courses taught by Education Department faculty. These Professional Studies courses emphasize the pedagogical knowledge, skills, and dispositions candidates use to effectively teach P-12 students. At the graduate (advanced) level, the “Visionary Leader” model continues to build on the pedagogical knowledge, skills, and dispositions developed for the candidate’s academic and professional career. The General Studies representing the core master’s program (research and inquiry); Specialty Studies covers the content necessary for the degree; and the Professional Studies encompasses the practical and field based learning demonstrated by the candidate.

14

The Professional Studies circle of the model embraces the seven components that make up the conceptual framework for the Unit. These components are: Assessment, Communication, Human Relations/Diversity, Methodology/Technology, Professionalism, Thinking Skills, and Leadership. These seven components are interwoven throughout the professional preparation programs and form the basis of the constructivist approach in preparing candidates to become Visionary Leaders. The seven components are introduced and developed within the first three years of the initial candidate’s educational program, and serve as the basis for each of the Unit’s Key Assessments. Advanced level candidates receive their introduction to the components during the EDCI 631: Introduction to Graduate Studies course. Following are the seven components of the Visionary Leader Model and their respective student outcome statements.

Model Components and Candidate Outcomes

The following sections list components of the Visionary Leader Model, with related outcomes expected of candidates upon successful program completion. Outcome statements are numbered under each component section, and reflected on the related matrix for candidate program outcomes in support of Standard 1. Supporting explanations and references follow each outcome statement. Outcomes reference both initial and advanced programs, noting differences in degree of sophistication and professional application.

I. Assessment

Successful candidates, whether from the initial or advanced program, will be able to design and assess learning activities (with sequential goals and objectives), utilizing the data collected from those assessment measures to make appropriate instructional and/or curricular decisions to improve student outcomes. To achieve these professional knowledge, skills and dispositions,

15

Candidates will:1. Provide a wide variety of assessments to promote student growth, as well as modifications for every student’s ability level. This KNOWLEDGE will be demonstrated in candidates being able to:

- select and/or develop assessment methods appropriate for instructional decisions (Airasian, 2011) (Roschewski, Isernhagen & Dappen, 2006) (KNOWLEDGE)

- recognize unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information. (Airasian, 2011) (KNOWLEDGE)

- be skilled in developing valid pupil grading procedures which use student assessments. (Airasian, 2011) (KNOWLEDGE)

- be able to communicate assessment results to students, parents, lay audiences, and other educators. (Airasian, 2011) (KNOWLEDGE)

- develop strategies to involve students in assessing their own learning. (Black & Wiliam, 2010) (Stiggins, 2009) (KNOWLEDGE)

2. Utilize formative and summative assessments to monitor student progress and to adjust instruction. These SKILLS will be demonstrated in candidates being able to:

- administer, score, and interpret the results of both externally produced and teacher-produced assessment methods. (Airasian, 2011) (SKILL)

- select and/or develop assessment methods appropriate for instructional decisions. (Airasian, 2011) (SKILL)

- use assessment results for making academic/program decisions about students, teaching, curriculum, and/or school improvement. (Airasian, 2011) (SKILL)

- be skilled in developing valid pupil grading procedures which use student assessments. (Airasian, 2011) (Roschewski, Isernhagen & Dappen, 2006) (SKILL)

- be able to communicate assessment results to students, parents, lay audiences, and other educators. (Airasian, 2011) (SKILL)

- develop strategies to involve students in assessing their own learning. (Black & Wiliam, 2010) (Stiggins, 2009) (SKILL)

3. Value the opportunity to utilize varied assessment tools and data to make informed instructional and curricular decisions. This DISPOSITION will be observed in candidates behaviors, attitudes and beliefs as they:

- recognize unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information (Airasian, 2011) (Roschewski, Isernhagen & Dappen, 2006). (DISPOSITION)

16

- use assessment results for making academic/program decisions about students, teaching, curriculum, and/or school improvement (Airasian, 2011) (Bagley, 2010). (DISPOSITION)

II. CommunicationTeacher, counselor and administrator candidates, and other professional personnel need to be able to demonstrate and promote effective communication skills (with students and adults), while respecting diversity and engaging students in the learning enterprise through motivation and constructive learning applications. This ability to communicate is developed to meet the many demands for effective teaching-learning interactions by Visionary Leaders. To achieve these professional knowledge, skills, and dispositions,

Candidates will:1. Demonstrate an understanding of the effects of non-verbal communication;

and listening and responding to others in an appropriate manner. This KNOWLEDGE will be demonstrated in candidates being able to:

- communicate clearly using listening, writing, speaking and media skills in a manner that is consistent and responsive to the specific audience. (Goodboy & Myers, 2008) (KNOWLEDGE)

- demonstrate the effective application of technology in communications with others in support of the teaching/learning process. (Mendocino, Razzaq, & Heffernan, 2009) (KNOWLEDGE)

2. Accept help and mentoring from others, and show value and respect for others. This SKILL will be demonstrated in candidates being able to:

