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UNIVERSITY OF CENTRAL MISSOURI2190 Lovinger Education BuildingWarrensburg MO 640933282009-412009
Type of VisitContinuing visit - Initial Teacher PreparationContinuing visit - Advanced Preparation
NCATE Board of Examiners TeamDr Arlinda J EatonDr Michael M BrettingDr Philip GinnettiDr Elizabeth KleinMs Caroline E RiceMr Earl V Gardner
State TeamDr William W Freeman
State ConsultantMr David R Adams
NEA or AFT RepresentativeMr Christopher Eager
Board of Examiners Report
SUMMARY FOR PROFESSIONAL EDUCATION UNIT
National Council for Accreditation of Teacher Education
InstitutionUniversity of Central Missouri
Team Findings
Not Applicable (Programs not offered at this level)
Standards Initial Advanced
1 Candidate Knowledge Skills and Professional Dispositions Standard Met Standard Met
2 Assessment System and Unit Evaluation Standard Met Standard Met
3 Field Experiences and Clinical Practice Standard Met Standard Met
4 Diversity Standard Met Standard Met
5 Faculty Qualifications Performance and Development Standard Met Standard Met
6 Unit Governance and Resources Standard Met Standard Met
I INTRODUCTION
1 Provide a brief overview of the institution and the unit
The University of Central Missouri (UCM) a four-year public institution was founded in 1871 as a two-year institution State Normal School 2 In the 138 years since its inception as several degree programs were added and the universityrsquos academic portfolio expanded the institution went through four name changes Today UCM offers more than 150 undergraduate and graduate degree programs Education is the largest discipline in the institution
UCM is comprised of five academic colleges including Arts Humanities and Social Sciences Business Administration Education Health and Human Performance and Science and Technology The institution is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools UCM is the longest continuously NCATE-accredited public institution in the state
The 1561-acre residential campus is located fifty miles southeast of Kansas City in Warrensburg a west central Missouri community of 17000 Of the 11063 students who attend UCM 89 percent of them come from Missouri The remaining 11 percent represent 40 other states in the US and 52 nations The university also offers courses at the Summit Center in Leersquos Summit Missouri located 35 miles from Warrensburg on the eastern outskirts of the Kansas City metropolitan area
The professional education unit at UCM is led by the dean of the College of Education (COE) and comprised of the Professional Education Faculty (PEF) all faculty who teach professional education courses supervise student teachers or administer departments with teacher education programs Their authority is exercised through the Teacher Education Council (TEC) which is made up of ten voting
Page 1
Board of Examiners Report
SUMMARY FOR PROFESSIONAL EDUCATION UNIT
National Council for Accreditation of Teacher Education
InstitutionUniversity of Central Missouri
Team Findings
Not Applicable (Programs not offered at this level)
Standards Initial Advanced
1 Candidate Knowledge Skills and Professional Dispositions Standard Met Standard Met
2 Assessment System and Unit Evaluation Standard Met Standard Met
3 Field Experiences and Clinical Practice Standard Met Standard Met
4 Diversity Standard Met Standard Met
5 Faculty Qualifications Performance and Development Standard Met Standard Met
6 Unit Governance and Resources Standard Met Standard Met
I INTRODUCTION
1 Provide a brief overview of the institution and the unit
The University of Central Missouri (UCM) a four-year public institution was founded in 1871 as a two-year institution State Normal School 2 In the 138 years since its inception as several degree programs were added and the universityrsquos academic portfolio expanded the institution went through four name changes Today UCM offers more than 150 undergraduate and graduate degree programs Education is the largest discipline in the institution
UCM is comprised of five academic colleges including Arts Humanities and Social Sciences Business Administration Education Health and Human Performance and Science and Technology The institution is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools UCM is the longest continuously NCATE-accredited public institution in the state
The 1561-acre residential campus is located fifty miles southeast of Kansas City in Warrensburg a west central Missouri community of 17000 Of the 11063 students who attend UCM 89 percent of them come from Missouri The remaining 11 percent represent 40 other states in the US and 52 nations The university also offers courses at the Summit Center in Leersquos Summit Missouri located 35 miles from Warrensburg on the eastern outskirts of the Kansas City metropolitan area
The professional education unit at UCM is led by the dean of the College of Education (COE) and comprised of the Professional Education Faculty (PEF) all faculty who teach professional education courses supervise student teachers or administer departments with teacher education programs Their authority is exercised through the Teacher Education Council (TEC) which is made up of ten voting
Page 1
members elected by faculty representing each of the colleges that has a teacher education program The COE dean associate dean and department chairs serve as non-voting members of the TEC
Six degree programs (BSE MA MAT MS MSE EdS) are offered through four departments in the COE Career and Technology Education Educational Foundations and Literacy Educational Leadership and Human Development and Elementary and Early Childhood Education Tables 2 and 3 on pages 7-12 of the Institutional Report (IR) reflect specific information about programs degrees enrollment and accreditation and recognition of programs All of UCMrsquos undergraduate and graduate programs leading to certification meet state standards and will be recommended for approval to the State Board of Education by the Missouri Department of Elementary and Secondary Education (DESE) team Eight of the 18 programs submitted to Specialized Professional Associations (SPAs) have been nationally recognized while seven have been recognized with conditions One program is recognized with probation and two language programs require further development prior to resubmitting them to their SPA Two other undergraduate programs have been accredited by their respective accrediting agencies
Several significant changes have occurred since the last NCATE visit in 2002bull The College of Education and Human Services became two colleges--Education and Health and Human Servicesbull The Department of Career and Technology Education previously in the College of Science and Technology moved to the COEbull The Department of Curriculum and Instruction was divided into two departmentsndashEducational Foundations and Literacy and Elementary and Early Childhood Educationbull New administrative appointments included the president provost and COE deanbull All current COE department chairs were appointed since 2002bull A new position was createdndashUnit Assessment Coordinator for Teacher Work Samplebull New assessments were developed (dispositions ability to plan instruction impact on P-12 learning) and existing ones were redesigned (student teaching observation form) modified (timing of the Praxis II examination) or dropped (portfolio)
2 Describe the type of state partnership that guided this visit (ie joint visit concurrent visit or an NCATE-only visit) Were there any deviations from the state protocol
The NCATE visit was a continuing visit in which initial and advanced level programs were reviewed The University of Central Missouri is located in a NCATE partnership state where national accreditation is voluntary The partnership agreement provides for a concurrent visit by a NCATE Board of Examiners (BOE) team and a state team appointed by DESE The two teams work simultaneously however the review of each team has a different focus The NCATE team uses NCATE standards to review the unit while the DESE team uses the Missouri Standards for Teacher Education Programs (MoSTEP) to review the unitrsquos programs that lead to certification There is a state consultant who advises both teams on state requirements nomenclature and special circumstances
The visiting NCATE team at UCM included six BOE members and the DESE team numbered eight members One observer from the National Education Association (NEA) was a non-voting member of the NCATE team and present throughout the visit The Assistant Director of the Missouri Department of Elementary and Secondary Education served as the state consultant to both teams Throughout the visit the chairs of the two teams and the state consultant regularly met with the COE dean and associate dean to clarify information request additional evidence and discuss the status of the visit Members from the two teams participated together in the Saturday afternoon overview provided by the institution the Sunday evening poster session and each of the scheduled interviews However there was limited
Page 2
contact between the BOE and DESE teams because their reviews differed The DESE team report is appended to this BOE report No deviations were made from the state protocol
3 Indicate the programs offered at a branch campus at an off-campus site or via distance learning Describe how the team collected information about those programs (eg visited selected sites talked to faculty and candidates via two-way video etc)All courses for initial and advanced programs are provided on the University of Central Missouri campus in Warrensburg Additionally many course requirements for the Master of Arts in Teaching (MAT) program as well as the Alternative Certification program are offered at the Leersquos Summit campus to accommodate nontraditional candidates who live and work in the Kansas City area Similarly a good number of the courses required in the Bachelor of Science in Education program (Elementary and Early Childhood) as well as the Educational Leadership program are scheduled at this same off-campus site The MS in Educational Technology and the MS in School Library Media are two online degree programs
A team member visited the UCM campus in Leersquos Summit and met with the director of the facility faculty undergraduate candidates graduate candidates and P-12 administrators Trips to nearby Leersquos Summit schools provided an opportunity for the team member to meet with student teachers and district supervisors (cooperating teachers) Other team members met with faculty and administrators of the online programs on the UCM Warrensburg campus They also conducted face-to-face interviews with candidates participating in the online programs
4 Describe any unusual circumstances (eg weather conditions readiness of the unit for the visit other extenuating circumstances) that affected the visit
There were no unusual circumstances that affected the visit
II CONCEPTUAL FRAMEWORK
The conceptual framework establishes the shared vision for a unitrsquos efforts in preparing educators to work effectively in Pndash12 schools It provides direction for programs courses teaching candidate performance scholarship service and unit accountability The conceptual framework is knowledge based articulated shared coherent consistent with the unit and institutional mission and continuously evaluated