- communicate clearly using listening, writing, speaking and media skills in a manner that is consistent and responsive to the specific audience. (Goodboy, Martin, & Bolkan, 2009) ( SKILL)

- demonstrate the effective application of technology in communications with others in support of the teaching/learning process. (Mendocino, Razzaq, & Heffernan, 2009) (SKILL)

3. Willingly consult with others and accept constructive feedback in order to learn. This DISPOSITION will be observed in candidate’s behaviors, attitudes and beliefs as they:

- show appreciation and value in the opinions of others, and communicate clearly using listening, writing, speaking and media skills in a manner that is consistent and responsive to the specific audience. (Bagley, 2010) (Goodboy, Martin, & Bolkan, 2009) (DISPOSITION)

III. Human Relations/DiversitySuccessful candidates, whether from initial or advanced programs, will know, understand, and respect the value for developing and maintaining a physically inclusive and emotionally safe classroom environment conducive to effective

17

learning that encourages voicing student concerns, embraces elements of diversity, and exhibits an understanding of child growth and development.

To achieve these professional knowledge, skills, and dispositions,

Candidates will:1. Demonstrate a respect for diversity in all people and recognize biases. This

KNOWLEDGE will be demonstrated in candidates being able to:- work to meet the educational needs of all learners, within all classroom

environments, in all educational leadership settings. (Gurin, Nagda, & Sorensen, 2011) (KNOWLEDGE)

- exhibit knowledge of growth and development of students as it pertains to teaching in an inclusive environment. (Gurin, Nagda, & Sorensen, 2011) (KNOWLEDGE)

- analyze bias and practices that impact learner success. (Black and Wiliam, 2009) (Wessler & DeAndrade, 2006) (KNOWLEDGE)

- challenge, question, investigate, and develop their own conclusions about stereotypic societal views and perceptions. (Wessler & DeAndrade, 2006) (KNOWLEDGE)

2. Work to resolve conflicts in positive ways, encourage group collaboration, problem solving and decision-making while respecting divergent opinions.

- work to meet the educational needs of all learners, within all classroom environments, in all educational leadership settings. (Gurin, Nagda, & Sorensen, 2011) (SKILL)

- exhibit knowledge of growth and development of students as it pertains to teaching in an inclusive environment. (Gurin, Nagda, & Sorensen, 2011) (SKILL)

- infuse a multicultural dimension throughout their curriculum. (Gurin, Nagda, & Sorensen, 2011) (Hawley & Nieto, 2010) (SKILL)

- promote a learning environment/climate that embraces elements of diversity. (Gurin, Nagda, & Sorensen, 2011) (SKILL)

- analyze bias and practices that impact learner success. (Goodboy & Myers, 2008) (SKILL)

- question, investigate, and develop their own conclusions about stereotypic societal views and perceptions. (Bagley, 2010) (Wessler & DeAndrade, 2006) ( SKILL)

3. Show willingness to model and exhibit tolerance for all persons and backgrounds, and foster relationships with school colleagues, parents, and agencies of the larger community. This DISPOSITION will be observed in candidates behaviors, attitudes and beliefs as they:

- work to meet the educational needs of all learners, within all classroom environments, in all educational leadership settings. (Falk & Darling-Hammond, 2010) (DISPOSITION)

18

- exhibit knowledge of growth and development of students as it pertains to teaching in an inclusive environment. (Gurin, Nagda, & Sorensen, 2011) (DISPOSITION)

- infuse a multicultural dimension throughout their curriculum. (Hawley & Nieto, 2010) (DISPOSITION)

- demonstrate respect for all persons. (Hawley & Nieto, 2010) (DISPOSITION)

- promote a learning environment/climate that embraces elements of diversity. (Gurin, Nagda, & Sorensen, 2011) (DISPOSITION)

- analyze bias and practices that impact learner success. (Goodboy & Myers, 2008) (DISPOSITION)

- question, investigate, and develop their own conclusions about stereotypic societal views and perceptions. (Black and Wiliam, 2009) (DISPOSITION)

IV Methodology/TechnologySuccessful candidates, whether from initial or advanced programs, will embrace the value for planning and delivering teaching-learning activities that are consistent with identified learning objectives, ability level of students, while using a variety of instructional methodologies/strategies to prescribe for individual differences. To achieve these professional knowledge, skills and dispositions,

Candidates will:1. recognize the need for a variety of technology enhanced instructional

strategies based on current research and best practice.- demonstrate knowledge of effective pedagogical methodologies and

strategies. (Falk & Darling-Hammond, 2010) (KNOWLEDGE)- improve instruction based on reflective practice and research-based

best practices. (Falk & Darling-Hammond, 2010) (Marzano, 2011). (KNOWLEDGE)

- demonstrate the effective application of technology in communications with others in support of the teaching/learning process. (Mendocino, Razzaq, & Heffernan, 2009) (KNOWLEDGE)

- plan and deliver instruction based upon knowledge of subject matter, the contextual backgrounds of students’ lives and interests, the community, and curricular goals. (Falk & Darling-Hammond, 2010) (Hawley & Nieto, 2010) (KNOWLEDGE)

2. Utilize a variety of instructional methodologies and technologies to deliver lesson presentations.

- demonstrate knowledge of effective pedagogical methodologies and strategies. (SKILL)

- improve instruction based on reflective practice and research-based best practices. (Marzano, 2011) (SKILL)

- demonstrate the effective application of technology in communications with others in support of the teaching/learning process. ( SKILL)

19

- plan and deliver instruction based upon knowledge of subject matter, the contextual backgrounds of students’ lives and interests, the community, and curricular goals. (Hawley & Nieto, 2010) (SKILL)

3. Demonstrate the active willingness to design, model and promote learning activities that are consistent with identified learning objectives.