1 Provide a brief overview of the units conceptual framework and how it is integrated across the unit
ldquoThe Central educator is a competent caring reflective practitioner committed to the premise that all can learnrdquo This theme is reflected in both the unitrsquos mission and vision statements The unitrsquos mission states ldquohellipthe University of Central Missourirsquos Teacher Education Program (TEP) develops teachers and other school professionals who are well grounded in theory display competence in content knowledge and instructional strategies and possess the dispositions to ensure success for all learners The TEP prepares individuals as professional educators for an ever-changing culturally diverse populationrdquo This
Page 3
mission is based on a critical understanding of reflective practice (Dewey 1933) acknowledging that neither knowledge nor experience alone will produce an expert teacher Rather teachers are learner-educators who expand their knowledge base skills and dispositions continually through ongoing application evaluation and reflection They develop instructional expertise by knowing the content and instructional strategies observing and practicing the behaviors of successful teachers reflecting on what works and what does not and integrating knowledge and skills into a unique and personal teaching style (Sternberg and Williams 2002) Furthermore candidates practice reflection through modeling discussion observation application and case study-based activities and assessments using Sternbergrsquos (2002) triarchic aspects of integration thinking analytically thinking practically and thinking creatively They must develop teacher decision-making skills (Slavin 2006) and expand their knowledge base into three types of expert knowledge (Sternberg and Williams 2002) 1) content or subject matter knowledge 2) pedagogical knowledge and 3) pedagogical content knowledge The unitrsquos vision is to ldquoprepare reflective practitioners who have high expectations for P-12 student learning are informed decision makers and value diversityrdquo and to provide ldquoeach graduate the foundation for a life of continued learning service and engagementrdquo
The conceptual framework articulates competencies that reflect the guidelines and expectations of state and national organizations At the initial level it is aligned with the Missouri Standards for Teacher Education Programs (MoSTEP) that are based on the Interstate New Teachers Assessment and Support Consortium (INTASC) At the advanced level the conceptual framework is aligned with the National Board for Professional Teaching Standards (NBPTS) and professional standards specific to various disciplines such as those outlined by the Educational Leadership Constituents Council (ELCC)
Revision of the unit assessment system in 2005 led to a revision of the conceptual framework While maintaining the Reflective Practitioner theme the PEF refined and realigned candidate competencies with standards and unit expectations In 2007-08 the Core Curriculum Task Force realigned syllabi instructional content and assessment activities of three foundations courses with the new conceptual framework As a result the Reflective Practitioner model was more explicitly defined Finally the Accreditation Steering Committee reorganized and streamlined the conceptual framework document in the fall of 2008 and developed a graphic logo to illustrate the conceptual framework In November of 2008 the current conceptual framework and logo were approved by the PEF Some candidates and district supervisors are unable to discuss the basic tenets of the conceptual framework
The conceptual framework specifically identifies the 12 dispositions that are systematically assessed throughout UCMrsquos initial teacher preparation programs At the advanced level candidate dispositions are generally embedded within the discipline-specific standards and reflected in program-specific assessments Dispositions for the MSE and EdS in Curriculum and Instruction the MA Teaching English as a Second Language (TESL) the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs were not made available to the team Some candidates at both the initial and advanced levels are able to articulate the dispositions upon which they are assessed The unit does have a defined system for addressing concerns about candidates who fail to demonstrate these dispositions
The unitrsquos governance facilitates the realization of the conceptual framework and provides a system for ensuring coherence among curriculum instruction field experiences clinical practice and assessment across a candidatersquos program For example in initial programs candidatesrsquo progression from general education studies through academic content courses professional education courses field experiences and student teaching necessitates the integration of all program components The unit assessment system is designed to include regular review of program courses and requirements by a variety of constituencies to ensure that there continues to be coherence among curriculum instruction field experiences and assessment at the initial level Some advanced programs (MSE and EdS Curriculum and Instruction
Page 4
MA TESL MS Career and Technical Education Leadership EdS Technology and Occupational Education) however do not have sufficient data on candidates knowledge skills andor dispositions
III STANDARDS
In its responses to each standard the team should indicate when differences exist among the main campus distance learning programs and off-campus programs
Standard 1 Candidate Knowledge Skills and Professional Dispositions Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge pedagogical content knowledge and skills pedagogical and professional knowledge and skills and professional dispositions necessary to help all students learn Assessments indicate that candidates meet professional state and institutional standards
1 Information reported in the Institutional Report for Standard 1 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
1a Content Knowledge for Teacher Candidates
Content Knowledge for Teacher Candidates ndash Initial Teacher Preparation Acceptable
Content Knowledge for Teacher Candidates ndash Advanced Teacher Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
As listed on pages 7-9 of the IR the College of Education at UCM offers 24 major programs that lead to an initial certification to teach There are four single subject programs in science (biology chemistry earth science physics) and the unified science program Three programs in Table 2 on page 8 (German health and journalism) only lead to a minor and were not reviewed The unit also offers two alternative routes to initial licensure one at the middle school level and the other at the high school level Some of the alternative certification candidates take additional coursework to satisfy requirements for the MAT degree The state of Missouri requires all applicants for initial licensure to pass the Praxis II content exam for the subject area in which they seek licensure If the candidate is prepared in more than one content area only the test for the major content area is required If no specific content test exists the applicant must take the Praxis II Principles of Learning and Teaching for the grade range of licensure being sought
Praxis data are available beginning in 2003-04 The overall unit pass rate for all programs for all years is
Page 5
956 percent Most programs consistently have pass rates of 90 to 100 percent In the past five years there have been seven candidates in the agriculture education program The cumulative pass rate for that program is 57 percent which may be misleading because in the first year four candidates took the exam and all failed to pass There have been few program completers in subsequent years but the pass rate is increasing Content area candidates in the alternative certification program have a 100 percent pass rate with the exception of Spanish and Physical Education that have a 75 percent pass rate in one year and Family and Consumer Science that have an 83 percent pass rate in one year MAT candidates have a 100 percent pass rate in all but one year
Early Childhood Elementary Social Science and all of the initial Special Education programs (CrossCategorical Early Childhood Severe Developmental Disabilities) have been fully recognized by their respective SPAs Mathematics Middle School Physical Education and the science programs are all recognized with conditions and English is on probation The Spanish and French programs require further development prior to resubmitting them to ACTFL A review of SPA reports points to the use of generic unit assessments that are not program- or content-specific as a primary cause for items being rated ldquoNot Metrdquo Art Education is accredited by the National Association of Schools of Art and Design (NASAD) and Music Education is accredited by the National Association of Schools of Music (NASM) Additionally all programs that lead to licensure meet state standards and will be recommended to the State Board of Education for approval by the DESE team
Candidates in initial programs build content knowledge in content-based courses and field experiences All programs require a 25 grade point average (GPA) for admission to the clinical practice courses Assessments of content knowledge vary from program to program Formative and summative assessments include written tests interviews ratings of lessons planned andor taught and portfolios (which are being replaced by teacher work samples) Candidates in art present a showcase of their work in the sophomore year and again in the final semester of the senior year Content knowledge is assessed by university supervisors during and at the conclusion of the clinical experience They have rated 97 to 99 percent of the candidates at Meets Expectations or Exceeds Expectations for the years 2005-06 to 2007-08
District supervisors from many disciplines reported that UCM student teachers are well prepared in their content area One teacher stated they are ldquohead and shouldersrdquo above candidates from other programs with which he works
On the Teacher Education Assessment Committee (TEAC) Follow-up Survey using a scale of 1-5 (5 representing the highest score) student teachers self-rated their command of content knowledge at 45 in 2005 2006 and 2007 and at 40 in 2008 Similarly graduates of the program (first and second year teachers) and their principals rated their content knowledge at 40 on the TEAC Survey
Summary of Findings for Advanced Teacher Preparation
Advanced programs for teachers are listed in the IR on pages 10-12 They include the MSE Special Education the MSE and EdS Curriculum and Instruction the MS Career and Technical Education Leadership the MA (or certification only) TESL and the EdS Technology and Occupational Education A cumulative GPA of 30 or better in all coursework is a requirement for graduation from any of these advanced programs
A review of syllabi indicates that candidates in advanced programs build knowledge and skills through advanced coursework and demonstrate content knowledge through a variety of assessments All complete a long-term in-depth research-based project Some fulfill internships develop portfolios or
Page 6
create problem solving action plans Career and Technical Education Leadership candidates have the option to use a national written test For programs where data were available a review of the scores on major assessments shows that over the past four years the pass rate is nearly 90 percent Documentation of major assessments scoring rubrics and pass rates was available for review in most programs Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs were not found
Employers of teachers who have earned an advanced degree in special education speak highly of the contributions they are able to make to their buildings and districts They are thankful to have such capable teachers with their expertise available
1b Pedagogical Content Knowledge and Skills for Teacher Candidates Pedagogical Content Knowledge and Skills for Teacher Candidates ndash Initial Teacher Preparation
Acceptable
Pedagogical Content Knowledge and Skills for Teacher Candidates ndash Advanced Teacher Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
A review of syllabi indicates that candidates in initial programs develop pedagogical skills beginning in the sophomore year in EDCI 2100--Educational Foundations and Field Experience Pedagogical methods are also learned in EDSP 2100--Education of the Exceptional Child and the secondary level reading methods course Discipline-specific pedagogy is the focus of the content area methods courses that are taken in the semester prior to student teaching These courses include at least 50 hours of field experience and candidates teach short lessons to small groups or to the entire class Through these graduated experiences candidates have the opportunity to learn and practice both general pedagogoical skills and content-specific skills
According to district supervisors UCM student teachers are capable of adjusting lessons for special needs that exist among the students in their classes Also they are capable of adjusting teaching strategies during lessons if formative assessment indicates it is needed Student teachers are complimented on the wide range of strategies they already know and on their willingness to learn new ways to effect student learning
TEAC Follow-up Surveys for the past four years indicate that both graduates and their employers see content knowledge and pedagogy needed to teach that content as a strength On a 5-point scale they rated this item at 40 or above
Candidates are able to use technology in the learning environment All initial candidates complete an introductory technology course Syllabi call for a wide variety of uses of technology as candidates progress through the program Unit plans taught during student teaching include using the technology available at that school site District supervisors are pleased that student teachers can suggest new ways to infuse technology into the curriculum
Summary of Findings for Advanced Teacher Preparation
Page 7
Advanced candidates expand their pedagogical content knowledge and skills throughout their programs as they are required to develop and implement extensive learning and teaching plans specifically related to their course of study Assessments of lessons and units developed for internship experiences and portfolio presentations include a component related to pedagogical skills and the ability to adjust for the student population In the MSE and EdS Curriculum and Instruction programs candidates prepare themselves to pass the National Board Examination Through their presentations they need to demonstrate their ability to differentiate instruction Candidates are encouraged to experiment with new methods of pedagogy Special education candidates are specifically evaluated on their pedagogical skills in the case study project where they must identify the special needs of a student and then propose an educational plan for that student
Technology is infused throughout the advanced programs for teachers Most programs include a research component and several presentation components that require advanced skills in using technology Candidates are also expected to use technology in their own classrooms Candidates in special education continue to develop skills with the use of assistive technology and other devices that enable special populations to participate in education to the fullest extent possible Candidates can cite examples of teaching with technology as well as using technology to learn
1c Professional and Pedagogical Knowledge and Skills for Teacher Candidates
Professional and Pedagogical Knowledge and Skills for Teacher Candidates ndash Initial Teacher Preparation
Acceptable
Professional and Pedagogical Knowledge and Skills for Teacher Candidates ndashAdvanced Teacher Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
EDCI 2100--Educational Foundations and Field Experience that is taken in the sophomore year establishes the foundation for the development of professional and pedagogical knowledge and skills A review of the syllabus shows that candidates are introduced to the conceptual framework and the dispositions for all initial candidates Also the readings and projects related to the history and philosophy of education school organization the impact of diversity on schools teaching and learning and contemporary issues in education are specified Candidates are introduced to the Reflective Practitioner model and gain experience writing brief reflections about the profession In this course candidates may also self-assess using the Teacher Candidate Dispositions form
Throughout the program the coursework builds on these initial understandings Candidates participate in learning activities that involve multicultural and special needs populations work with parents establish themselves as part of a school community and make firsthand observations of child or adolescent development In all courses candidates are required to write reflections about their interactions and teaching experiences Until now this development has been tracked in a portfolio However the unit is moving to a teacher work sample assessment in the fall
During the student teaching experience candidates create teach and are evaluated on a unit learning plan One of the items on the evaluation is aligned with one of the Missouri Standards for Teacher Education Programs (MoSTEP) which reads understands how students learn and develop and provides learning opportunities that support the intellectual social and personal development of all students In the past two years only 10 out of 601 candidates were not rated at Meets Expectations or
Page 8
Exceeds Expectations on this measure by university supervisors
As district supervisors discuss student teachers from UCM they refer to their consistent ability to reflect on whatever they have just completed with an interest in improvement They speak highly of candidatesrsquoabilities to interact with parents other teachers and administrators Candidates are ready to participate in parent conferences Individualized Education Plan (IEP) meetings and other school-wide activities
At the conclusion of the student teaching experience candidates are rated by their university supervisor on all of the MoSTEP indicators which are aligned with the INTASC standards In the last two years on all eleven indicators at least 97 percent of candidates completing student teaching were rated Meets Expectations or Exceeds Expectations
Summary of Findings for Advanced Teacher Preparation
The Special Education advanced program is aligned with the Council for Exceptional Children (CEC) standards the applicable MoSTEP indicators and NBPTS Proposition 3 The major assessment items in the program ensure that candidates develop advanced professional and pedagogical knowledge Professional knowledge is extended as candidates in the MSE program take a course in educational leadership dealing with school law As part of the contemporary critical issues project candidates are required to become an advocate for a special need Candidates are also required to design carry out and assess an action research project in their classroom There is a written final exam in which candidates apply their knowledge to practical situations
Candidates in the Career and Technical Education Leadership program often represent varied professional backgrounds Individualized programs are designed to meet the professional education and pedagogical needs of the candidates Often courses in educational leadership are included in the plan of study
Candidates in the Curriculum and Instruction programs complete activities that could lead to NBPTS certification Candidates in the MA TESL program accomplish goals linked to the TESL standards and the MoSTEP indicators for their program
1d Student Learning for Teacher Candidates
Student Learning for Teacher Candidates ndash Initial Teacher Preparation Acceptable
Student Learning for Teacher Candidates ndash Advanced Teacher Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The foundation of the conceptual framework is the belief that ldquoall can learnrdquo A review of course syllabi reveals that in all initial programs there are many opportunities for candidates to learn how to assess student learning and how to develop instruction based on assessment findings In their coursework they develop a variety of formative and summative assessments In keeping with the Reflective Practitioner model candidates begin assessing their impact on students in early field experiences They reflect to determine why learning did or did not happen If student learning did not occur they reflect on the teaching strategies that were not successful and what could be tried the next time
Page 9
The most significant evaluation of the candidatesrsquo ability to assess student learning adapt instruction if necessary and ensure that all students have learned comes during student teaching as candidates prepare and teach the Instructional Unit Plan and Assessment There is a detailed scoring rubric for the plan University supervisors assess the plan as well as the candidatesrsquo written reflections about how the plan worked and what modifications were made and why In 2006-07 95 percent of the candidates were judged at Meets Expectations or Exceeds Expectations and in 2007-08 94 percent were similarly judged District supervisors confirm this with one stating that UCM candidates demonstrate a willingness to learn more about assessment and effective teaching strategies
TEAC Follow-up Survey data indicate that first and second year teachers rate themselves 40 on a 5-point scale in the area of adapting instruction to all learners Their employers rate them 40 as well
Summary of Findings for Advanced Teacher Preparation
Advanced candidates develop the needed skills research techniques and teaching strategies to prepare themselves for leadership roles in improving student learning All programs require candidates to do extensive research develop advanced plans for learning and reflect extensively on their own teaching experience A review of the programs as presented in the DESE reports demonstrates that the focus is on improving and increasing student learning
1e Knowledge and Skills for Other School Professionals