- improve instruction based on reflective practice and research-based best practices. (Falk & Darling-Hammond, 2010) (Marzano, 2011) (DISPOSITION)

- demonstrate the effective application of technology in communications with others in support of the teaching/learning process. (Mendocino, Razzaq, & Heffernan, 2009) (DISPOSITION)

- plan and deliver instruction based upon knowledge of subject matter, the contextual backgrounds of students’ lives and interests, the community, and curricular goals. (Falk & Darling-Hammond, 2010) (Hawley & Nieto, 2010) (DISPOSITION)

The programs at Chadron State College strive to give candidates a variety of in-classroom and practicum exposures to different student learning approaches and behaviors as a basis for their philosophy and application of skills. Instructional strategies that have a high probability of enhancing student understanding and achievement for all students in all subject areas and grade levels are identified in the table below.

Table CF.1: Methodologies Affecting Student LearningCategories of Instructional Strategies/Methodologies

Affecting Student Learning1 Identifying Similarities and Differences- Analytical

Reasoning2 Summarizing and Note-taking- Discussion/Debate

Strategies3 Reinforcing Effort and Providing Recognition- Student

Interests4 Homework and Practice- Application/Engagement5 Non-linguistic Representations- Visual/Sensory

Methodologies6 Cooperative Learning- Multiple Perspectives, Diversity7 Set Objectives and Provide Feedback-

Reflection/Assessment8 Generating and Testing Hypothesis- Critical Thinking

Skills9 Questions, Cues and Advance Organizers-

Facilitation/Coaching

With regard to Category #1, researchers found “Identifying Similarities and Differences” operations to be basic to human thought (Graham, Namy, Gentner, & Meagher, 2010) (Goldwater, Markman & Stilwell, 2011).

20

Category #2, “Summarizing and Note-taking” are two of the most powerful skills students can cultivate. They provide students with tools for identifying and understanding the most important aspects of what they are learning (Marzano, 2011).

Category #3, “Reinforcing Effort and Providing Recognition”. Most students do not recognize the fact that the effort put into a task has a direct effect on their success relative to the task (Falk & Darling-Hammond, 2010) (Goodboy & Myers, 2008) (Kobau, Seligman, & Peterson, 2011).

Category #4, “Homework and Practice- Application/Engagement”. There is a direct relationship between the amount of time spent on homework and student achievement, at the secondary grade levels (Keith, Diamond-Hallam, & Fine, 2004). Skill learning commonly takes on a specific form and requires a fair amount of practice. (Anderson, 1995)

Category #5, “Non-linguistic Representations- Visual/Tactile- Sensory Methodologies” Meanings are made in situ through the full spectrum of sensory phenomena with which actors engage – from what can be seen with the eye to what can be heard, touched, smelled tasted – but also reverberate within webs of signifiers (e.g. the connotations of colors and plastics in the domain of children’s toys) beyond the immediacy of unfolding interactions. (Hurdley & Dicks, 2011)

Category #6, Organizing students into “Cooperative Learning” groups has a powerful effect on learning, regardless of whether groups compete with one another (Ciani, Middleton, Summers & Sheldon, 2010) (Marzano, 2011)

Category #7, “Set Objectives and Provide Feedback” provides direction for learning. Mager, (1962) explained that effective instructional objectives contain the following three defining characteristics: performance expectations, conditions for success, and criterion for acceptable performance.

“Moreover, a recent review of the literature by Urdan and Schoenfelder (2006) highlights numerous classroom characteristics, such as classroom community, teacher support for autonomy, and a mastery classroom goal structure, that may promote more adaptive student motivation.” (Ciani, Middleton,

Summers & Sheldon, 2010)

Category # 8, “Generating and Testing Hypothesis” The instructional fit hypothesis predicts that different types of prompts will be differentially beneficial because of the match between the cognitive processes elicited and the learner’s prior knowledge, the target knowledge, and the task constraints. (Nokes, Hausmann, VanLehn & Gershman, 2011) Research has shown the power of asking students to explain the principles they are working from, the hypothesis they generate from these principles, and why their hypothesis makes sense. (Lavoie, 1999).

21

Category # 9, “Questions, Cues and Advance Organizers”. Educational researchers have shown that the activation of prior knowledge is critical to learning of all types. “Overall it seems to us that these very different bodies of research all lead to the conclusion that in order to account for human beings abilities to understand the natural world it is necessary to postulate (naïve) theories as a form of mental representation.” (Punyashloke & Brewer, 2003)

V. ProfessionalismSuccessful candidates, whether from initial or advanced programs, will demonstrate conduct befitting a professional educator, to include the following behaviors: regular self-reflection, positive ethical behavior, respectful attitude, proper mode of dress, effective classroom management skills, appropriate knowledge of subject matter, and actively seek opportunity to grow professionally. To achieve these professional knowledge, skills, and dispositions,

Candidates will:1. Demonstrate depth of content knowledge and subject matter, work to expand their

own educational philosophy, and develop a set of personal beliefs about teaching and learning.

- practice from a specific set of professional values related to their leadership role, modeling integrity and commitment to their field. (Falk & Darling-Hammond, 2010) (Roschewski, Isernhagen & Dappen, 2006) (KNOWLEDGE)

- successfully develop knowledge of essential content area (Specialty Studies) and General Studies curricular concepts, and the appropriate skills and dispositions to effectively impart this knowledge. (Falk & Darling-Hammond, 2010) (KNOWLEDGE)

- use professional knowledge, skills, and dispositions when working with students, guardians, peers, administrators, and community members. (Black and Wiliam, 2010) (Falk & Darling-Hammond, 2010) (KNOWLEDGE)

- demonstrate acceptable ethical behavior and continually reflect on the effects of their choices and actions on others. (Black & William, 2010) (Falk & Darling-Hammond, 2010) (Stiggins, 2009) (KNOWLEDGE)-actively seek opportunities to grow as professional educators. (Hawley & Nieto, 2010) (Marzano, 2011) (KNOWLEDGE)

2. Project a professional image in proper dress, conduct, attendance, punctuality and work ethic.

- successfully develop knowledge of essential content area (Specialty Studies) and General Studies curricular concepts, and the appropriate skills and dispositions to effectively impart this knowledge. (Falk & Darling-Hammond, 2010) ( SKILL)

22

- use professional knowledge, skills, and dispositions when working with students, guardians, peers, administrators, and community members. (Black and Wiliam, 2010) (SKILL)

- demonstrate acceptable ethical behavior and continually reflect on the effects of their choices and actions on others. (Falk & Darling-Hammond, 2010) (Marzano, 2011) (Wessler & DeAndrade, 2006) (SKILL)

3. Demonstrate the active willingness to model self-reflection, positive ethical behaviors, respectful attitude, and to take personal responsibility for their own professional development.

- practice from a specific set of professional values related to their leadership role, modeling integrity and commitment to their field. (Falk & Darling-Hammond, 2010) (Marzano, 2011) (DISPOSITION)

- successfully develop knowledge of essential content area (Specialty Studies) and General Studies curricular concepts, and the appropriate skills and dispositions to effectively impart this knowledge. (Marzano, 2011) (DISPOSITION)

- use professional knowledge, skills, and dispositions when working with students, guardians, peers, administrators, and community members. (Kobau, Seligman, & Peterson, 2011) (DISPOSITION)

- demonstrate acceptable ethical behavior and continually reflect on the effects of their choices and actions on others. (Kobau, Seligman, & Peterson, 2011) (Wessler & DeAndrade, 2006) (DISPOSITION)-actively seek opportunities to grow as professional educators. (DISPOSITION)

VI. Thinking SkillsThinking skills apply to all subjects and to student learning at all levels. Candidates at all levels evaluate and assess information, conclusions, and points of view, and demonstrate/model these behaviors to P-12 students. They work to promote activities that elicit critical thought beyond recall and comprehension. They need to think beneath the surface, to be logical, and fair. To achieve these professional knowledge, skills, and dispositions,

Candidates will:1. demonstrate personal responsibility for their learning and work diligently to learn

from the internship experiences.- improve instruction based on reflection, practice and research-based

best practices. (Falk & Darling-Hammond, 2010) (KNOWLEDGE)- formulate and use a variety of instructional strategies to encourage

student development of critical thinking, problem solving, and performance skills. (Bagley, 2010) (Stiggins, 2009) (KNOWLEDGE)

23

2. Utilize a variety of critical thinking and decision-making strategies to promote learning.

- improve instruction based on reflection, practice and research-based best practices. (Falk & Darling-Hammond, 2010) (SKILL)formulate and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. (Bagley, 2010) (Stiggins, 2009) (SKILL)

3. Show value for the use of skills and knowledge to promote inquiry, critical analysis, and subject knowledge synthesis within all students.

- improve instruction based on reflection, practice and research-based best practices. (Falk & Darling-Hammond, 2010) (DISPOSITION)

- formulate and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. (Stiggins, 2009) (DISPOSITION)

VII. LeadershipLeadership is the ultimate demonstration of the six previous components. Candidates at all levels will utilize the knowledge, skills, and dispositions developed within the six previous components to provide a school system the leadership necessary to utilize assessment to improve learning, develop new and better methods and technologies to enhance learning, display human behaviors supportive of all learning, communicate effectively with stakeholders, demonstrate an ability to think methodically at a high order thinking level and model professional behaviors appropriate for leaders within a school system.