Knowledge and Skills for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Programs in Educational Leadership Educational Technology Literacy Education and School Library Media are recognized or recognized with conditions by their respective SPAs SPA conditions refer to recommended adjustments to assessment tools Counseling programs are aligned with standards outlined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) but have not been submitted to CACREP for review A cumulative GPA of 30 or better in all coursework is a requirement for graduation from all advanced programs School Psychological Examiner and Special Reading are add-on programs only and therefore were not reviewed
A review of syllabi indicates that candidates in advanced programs for other school professionals build knowledge and professional skills through advanced coursework and demonstrate content knowledge and skills through a variety of assessments All complete a long-term in-depth research-based project Some fulfill internships develop portfolios or create problem solving action plans Data collected on major assessments in all programs over the past four years show that the pass rate is nearly 90 percent Counseling and Educational Leadership candidates take national or state examinations Counseling candidates complete the Praxis II exam The program has had a 100 percent pass rate every year since 2002-03 In addition subtest scores have consistently exceeded the national mean
Employers of graduates from programs that prepare other school personnel speak highly of the contributions that principals school counselors school library media specialists literacy specialists and educational technology specialists from UCM make to their buildings and their districts They are
Page 10
thankful to have such capable administrators and specialists available TEAC Follow-up Surveys indicate that employers of graduates of the Counseling program rate the counselors at 47 (on a 5-point scale) in the areas of knowledge and practice in accord with ethical principles In 2004 and 2007 the TEAC Survey including six additional items specifically addressing educational leadership was sent to employers of graduates of the Educational Leadership programs In 2004 employers rated graduates from a low of 42 to a high of 45 In 2007 the ratings ranged from 44 to 48
Most counselor candidates are earning advanced certification However on occasion individuals without a teaching certificate want to become a school counselor In these cases there are three additional credits that must be added to the advanced degree program so that these counselor candidates can be issued a certificate They are classified as initial candidates
1f Student Learning for Other School Professionals
Student Learning for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Candidates in advanced programs that prepare other school personnel have experience in building an environment where all can learn They have multiple authentic learning opportunities with K-12 students during their field and internship experiences All of the programsrsquo SPA requirements include assessing the impact candidates have made on student learning
During interviews candidates from several programs described how they know they are making an impact on student learning Counseling candidates give pre- and post-tests when they work with school groups Educational leadership candidates participate in activities that are designed to make them instructional leaders in their buildings or districts School library media candidates prepare lessons that include strategies for diverse cultural influences and special needs students
District administrators speak highly of graduates from programs that prepare other school professionals In one district a group of three graduates designed a packet of literacy strategies for all K-12 students They taught the strategies to their colleagues and developed a non-threatening way of monitoring the strategies As a result educators in that district have improved attitudes about literacy education and the district has improved reading scores
1g Professional Dispositions for All Candidates
Professional Dispositions for All Candidates ndash Initial Teacher Preparation Acceptable
Professional Dispositions for All Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Twelve dispositions have been identified for all initial programs They are listed on page 21 of the IR as part of the conceptual framework These dispositions are introduced in EDCI 2100--Foundations of Education and Field Experience which is the sophomore year introductory course for all teacher
Page 11
education candidates The dispositions are linked to MoSTEP indicators and INTASC standards There is a Teacher Candidate Dispositions form that includes an extensive rubric for assessing each disposition on a scale from Not Observed to Exceeds Expectations Candidates may use this instrument to self-assess during EDCI 2100 Dispositions are assessed a minimum of two times during the program once prior to approval for entry into the professional education semester (one semester before student teaching) and again at the conclusion of the student teaching experience The disposition assessment instrument is a tool for counseling candidates who are having difficulty in the program It can be used to develop an individualized remediation program
During interviews district supervisors often described student teacher behaviors that indicate the candidates are functioning at the Exceeds Expectations level on various dispositions On follow-up TEAC Surveys employers of first and second year teachers rank the teachers at 40 on a 5-point scale on measures that are tied to the above dispositions
Summary of Findings for Advanced Teacher PreparationThe advanced program in Special Education has identified dispositions that are program-specific and aligned with MoSTEP indicators CEC standards and NBPTS Proposition 3 These dispositions are embedded in coursework and are assessed during the internship experience Assessment data are available in the DESE program report
The advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education have not identified dispositions for their candidates and built them into the assessment system
Summary of Findings for the Preparation of Other School ProfessionalsPrograms that prepare other school professionals have identified dispositions that are program-specific and aligned with MoSTEP indicators and their respective SPAs or professional organizations These dispositions are embedded in coursework throughout the various programs Assessment data for dispositions are available in the individual program reports
Overall Assessment of Standard
Candidates in all initial level programs demonstrate strong content knowledge They systematically develop pedagogical and content-specific pedagogical skills over five semesters Through research about best practices and action research projects pedagogical content knowledge is explored and expanded in the advanced programs for teachers Through coursework that is closely aligned to the conceptual framework MoSTEP indicators INTASC standards and the standards of other professional organizations candidates develop or expand their level of professional and pedagogical knowledge and skills Aggregated data for the advanced teacher education programs with the exception of the MSE and EdS in Curriculum and Instruction indicate that candidates have the necessary content knowledge as well as professional and pedagogical skills to be effective teachers Supervisors of candidates and employers of graduates at all levels have high regard for the ability of UCM teachers to assess learning and develop successful teaching strategies to allow all students to learn Programs that prepare other school personnel produce candidates who have strong content knowledge and skills needed to effect change in schools and learning in students Dispositions are clearly articulated at the initial level and for most of the advanced programs with the exception of the MSE and EdS in Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs Where dispositions are articulated they are assessed and help form the characteristics of a UCM graduate
Page 12
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
The SpeechTheater programs methods course does not reflect the elements of the units conceptual framework or the MoSTEP standards
In December 2004 a representative of DESE conducted a focused visit His report indicates that the SpeechTheater program is in compliance with state standards As part of this visit the DESE team reviewed the program again Team members find that the SpeechTheater program meets state standards
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
1a Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs are not available
The unit has not collected content knowledge data in these programs
1g No evidence is available that candidates in the advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education can demonstrate appropriate dispositions
The unit has not identified and assessed dispositions in these programs
Recommendation for Standard 1
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
The table on page 8 of the IR indicates that the programs Music Instrumental and Music Vocal lead to
Page 13
9-12 certificates These are K-12 programs
Standard 2 Assessment System and Unit EvaluationThe unit has an assessment system that collects and analyzes data on applicant qualifications candidate and graduate performance and unit operations to evaluate and improve the performance of candidates the unit and its programs
Information reported in the Institutional Report for Standard 2 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
2a Assessment System
Assessment System ndash Initial Teacher Preparation Acceptable
Assessment System ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
For initial programs the unit has an assessment system in place with clear transition points data are collected consistently and used to improve programs The associate deanNCATE coordinator oversees and collects the data in her office The data are then analyzed and summarized by the associate dean and the Teacher Education Assessment Committee (TEAC) In addition the data are shared with the TEC and the PEF
The unit recently identified an assessment coordinator whose task is to coordinate the move from unit-wide portfolio review in the initial programs to the use of a teacher work sample The unit also developed several task forces that looked at each initial level assessment instrument and led a revision of the instrument According to public school partners they participated on these task forces The instruments include PRAXIS II which is used at the transition point prior to clinical practice a dispositions assessment instrument (keyed to the conceptual framework) that is used prior to and upon exit from clinical practice the Instructional UnitLesson Plan and Assessment instrument used during clinical practice and the TEAC Follow-up Survey that is given within two years of program completion to both graduates and their employers The unit uses data from these assessments to improve their programs at the initial level