Summary of Candidate Outcomes

In applying the seven components of the Visionary Leader model with their associated outcomes, candidates meet the professional standards for the Nebraska Department of Education and National Council for Accreditation of Teacher Education in preparing educators and other professional school personnel for initial and advanced programs.

The Education Unit’s focus is grounded in producing Visionary Leaders who stimulate and inspire the students they serve as they enter the world of the future, while preparing our candidates to succeed in the changing educational world. Our efforts are measured and evaluated in order to gauge success. Assessment-informed decisions are made which constantly guide our learning-centered programs. To provide this information, assessment is undertaken through multiple means and at various points in each program. Data gathered is purposeful, collected in a structured manner, and analyzed. Results are then applied to desired outcomes in order to measure success, find strengths and weaknesses, identify individual challenges, and find ways to meet candidate needs. Candidate learning, faculty development, and program effectiveness are all examined through assessment. Our assessment system is structured to align with state, regional, and national standards.

24

In the Chadron State College Education Unit, candidates are led in a student-centered learning focus. In classrooms and in practice, they experience the range and variety of tools that can help them determine what students learn and how to reflect on results to evaluate individual student progress and needs. Effective educators need an ongoing process providing consistent feedback and a multifaceted selection of measurement tools in order to understand, adjust, and guide. Evaluation and assessment, as well as feedback they provide, allow candidates to have “vision” into their own progress. This insight enables them to make decisions regarding modifications in their programs that will aid them in successfully reaching their goals.

Faculty in the Education Unit provides models for candidates through their use and application of assessment. Candidates’ accountability for their own progress and for their students’ learning is a concept that becomes familiar through the use of assessment. As the candidate is exposed to assessment of their own progress, they begin to understand how different methods and tools can produce different kinds of information. Important in learning the use of assessment is the identification and development of classroom assessments designed with an understanding of specific needs, users, and contexts (Airasian, 2011) (Falk & Darling-Hammond, 2010) (Roschewski, Isernhagen & Dappen, 2006).

Important aspects of assessment are validity and reliability. Candidates learn about sampling strategies that accurately reflect student learning and how to develop assessment plans that include both formative and summative measures (Black & Wiliam, 2010, Scherer, 2003). Recognizing and controlling for sources of bias in assessment are paramount to producing valid data. An important aspect in the application of assessment is to understand strategies for controlling and eliminating bias along with the disposition that values equality and fairness (Airasian, 2011).

Ultimately, the goal of assessment is to evaluate and apply the data gathered for purposes of growth and improvement. Faculty and candidates learn to utilize data in making decisions at all levels of the educational system. “With their improved assessment literacy, educators have found appropriate ways of aligning curriculum with standards and providing seamless opportunities for students to learn. Teachers have transferred this new learning to classroom practice by reviewing their assessments for fairness and accuracy.” (Roschewski, Isernhagen & Dappen, 2006) Candidates gain knowledge and skills of statistical concepts and in the interpretation of data, along with application of the assessment tools. Candidates learn skills to help them utilize the information to improve student learning at all levels. Their practice helps them to understand the process of accurately interpreting and applying data to instructional planning, program evaluation, and, especially in the case of other school professionals, to school and program improvement (Scherer, 2003).

The Education Unit’s assessment system is an on-going process, always under review for ways to affect improved candidate learning success. We examine methods for strengthening our curriculum, examining the evaluation and comprehension of data, ever watchful for opportunities to achieve excellence.

25

Assessment is designed to engage candidates in the process of their own professional development through simulations and authentic classroom experiences, coupled with coursework and reflective portfolios as evidence of preparation to enter the profession. It allows candidates the ownership of their achievements and provides a path for development of shared understanding of dispositions, knowledge, and skills. Assessment, as an integral component of learning, is a shared and continuous process, bringing the Unit faculty and candidates together with our participating P-12 school partners.

Our vision was chosen to guide current and future Unit faculty, Unit candidates, and the future students of Unit candidates to function confidently and effectively in a world environment of rapid change. It is based, to a great extent, on the constructivist learning model that emphasizes shared responsibilities in the teaching/learning process and supports the needs of all learners as individuals. “Developing Visionary Leaders for Lifelong Learning” is the goal of the Education Unit at Chadron State College.

ANNOTATED BIBLIOGRAPHY

Assessment“Ultimately, I argue that by allowing students to take more ownership over their evaluations, they learn to view assessment as a valuable tool for growth rather than merely an arbitrary judgment handed down by someone in authority.” (Bagley, 2010)

“…use of a host of alternative strategies in place of letter grades, and its emphasis on the use of assessment methods which relate authentically to both students’ schoolwork and their overall lives.” (Bagley, 2010)

Bagley, S. (2010). Students, Teachers and Alternative Assessment in Secondary School: Relational Models Theory (RMT) in the Field of Education. Australian Educational Researcher (Australian Association for Research In Education), 37(1), 83-106.