Steps have been taken by the unit to ensure fairness accuracy consistency and freedom from bias in the assessments used at the initial level For example instruments have been developed and refined based on feedback from candidates and university faculty Rubrics for the Instructional UnitLesson Plan and Assessment instrument have been reviewed and include clear criteria Rubric scoring personnel go through a training each fall on the assessment instruments and clear instructions have been developed for each of the instruments
Page 14
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsEach advanced program has its own set of assessments with the exception of the TEAC Follow-up Survey Most advanced programs have clear assessments data collected through implementation of the assessments and indications that data were used to improve programs Each program coordinator is responsible for compiling program data as there is no centralized advanced data collection
The MSE and EdS in Curriculum and Instruction (CampI) and the MA TESL programs do not have clearly identified instruments data collected through use of those instruments (except TEAC Survey) and clearly identified dispositions and disposition data The MS Career and Technical Education Leadership (CTEL) and the EdS Technology and Occupational Education (TOE) programs have test data but do not have identified candidate dispositions and disposition data
For the advanced programs that prepare other school personnel the variety of assessment instruments include state licensure tests portfolios theses oral and comprehensive exams performance evaluations and case studies
Each advanced program has indicated transition points including entrance and exit criteria as specified in Table 6 on pages 66-69 of the IR The MA TESL transition points were provided upon request during the visit Data are used to determine entrance into all advanced programs These include GPA and Graduate Record Examination scores depending on the program Assessment data are provided and used in exit review for advanced programs with the exception of the MA TESL and the MSE and EdS CampI programs Minimal data are available for the MS CTEL and EdS TOE programs In all programs candidates who do not meet expectations are given opportunities to meet the program criteria If they do not they are counseled to choose another option outside of professional educator preparation
MSE and EdS CampI programs use portfolios to assess candidates However portfolio data are not available and the rubric for the portfolio does not seem to ensure fairness accuracy consistency and freedom of bias For the MA TESL program there is an observation protocol instrument however no data have been compiled The MA TESL program also indicates use of portfolio assessment but no rubric and data exist The MS CTEL and EdS TOE programs have state test data however no other data or rubrics are available
Most advanced programs try to ensure that their assessment procedures are fair accurate consistent and free of bias Some have addressed this through the use of standardized state or national assessments The School Library Media program reviews key assessment instruments with its advisory council Other advanced programs use a team approach to evaluate key assessments
Each program uses at least one assessment instrument to make program improvements The TEAC Survey provides feedback to the unit and programs for improvement
2b Data Collection Analysis and Evaluation
Data Collection Analysis and Evaluation ndash Initial Teacher Preparation Acceptable
Data Collection Analysis and Evaluation ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 15
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system The content of assessments and the methods of data collection for courses offered on the main campus at off-campus sites and via distance learning are one and the same
At the initial level most data collection is centralized for the unit including Student Teaching Evaluation Teacher Candidate Dispositions Instructional UnitLesson Plan and Assessment and TEAC Follow-up Survey Student teaching evaluation data are collected four times during the student teaching experience via the Student Teaching Evaluation form The forms are collected by the Office of Clinical Services and scanned for archival purposes The data on the forms are hand-entered by a COE clerical staff member into an Excel database The associate dean summarizes the data and presents them in charts
The TEAC Follow-up Survey is currently a paper survey The data are hand-entered by a COE clerical staff member into an Excel database and summarized by the TEAC chair Both the student teaching and TEAC data are summarized on a semester basis and analyzed on a yearly basis The data from the TEAC Survey are provided in a report with charts and graphs and program-by-program raw numbers The TEAC Survey will become an online instrument beginning spring 2009
Teacher Candidate Dispositions data are collected prior to entry into student teaching and on exit Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester The dispositions data are provided in charts as well
The Instructional UnitLesson Plan and Assessment data are collected during student teaching Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester C-Base and PRAXIS II results are summarized annually and provided to the program coordinators
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of unit data The other part is due to the formation of new departments which realigned program faculty
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School Professionals
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system Individual departments use Excel or maintain assessment records in paper format The content of assessments and the methods of data collection for courses and programs offered on the main campus at off-campus sites and via distance learning are one and the same
All advanced programs use the TEAC Follow-up Survey of graduates and employers Advanced programs collect the data every two or three years Currently the TEAC Survey is a paper-based instrument but the unit will launch an online version this spring Other than the TEAC Survey there is
Page 16
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
contact between the BOE and DESE teams because their reviews differed The DESE team report is appended to this BOE report No deviations were made from the state protocol
3 Indicate the programs offered at a branch campus at an off-campus site or via distance learning Describe how the team collected information about those programs (eg visited selected sites talked to faculty and candidates via two-way video etc)All courses for initial and advanced programs are provided on the University of Central Missouri campus in Warrensburg Additionally many course requirements for the Master of Arts in Teaching (MAT) program as well as the Alternative Certification program are offered at the Leersquos Summit campus to accommodate nontraditional candidates who live and work in the Kansas City area Similarly a good number of the courses required in the Bachelor of Science in Education program (Elementary and Early Childhood) as well as the Educational Leadership program are scheduled at this same off-campus site The MS in Educational Technology and the MS in School Library Media are two online degree programs
A team member visited the UCM campus in Leersquos Summit and met with the director of the facility faculty undergraduate candidates graduate candidates and P-12 administrators Trips to nearby Leersquos Summit schools provided an opportunity for the team member to meet with student teachers and district supervisors (cooperating teachers) Other team members met with faculty and administrators of the online programs on the UCM Warrensburg campus They also conducted face-to-face interviews with candidates participating in the online programs
4 Describe any unusual circumstances (eg weather conditions readiness of the unit for the visit other extenuating circumstances) that affected the visit
There were no unusual circumstances that affected the visit
II CONCEPTUAL FRAMEWORK
The conceptual framework establishes the shared vision for a unitrsquos efforts in preparing educators to work effectively in Pndash12 schools It provides direction for programs courses teaching candidate performance scholarship service and unit accountability The conceptual framework is knowledge based articulated shared coherent consistent with the unit and institutional mission and continuously evaluated
1 Provide a brief overview of the units conceptual framework and how it is integrated across the unit
ldquoThe Central educator is a competent caring reflective practitioner committed to the premise that all can learnrdquo This theme is reflected in both the unitrsquos mission and vision statements The unitrsquos mission states ldquohellipthe University of Central Missourirsquos Teacher Education Program (TEP) develops teachers and other school professionals who are well grounded in theory display competence in content knowledge and instructional strategies and possess the dispositions to ensure success for all learners The TEP prepares individuals as professional educators for an ever-changing culturally diverse populationrdquo This
Page 3
mission is based on a critical understanding of reflective practice (Dewey 1933) acknowledging that neither knowledge nor experience alone will produce an expert teacher Rather teachers are learner-educators who expand their knowledge base skills and dispositions continually through ongoing application evaluation and reflection They develop instructional expertise by knowing the content and instructional strategies observing and practicing the behaviors of successful teachers reflecting on what works and what does not and integrating knowledge and skills into a unique and personal teaching style (Sternberg and Williams 2002) Furthermore candidates practice reflection through modeling discussion observation application and case study-based activities and assessments using Sternbergrsquos (2002) triarchic aspects of integration thinking analytically thinking practically and thinking creatively They must develop teacher decision-making skills (Slavin 2006) and expand their knowledge base into three types of expert knowledge (Sternberg and Williams 2002) 1) content or subject matter knowledge 2) pedagogical knowledge and 3) pedagogical content knowledge The unitrsquos vision is to ldquoprepare reflective practitioners who have high expectations for P-12 student learning are informed decision makers and value diversityrdquo and to provide ldquoeach graduate the foundation for a life of continued learning service and engagementrdquo
The conceptual framework articulates competencies that reflect the guidelines and expectations of state and national organizations At the initial level it is aligned with the Missouri Standards for Teacher Education Programs (MoSTEP) that are based on the Interstate New Teachers Assessment and Support Consortium (INTASC) At the advanced level the conceptual framework is aligned with the National Board for Professional Teaching Standards (NBPTS) and professional standards specific to various disciplines such as those outlined by the Educational Leadership Constituents Council (ELCC)