“Much has happened since publication in 1998 to develop the concept of formative feedback. We have learned more clearly that interactive dialogue, between teacher and learners and between learners themselves, is at the heart of formative practice and that such practice should enrich the central task of teachers. That task is to engineer learning opportunities so that learners can become more expert and more responsible in guiding and furthering their own learning. (Black and Wiliam, 2009)

This “requires many teachers to fundamentally change how they relate to students, to become better listeners themselves, and to learn to promote, respect, encourage, and build on student contributions. Such change requires courage and calls for mutual support between teacher colleagues in sustained, in-school professional development.” (Wiliam 2007/2008 as cited in Black and William, 2009).

Black, P., & Wiliam, D. (2010). A Pleasant Surprise. Phi Delta Kappan, 92(1), 47-48.

26

“Nebraska educators believe a high-quality local assessment system includes curriculum aligned with standards, the opportunity to learn, and fair and accurate measurement.”

“With their improved assessment literacy, educators have found appropriate ways of aligning curriculum with standards and providing seamless opportunities for students to learn. Teachers have transferred this new learning to classroom practice by reviewing their assessments for fairness and accuracy.” (Roschewski, Isernhagen & Dappen, 2006)

Roschewski, P., Isernhagen, J., & Dappen, L. (2006). Nebraska Stars: Achieving Results. Phi Delta Kappan, 87(6), 433-437.

“Students become partners in the self-assessment process during the learning by, for example, collaborating with teachers in creating and using assessments like those they will be held accountable for later. This reveals to them the secrets to their own learning success while they are still learning.” (Stiggins, 2009)

Stiggins, R. (2009). Assessment For Learning in Upper Elementary Grades. Phi Delta Kappan, 90(6), 419-421.

Communication“One effective teaching behavior that impacts learning and affect is teacher confirmation. Students report more motivation, cognitive learning, affective learning, participation, and importantly, student satisfaction when teachers are confirming.” (Goodboy & Myers, 2008)

Goodboy, A. K., & Myers, S. A. (2008). The effect of teacher confirmation on student communication and learning outcomes. Communication Education, 57(2), 153-179.

“Student feelings and degrees of acceptance should be related to whether or not they are satisfied with teacher communication encounters. It is probable that positive student attitudes toward a course and an instructor are developed through satisfying communication encounters with an instructor.” (Goodboy, Martin, & Bolkan, 2009)

Goodboy, A. K., Martin, M. M., & Bolkan, S. (2009). The development and validation of the student communication satisfaction scale. Communication Education, 58(3), 372-396. doi:10.1080/03634520902755441

Human Relations/Diversity“Family involvement strategies that are responsive to racial and ethnic diversity reject the idea that language or cultural differences are insurmountable barriers. They encourage educators to learn about their students’ families by communicating with them consistently and respectfully. Learn about the communities in which they teach by becoming familiar with the community resources. Learn to speak at least one of the native languages of the students they teach. Learn how to engage families in their

27

children’s education in ways that enrich the curriculum, family support for learning, and teachers’ knowledge of students.” (Hawley & Nieto, 2010)

Hawley, W. D., & Nieto, S. (2010). ANOTHER INCONVENIENT TRUTH: Race and Ethnicity Matter. Educational Leadership, 68(3), 66-71.

“At the Center for the Prevention of Hate Violence, we have found that harassment and the use of derogatory language is a pervasive problem in schools across the country. Left unchecked, these behaviors pose a great challenge for our schools. They create environments in which students are withdrawn, distracted, wounded, and even ready to turn to violence. Anti-bias educational programs can and do make a difference in schools. Our task as practitioners, theorists, and researchers is to continue to develop our understanding of the dynamics of harassment and bias and how to prevent them, so that we can make our schools a safer place for all students.” (Wessler & DeAndrade, 2006)

Wessler, S. L., & DeAndrade, L. L. (2006). Slurs, stereotypes, and student interventions: Examining the dynamics, impact, and prevention of harassment in middle and high school. Journal of Social Issues, 62(3), 511-532.

“INTERGROUP DIALOGUE provides what students need in order to relate and collaborate across differences, something they have to do in community projects that usually involve interactions across racial, social class, religious, and geographical divides. In this article, we demonstrate the efficacy of intergroup dialogue, drawing from a multi-university study involving fifty-two parallel field experiments in which students were randomly assigned either to dialogue courses or to control groups. The results show that, as compared with the control groups, the dialogue students experienced greater increases in their understanding of race, gender, and income inequality; their intergroup empathy and motivation to bridge differences; and their commitment to post college social and political action. Moreover, they also experienced greater increases in the efficacy and frequency of their intergroup action during college, as well as in their cognitive openness and positivity in intergroup situations.” (Gurin, Nagda, & Sorensen, 2011)

“Three important aspects of intergroup dialogue are especially noteworthy from an educational perspective. First, dialogue requires learning to listen, to ask questions of others, and to commit to understanding the perspectives of others, even if not agreeing. Dialogue is not debate, in which people try to convince each other so that one side “wins.” It is not a term that simply substitutes for “talk,” as for example when students say that they “dialogue” (talk) with their friends, roommates, and families about political and social issues. Dialogue is a style of interactive communication that facilitates shared understanding rather than debate.” (Gurin, Nagda, & Sorensen, 2011)

Gurin, P., Nagda, B. A., & Sorensen, N. (2011). Intergroup dialogue education for a broad conception of civic engagement. Liberal Education, 97 (2), 46-51.

Methodology/Technology

28

“Achievement goal theory serves as the primary theoretical framework for the current study as it targets the reasons why students engage in class work by scrutinizing what goals students are trying to achieve. Achievement goal theory also places great emphasis on the classroom context (e.g., teachers and peers) in relation to students’ goal adoption and pursuits…A mastery goal, an orientation to developing competence, is seen as a striving to understand, learn, and improve skills from an intrapersonal frame of reference. A performance goal, an orientation to demonstrating competence, is seen as a striving to outperform others and appear competent based on an interpersonal evaluative norm.”

“Moreover, a recent review of the literature by Urdan and Schoenfelder (2006) highlights numerous classroom characteristics, such as classroom community, teacher support for autonomy, and a mastery classroom goal structure, that may promote more adaptive student motivation.” (Ciani, Middleton, Summers & Sheldon, 2010)

Ciani, K. D., Middleton, M. J., Summers, J. J., & Sheldon, K. M. (2010). Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. Contemporary Educational Psychology, 35, 88-99. Doi: 10.1016/j.cedpsych.2009.11.001

“Grouping objects together into categories enables children to make sense of the vast diversity of objects and entities in their environment. A large body of research has been devoted to examining the types of information children may rely on to form categories of objects.”

Graham, S. A., Namy, L. L., Gentner, D., Meagher, K. (2010). The role of comparison in preschoolers’ novel object categorization. Journal of Experimental Child Psychology, (1072)280-290. Doi. 10.1016/j.jecp.2010.04.017

“Theories differ on whether the set of features is organized around a prototype, exemplars of the category experienced in the past, or subclusters of features that describe category members. New items are classified based on some function of the similarity of the new exemplar to the category representation. This view of categorization does a nice job of accounting for data from studies of natural categories as well as studies of category learning. However, there is reason to believe that some categories are defined by taking into account the role that an object plays in a situation rather than by just collecting the features that describe category members.”(Goldwater, Markman, & Stilwell, 2011)

Goldwater, M. B., Markman, A. B., Stilwell, C. H. (2011). The empirical case for role- governed categories. Cognition, (118) 359-376. Doi: 10.1016/j.cognition.2010.10.009.

“Qualitative researchers have long acknowledged that what participants say and do needs to be interpreted alongside the material and sensorial settings in which they say and do it, and which play an active role in the shaping of emergent situations and encounters.” (Hurdley & Dicks, 2011)

29

“Meanings are made in situ through the full spectrum of sensory phenomena with which actors engage – from what can be seen with the eye to what can be heard, touched, smelled, tasted – but also reverberate within webs of signifiers (e.g. the connotations of colours and plastics in the domain of children’s toys) beyond the immediacy of unfolding interactions.” (Hurdley & Dicks, 2011)

Hurdley, R., & Dicks, B. (2011). In-between practice: working in the ‘thirdspace’ of sensory and multimodal methodology. Qualitative Research, 11(3), 277. doi:10.1177/1468794111399837

“The importance and effects of homework continue to be debated. Research has shown that homework is an important influence on learning, and research has also highlighted characteristics of homework that are important to improve student learning… The purpose of our research was to determine the relative influence on students’ grades of time spent doing homework in school as compared to time spent doing homework out of school. We developed, tested, and cross-validated a longitudinal model of the effects of in-school and out-of-school homework on high school grades. The model was estimated using latent variable structural equation modeling and a national education data set. Because much recent commentary has focused on whether students currently spend too much time on homework, we briefly compared student reports of time spent on homework in comparison to time spent on a potentially competing activity, weekday television viewing.” (Keith, Diamond-Hallam, & Fine, 2004)

Keith, T. Z., Diamond-Hallam, C., & Fine, J. (2004). Longitudinal effects of in-school and out-of-school homework on high school grades. School Psychology Quarterly, 19(3), 187-211. Doi: 10.1521/scpq.19.3.187.40278

Positive psychology is the study of what is ''right'' about people-their positive attributes, psychological assets, and strengths. Its aim is to understand and foster the factors that allow individuals, communities, and societies to thrive. Cross-sectional, experimental, and longitudinal research demonstrates that positive emotions are associated with numerous benefits related to health, work, family, and economic status. Growing biomedical research supports the view that positive emotions are not merely the opposite of negative emotions but may be independent dimensions of mental affect. The asset-based paradigms of positive psychology offer new approaches for bolstering psychological resilience and promoting mental health. Ultimately, greater synergy between positive psychology and public health might help promote mental health in innovative ways. (Kobau, Seligman, & Peterson, 2011)Kobau, R., Seligman, M. P., & Peterson, C. (2011). Mental health promotion in public health: Perspectives and strategies from positive psychology. American Journal of Public

Health, 101(8), e1-e9.