Revision of the unit assessment system in 2005 led to a revision of the conceptual framework While maintaining the Reflective Practitioner theme the PEF refined and realigned candidate competencies with standards and unit expectations In 2007-08 the Core Curriculum Task Force realigned syllabi instructional content and assessment activities of three foundations courses with the new conceptual framework As a result the Reflective Practitioner model was more explicitly defined Finally the Accreditation Steering Committee reorganized and streamlined the conceptual framework document in the fall of 2008 and developed a graphic logo to illustrate the conceptual framework In November of 2008 the current conceptual framework and logo were approved by the PEF Some candidates and district supervisors are unable to discuss the basic tenets of the conceptual framework
The conceptual framework specifically identifies the 12 dispositions that are systematically assessed throughout UCMrsquos initial teacher preparation programs At the advanced level candidate dispositions are generally embedded within the discipline-specific standards and reflected in program-specific assessments Dispositions for the MSE and EdS in Curriculum and Instruction the MA Teaching English as a Second Language (TESL) the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs were not made available to the team Some candidates at both the initial and advanced levels are able to articulate the dispositions upon which they are assessed The unit does have a defined system for addressing concerns about candidates who fail to demonstrate these dispositions
The unitrsquos governance facilitates the realization of the conceptual framework and provides a system for ensuring coherence among curriculum instruction field experiences clinical practice and assessment across a candidatersquos program For example in initial programs candidatesrsquo progression from general education studies through academic content courses professional education courses field experiences and student teaching necessitates the integration of all program components The unit assessment system is designed to include regular review of program courses and requirements by a variety of constituencies to ensure that there continues to be coherence among curriculum instruction field experiences and assessment at the initial level Some advanced programs (MSE and EdS Curriculum and Instruction
Page 4
MA TESL MS Career and Technical Education Leadership EdS Technology and Occupational Education) however do not have sufficient data on candidates knowledge skills andor dispositions
III STANDARDS
In its responses to each standard the team should indicate when differences exist among the main campus distance learning programs and off-campus programs
Standard 1 Candidate Knowledge Skills and Professional Dispositions Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge pedagogical content knowledge and skills pedagogical and professional knowledge and skills and professional dispositions necessary to help all students learn Assessments indicate that candidates meet professional state and institutional standards
1 Information reported in the Institutional Report for Standard 1 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
1a Content Knowledge for Teacher Candidates
Content Knowledge for Teacher Candidates ndash Initial Teacher Preparation Acceptable
Content Knowledge for Teacher Candidates ndash Advanced Teacher Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
As listed on pages 7-9 of the IR the College of Education at UCM offers 24 major programs that lead to an initial certification to teach There are four single subject programs in science (biology chemistry earth science physics) and the unified science program Three programs in Table 2 on page 8 (German health and journalism) only lead to a minor and were not reviewed The unit also offers two alternative routes to initial licensure one at the middle school level and the other at the high school level Some of the alternative certification candidates take additional coursework to satisfy requirements for the MAT degree The state of Missouri requires all applicants for initial licensure to pass the Praxis II content exam for the subject area in which they seek licensure If the candidate is prepared in more than one content area only the test for the major content area is required If no specific content test exists the applicant must take the Praxis II Principles of Learning and Teaching for the grade range of licensure being sought
Praxis data are available beginning in 2003-04 The overall unit pass rate for all programs for all years is
Page 5
956 percent Most programs consistently have pass rates of 90 to 100 percent In the past five years there have been seven candidates in the agriculture education program The cumulative pass rate for that program is 57 percent which may be misleading because in the first year four candidates took the exam and all failed to pass There have been few program completers in subsequent years but the pass rate is increasing Content area candidates in the alternative certification program have a 100 percent pass rate with the exception of Spanish and Physical Education that have a 75 percent pass rate in one year and Family and Consumer Science that have an 83 percent pass rate in one year MAT candidates have a 100 percent pass rate in all but one year
Early Childhood Elementary Social Science and all of the initial Special Education programs (CrossCategorical Early Childhood Severe Developmental Disabilities) have been fully recognized by their respective SPAs Mathematics Middle School Physical Education and the science programs are all recognized with conditions and English is on probation The Spanish and French programs require further development prior to resubmitting them to ACTFL A review of SPA reports points to the use of generic unit assessments that are not program- or content-specific as a primary cause for items being rated ldquoNot Metrdquo Art Education is accredited by the National Association of Schools of Art and Design (NASAD) and Music Education is accredited by the National Association of Schools of Music (NASM) Additionally all programs that lead to licensure meet state standards and will be recommended to the State Board of Education for approval by the DESE team
Candidates in initial programs build content knowledge in content-based courses and field experiences All programs require a 25 grade point average (GPA) for admission to the clinical practice courses Assessments of content knowledge vary from program to program Formative and summative assessments include written tests interviews ratings of lessons planned andor taught and portfolios (which are being replaced by teacher work samples) Candidates in art present a showcase of their work in the sophomore year and again in the final semester of the senior year Content knowledge is assessed by university supervisors during and at the conclusion of the clinical experience They have rated 97 to 99 percent of the candidates at Meets Expectations or Exceeds Expectations for the years 2005-06 to 2007-08
District supervisors from many disciplines reported that UCM student teachers are well prepared in their content area One teacher stated they are ldquohead and shouldersrdquo above candidates from other programs with which he works
On the Teacher Education Assessment Committee (TEAC) Follow-up Survey using a scale of 1-5 (5 representing the highest score) student teachers self-rated their command of content knowledge at 45 in 2005 2006 and 2007 and at 40 in 2008 Similarly graduates of the program (first and second year teachers) and their principals rated their content knowledge at 40 on the TEAC Survey
Summary of Findings for Advanced Teacher Preparation
Advanced programs for teachers are listed in the IR on pages 10-12 They include the MSE Special Education the MSE and EdS Curriculum and Instruction the MS Career and Technical Education Leadership the MA (or certification only) TESL and the EdS Technology and Occupational Education A cumulative GPA of 30 or better in all coursework is a requirement for graduation from any of these advanced programs
A review of syllabi indicates that candidates in advanced programs build knowledge and skills through advanced coursework and demonstrate content knowledge through a variety of assessments All complete a long-term in-depth research-based project Some fulfill internships develop portfolios or
Page 6
create problem solving action plans Career and Technical Education Leadership candidates have the option to use a national written test For programs where data were available a review of the scores on major assessments shows that over the past four years the pass rate is nearly 90 percent Documentation of major assessments scoring rubrics and pass rates was available for review in most programs Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs were not found
Employers of teachers who have earned an advanced degree in special education speak highly of the contributions they are able to make to their buildings and districts They are thankful to have such capable teachers with their expertise available
1b Pedagogical Content Knowledge and Skills for Teacher Candidates Pedagogical Content Knowledge and Skills for Teacher Candidates ndash Initial Teacher Preparation
Acceptable
Pedagogical Content Knowledge and Skills for Teacher Candidates ndash Advanced Teacher Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
A review of syllabi indicates that candidates in initial programs develop pedagogical skills beginning in the sophomore year in EDCI 2100--Educational Foundations and Field Experience Pedagogical methods are also learned in EDSP 2100--Education of the Exceptional Child and the secondary level reading methods course Discipline-specific pedagogy is the focus of the content area methods courses that are taken in the semester prior to student teaching These courses include at least 50 hours of field experience and candidates teach short lessons to small groups or to the entire class Through these graduated experiences candidates have the opportunity to learn and practice both general pedagogoical skills and content-specific skills
According to district supervisors UCM student teachers are capable of adjusting lessons for special needs that exist among the students in their classes Also they are capable of adjusting teaching strategies during lessons if formative assessment indicates it is needed Student teachers are complimented on the wide range of strategies they already know and on their willingness to learn new ways to effect student learning
TEAC Follow-up Surveys for the past four years indicate that both graduates and their employers see content knowledge and pedagogy needed to teach that content as a strength On a 5-point scale they rated this item at 40 or above
Candidates are able to use technology in the learning environment All initial candidates complete an introductory technology course Syllabi call for a wide variety of uses of technology as candidates progress through the program Unit plans taught during student teaching include using the technology available at that school site District supervisors are pleased that student teachers can suggest new ways to infuse technology into the curriculum
Summary of Findings for Advanced Teacher Preparation
Page 7
Advanced candidates expand their pedagogical content knowledge and skills throughout their programs as they are required to develop and implement extensive learning and teaching plans specifically related to their course of study Assessments of lessons and units developed for internship experiences and portfolio presentations include a component related to pedagogical skills and the ability to adjust for the student population In the MSE and EdS Curriculum and Instruction programs candidates prepare themselves to pass the National Board Examination Through their presentations they need to demonstrate their ability to differentiate instruction Candidates are encouraged to experiment with new methods of pedagogy Special education candidates are specifically evaluated on their pedagogical skills in the case study project where they must identify the special needs of a student and then propose an educational plan for that student
Technology is infused throughout the advanced programs for teachers Most programs include a research component and several presentation components that require advanced skills in using technology Candidates are also expected to use technology in their own classrooms Candidates in special education continue to develop skills with the use of assistive technology and other devices that enable special populations to participate in education to the fullest extent possible Candidates can cite examples of teaching with technology as well as using technology to learn
1c Professional and Pedagogical Knowledge and Skills for Teacher Candidates
Professional and Pedagogical Knowledge and Skills for Teacher Candidates ndash Initial Teacher Preparation
Acceptable
Professional and Pedagogical Knowledge and Skills for Teacher Candidates ndashAdvanced Teacher Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
EDCI 2100--Educational Foundations and Field Experience that is taken in the sophomore year establishes the foundation for the development of professional and pedagogical knowledge and skills A review of the syllabus shows that candidates are introduced to the conceptual framework and the dispositions for all initial candidates Also the readings and projects related to the history and philosophy of education school organization the impact of diversity on schools teaching and learning and contemporary issues in education are specified Candidates are introduced to the Reflective Practitioner model and gain experience writing brief reflections about the profession In this course candidates may also self-assess using the Teacher Candidate Dispositions form
Throughout the program the coursework builds on these initial understandings Candidates participate in learning activities that involve multicultural and special needs populations work with parents establish themselves as part of a school community and make firsthand observations of child or adolescent development In all courses candidates are required to write reflections about their interactions and teaching experiences Until now this development has been tracked in a portfolio However the unit is moving to a teacher work sample assessment in the fall
During the student teaching experience candidates create teach and are evaluated on a unit learning plan One of the items on the evaluation is aligned with one of the Missouri Standards for Teacher Education Programs (MoSTEP) which reads understands how students learn and develop and provides learning opportunities that support the intellectual social and personal development of all students In the past two years only 10 out of 601 candidates were not rated at Meets Expectations or
Page 8
Exceeds Expectations on this measure by university supervisors
As district supervisors discuss student teachers from UCM they refer to their consistent ability to reflect on whatever they have just completed with an interest in improvement They speak highly of candidatesrsquoabilities to interact with parents other teachers and administrators Candidates are ready to participate in parent conferences Individualized Education Plan (IEP) meetings and other school-wide activities
At the conclusion of the student teaching experience candidates are rated by their university supervisor on all of the MoSTEP indicators which are aligned with the INTASC standards In the last two years on all eleven indicators at least 97 percent of candidates completing student teaching were rated Meets Expectations or Exceeds Expectations
Summary of Findings for Advanced Teacher Preparation
The Special Education advanced program is aligned with the Council for Exceptional Children (CEC) standards the applicable MoSTEP indicators and NBPTS Proposition 3 The major assessment items in the program ensure that candidates develop advanced professional and pedagogical knowledge Professional knowledge is extended as candidates in the MSE program take a course in educational leadership dealing with school law As part of the contemporary critical issues project candidates are required to become an advocate for a special need Candidates are also required to design carry out and assess an action research project in their classroom There is a written final exam in which candidates apply their knowledge to practical situations
Candidates in the Career and Technical Education Leadership program often represent varied professional backgrounds Individualized programs are designed to meet the professional education and pedagogical needs of the candidates Often courses in educational leadership are included in the plan of study
Candidates in the Curriculum and Instruction programs complete activities that could lead to NBPTS certification Candidates in the MA TESL program accomplish goals linked to the TESL standards and the MoSTEP indicators for their program
1d Student Learning for Teacher Candidates
Student Learning for Teacher Candidates ndash Initial Teacher Preparation Acceptable
Student Learning for Teacher Candidates ndash Advanced Teacher Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The foundation of the conceptual framework is the belief that ldquoall can learnrdquo A review of course syllabi reveals that in all initial programs there are many opportunities for candidates to learn how to assess student learning and how to develop instruction based on assessment findings In their coursework they develop a variety of formative and summative assessments In keeping with the Reflective Practitioner model candidates begin assessing their impact on students in early field experiences They reflect to determine why learning did or did not happen If student learning did not occur they reflect on the teaching strategies that were not successful and what could be tried the next time
Page 9
The most significant evaluation of the candidatesrsquo ability to assess student learning adapt instruction if necessary and ensure that all students have learned comes during student teaching as candidates prepare and teach the Instructional Unit Plan and Assessment There is a detailed scoring rubric for the plan University supervisors assess the plan as well as the candidatesrsquo written reflections about how the plan worked and what modifications were made and why In 2006-07 95 percent of the candidates were judged at Meets Expectations or Exceeds Expectations and in 2007-08 94 percent were similarly judged District supervisors confirm this with one stating that UCM candidates demonstrate a willingness to learn more about assessment and effective teaching strategies
TEAC Follow-up Survey data indicate that first and second year teachers rate themselves 40 on a 5-point scale in the area of adapting instruction to all learners Their employers rate them 40 as well
Summary of Findings for Advanced Teacher Preparation
Advanced candidates develop the needed skills research techniques and teaching strategies to prepare themselves for leadership roles in improving student learning All programs require candidates to do extensive research develop advanced plans for learning and reflect extensively on their own teaching experience A review of the programs as presented in the DESE reports demonstrates that the focus is on improving and increasing student learning
1e Knowledge and Skills for Other School Professionals
Knowledge and Skills for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Programs in Educational Leadership Educational Technology Literacy Education and School Library Media are recognized or recognized with conditions by their respective SPAs SPA conditions refer to recommended adjustments to assessment tools Counseling programs are aligned with standards outlined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) but have not been submitted to CACREP for review A cumulative GPA of 30 or better in all coursework is a requirement for graduation from all advanced programs School Psychological Examiner and Special Reading are add-on programs only and therefore were not reviewed
A review of syllabi indicates that candidates in advanced programs for other school professionals build knowledge and professional skills through advanced coursework and demonstrate content knowledge and skills through a variety of assessments All complete a long-term in-depth research-based project Some fulfill internships develop portfolios or create problem solving action plans Data collected on major assessments in all programs over the past four years show that the pass rate is nearly 90 percent Counseling and Educational Leadership candidates take national or state examinations Counseling candidates complete the Praxis II exam The program has had a 100 percent pass rate every year since 2002-03 In addition subtest scores have consistently exceeded the national mean
Employers of graduates from programs that prepare other school personnel speak highly of the contributions that principals school counselors school library media specialists literacy specialists and educational technology specialists from UCM make to their buildings and their districts They are
Page 10
thankful to have such capable administrators and specialists available TEAC Follow-up Surveys indicate that employers of graduates of the Counseling program rate the counselors at 47 (on a 5-point scale) in the areas of knowledge and practice in accord with ethical principles In 2004 and 2007 the TEAC Survey including six additional items specifically addressing educational leadership was sent to employers of graduates of the Educational Leadership programs In 2004 employers rated graduates from a low of 42 to a high of 45 In 2007 the ratings ranged from 44 to 48
Most counselor candidates are earning advanced certification However on occasion individuals without a teaching certificate want to become a school counselor In these cases there are three additional credits that must be added to the advanced degree program so that these counselor candidates can be issued a certificate They are classified as initial candidates
1f Student Learning for Other School Professionals
Student Learning for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Candidates in advanced programs that prepare other school personnel have experience in building an environment where all can learn They have multiple authentic learning opportunities with K-12 students during their field and internship experiences All of the programsrsquo SPA requirements include assessing the impact candidates have made on student learning