In this article the author discusses research regarding instructional strategies and their effects on student learning and examines reasons that the results of this research often finds varying results. He comments on examples of

30

educational research he has conducted in the past on teaching methods wherein the percentages of student learning gains for the same method are drastically different. He cites the ways in which teachers use the teaching strategies involved as the reason for these differences and identifies the various levels of strategies that are used by teachers including beginning, developing, applying, and innovating. (Marzano, 2011)

Marzano, R. J. (2011). Art & science of teaching: It’s how you use a strategy. Educational Leadership, 69(4), 88-89.

“Previous research has shown positive results for using Web-based homework assistance instead of traditional paper-and-pencil homework. MasteringPhysics, a Web-based physics homework tutor developed at MIT, uses mastery learning to help students reach mastery when solving physics homework problems. Students can ask for hints on problems and receive feedback on common student errors. Some hints will ask the student a question that behaves like a “scaffolding question” in the ASSISTment system…The Andes system is an intelligent tutoring system that provides support for problem solving for physics homework.”

“Some advantages of homework-assistance systems are the immediate feedback to students and automatic grading and recording of grades for instructors. Automatic grading saves time for teachers who would like to grade all of their students’ paper-and-pencil homework carefully by hand but do not have time. In turn, this can prompt students to take homework more seriously because they know it will be graded and the grade will be recorded. With these systems, students can often get immediate feedback on their answers and work and sometimes help toward solving problems.” (Mendocino, Razzaq, & Heffernan, 2009)

Mendicino, M., Razzaq, L., & Heffernan, N. T. (2009). A Comparison of Traditional Homework to Computer-Supported Homework. Journal Of Research On Technology In Education, 41(3), 331-359.

“The instructional fit hypothesis predicts that different types of prompts will be differentially beneficial because of the match between the cognitive processes elicited and the learner’s prior knowledge, the target knowledge, and the task constraints.” (Nokes, Hausmann, VanLehn & Gershman, 2011)Nokes, T., Hausmann, R., VanLehn, K., & Gershman, S. (2011). Testing the instructional

fit hypothesis: the case of self-explanation prompts. Instructional Science, 39(5), 645. doi:10.1007/s11251-010-9151-4

“Our focus on the role of theories as a form of mental representation has important implications for science instruction. It points out the problems with techniques that focus on the memorization of facts and emphasizes the importance of instructional procedures that focus on helping students develop coherent explanatory frameworks, or theories, which can be used to interpret facts.”(Punyashloke & Brewer, 2003)

31

Punyashloke, M., Brewer, W. F. (2003). Theories as a form of mental representation and their role in the recall of text information. Contemporary Educational Psychology, 28277-303. doi:10.1016/S0361-476X(02)00040-1

Professionalism – The articles in this volume, which have highlighted a variety of documentation practices, have demonstrated how documentation supports the development of democratic education by making it possible for teachers to understand and teach their students well and for students to understand themselves and each other, both as learners and as members of a collective community. In this summary article, we discuss how documentation practices support the development of a democratic education by: (a) fostering an inquiry approach to teaching; (b) informing teaching and enhance professional learning; (c) extending learning; and (d) offering alternatives in assessment. (Falk & Darling-Hammond, 2010)

The ability to observe, evaluate, and reflect on students’ learning and experience—all aspects of documentary practices—is essential to effective teaching. Grounded in inquiry and deductive research, this kind of teaching recognizes everyday events, including the unexpected, as opportunities for rich learning. Emphasizing looking and listening rather than quizzing and telling, it values originality and differences among learners even while assessing students’ progress toward common goals and expectations. It relies on teachers and adults as resources and facilitators who help students learn to ask good questions, develop strategies for finding answers, and, ultimately, manage and guide their own learning. (Falk & Darling-Hammond, 2010)

Falk, B., & Darling-Hammond, L. (2010). Documentation and Democratic Education. Theory Into Practice, 49(1), 72-81.

Thinking Skills- The ability to observe, evaluate, and reflect on students’ learning and experience—all aspects ofdocumentary practices—is essential to effective teaching. Grounded in inquiry and deductive research, this kind of teaching recognizes everyday events, including the unexpected, as opportunities for rich learning. Emphasizing looking and listening rather than quizzing and telling, it values originality and differences among learners even while assessing students’ progress toward common goals and expectations. It relies on teachers and adults as resources and facilitators who help students learn to ask good questions, develop strategies for finding answers, and, ultimately, manage and guide their own learning. (Falk & Darling-Hammond, 2010)

Falk, B., & Darling-Hammond, L. (2010). Documentation and Democratic Education. Theory Into Practice, 49(1), 72-81.

In this article the author discusses research regarding instructional strategies and their effects on student learning and examines reasons that the results of this research often finds varying results. He comments on examples of educational research he has conducted in the past on teaching methods wherein the percentages of student learning gains for the same method are drastically different. He cites the ways in which teachers use the teaching strategies

32

involved as the reason for these differences and identifies the various levels of strategies that are used by teachers including beginning, developing, applying, and innovating. (Marzano, 2011)

Marzano, R. J. (2011). Art & science of teaching: It’s how you use a strategy. Educational Leadership, 69(4), 88-89.

33