During interviews candidates from several programs described how they know they are making an impact on student learning Counseling candidates give pre- and post-tests when they work with school groups Educational leadership candidates participate in activities that are designed to make them instructional leaders in their buildings or districts School library media candidates prepare lessons that include strategies for diverse cultural influences and special needs students
District administrators speak highly of graduates from programs that prepare other school professionals In one district a group of three graduates designed a packet of literacy strategies for all K-12 students They taught the strategies to their colleagues and developed a non-threatening way of monitoring the strategies As a result educators in that district have improved attitudes about literacy education and the district has improved reading scores
1g Professional Dispositions for All Candidates
Professional Dispositions for All Candidates ndash Initial Teacher Preparation Acceptable
Professional Dispositions for All Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Twelve dispositions have been identified for all initial programs They are listed on page 21 of the IR as part of the conceptual framework These dispositions are introduced in EDCI 2100--Foundations of Education and Field Experience which is the sophomore year introductory course for all teacher
Page 11
education candidates The dispositions are linked to MoSTEP indicators and INTASC standards There is a Teacher Candidate Dispositions form that includes an extensive rubric for assessing each disposition on a scale from Not Observed to Exceeds Expectations Candidates may use this instrument to self-assess during EDCI 2100 Dispositions are assessed a minimum of two times during the program once prior to approval for entry into the professional education semester (one semester before student teaching) and again at the conclusion of the student teaching experience The disposition assessment instrument is a tool for counseling candidates who are having difficulty in the program It can be used to develop an individualized remediation program
During interviews district supervisors often described student teacher behaviors that indicate the candidates are functioning at the Exceeds Expectations level on various dispositions On follow-up TEAC Surveys employers of first and second year teachers rank the teachers at 40 on a 5-point scale on measures that are tied to the above dispositions
Summary of Findings for Advanced Teacher PreparationThe advanced program in Special Education has identified dispositions that are program-specific and aligned with MoSTEP indicators CEC standards and NBPTS Proposition 3 These dispositions are embedded in coursework and are assessed during the internship experience Assessment data are available in the DESE program report
The advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education have not identified dispositions for their candidates and built them into the assessment system
Summary of Findings for the Preparation of Other School ProfessionalsPrograms that prepare other school professionals have identified dispositions that are program-specific and aligned with MoSTEP indicators and their respective SPAs or professional organizations These dispositions are embedded in coursework throughout the various programs Assessment data for dispositions are available in the individual program reports
Overall Assessment of Standard
Candidates in all initial level programs demonstrate strong content knowledge They systematically develop pedagogical and content-specific pedagogical skills over five semesters Through research about best practices and action research projects pedagogical content knowledge is explored and expanded in the advanced programs for teachers Through coursework that is closely aligned to the conceptual framework MoSTEP indicators INTASC standards and the standards of other professional organizations candidates develop or expand their level of professional and pedagogical knowledge and skills Aggregated data for the advanced teacher education programs with the exception of the MSE and EdS in Curriculum and Instruction indicate that candidates have the necessary content knowledge as well as professional and pedagogical skills to be effective teachers Supervisors of candidates and employers of graduates at all levels have high regard for the ability of UCM teachers to assess learning and develop successful teaching strategies to allow all students to learn Programs that prepare other school personnel produce candidates who have strong content knowledge and skills needed to effect change in schools and learning in students Dispositions are clearly articulated at the initial level and for most of the advanced programs with the exception of the MSE and EdS in Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs Where dispositions are articulated they are assessed and help form the characteristics of a UCM graduate
Page 12
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
The SpeechTheater programs methods course does not reflect the elements of the units conceptual framework or the MoSTEP standards
In December 2004 a representative of DESE conducted a focused visit His report indicates that the SpeechTheater program is in compliance with state standards As part of this visit the DESE team reviewed the program again Team members find that the SpeechTheater program meets state standards
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
1a Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs are not available
The unit has not collected content knowledge data in these programs
1g No evidence is available that candidates in the advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education can demonstrate appropriate dispositions
The unit has not identified and assessed dispositions in these programs
Recommendation for Standard 1
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
The table on page 8 of the IR indicates that the programs Music Instrumental and Music Vocal lead to
Page 13
9-12 certificates These are K-12 programs
Standard 2 Assessment System and Unit EvaluationThe unit has an assessment system that collects and analyzes data on applicant qualifications candidate and graduate performance and unit operations to evaluate and improve the performance of candidates the unit and its programs
Information reported in the Institutional Report for Standard 2 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
2a Assessment System
Assessment System ndash Initial Teacher Preparation Acceptable
Assessment System ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
For initial programs the unit has an assessment system in place with clear transition points data are collected consistently and used to improve programs The associate deanNCATE coordinator oversees and collects the data in her office The data are then analyzed and summarized by the associate dean and the Teacher Education Assessment Committee (TEAC) In addition the data are shared with the TEC and the PEF
The unit recently identified an assessment coordinator whose task is to coordinate the move from unit-wide portfolio review in the initial programs to the use of a teacher work sample The unit also developed several task forces that looked at each initial level assessment instrument and led a revision of the instrument According to public school partners they participated on these task forces The instruments include PRAXIS II which is used at the transition point prior to clinical practice a dispositions assessment instrument (keyed to the conceptual framework) that is used prior to and upon exit from clinical practice the Instructional UnitLesson Plan and Assessment instrument used during clinical practice and the TEAC Follow-up Survey that is given within two years of program completion to both graduates and their employers The unit uses data from these assessments to improve their programs at the initial level
Steps have been taken by the unit to ensure fairness accuracy consistency and freedom from bias in the assessments used at the initial level For example instruments have been developed and refined based on feedback from candidates and university faculty Rubrics for the Instructional UnitLesson Plan and Assessment instrument have been reviewed and include clear criteria Rubric scoring personnel go through a training each fall on the assessment instruments and clear instructions have been developed for each of the instruments
Page 14
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsEach advanced program has its own set of assessments with the exception of the TEAC Follow-up Survey Most advanced programs have clear assessments data collected through implementation of the assessments and indications that data were used to improve programs Each program coordinator is responsible for compiling program data as there is no centralized advanced data collection
The MSE and EdS in Curriculum and Instruction (CampI) and the MA TESL programs do not have clearly identified instruments data collected through use of those instruments (except TEAC Survey) and clearly identified dispositions and disposition data The MS Career and Technical Education Leadership (CTEL) and the EdS Technology and Occupational Education (TOE) programs have test data but do not have identified candidate dispositions and disposition data
For the advanced programs that prepare other school personnel the variety of assessment instruments include state licensure tests portfolios theses oral and comprehensive exams performance evaluations and case studies
Each advanced program has indicated transition points including entrance and exit criteria as specified in Table 6 on pages 66-69 of the IR The MA TESL transition points were provided upon request during the visit Data are used to determine entrance into all advanced programs These include GPA and Graduate Record Examination scores depending on the program Assessment data are provided and used in exit review for advanced programs with the exception of the MA TESL and the MSE and EdS CampI programs Minimal data are available for the MS CTEL and EdS TOE programs In all programs candidates who do not meet expectations are given opportunities to meet the program criteria If they do not they are counseled to choose another option outside of professional educator preparation
MSE and EdS CampI programs use portfolios to assess candidates However portfolio data are not available and the rubric for the portfolio does not seem to ensure fairness accuracy consistency and freedom of bias For the MA TESL program there is an observation protocol instrument however no data have been compiled The MA TESL program also indicates use of portfolio assessment but no rubric and data exist The MS CTEL and EdS TOE programs have state test data however no other data or rubrics are available
Most advanced programs try to ensure that their assessment procedures are fair accurate consistent and free of bias Some have addressed this through the use of standardized state or national assessments The School Library Media program reviews key assessment instruments with its advisory council Other advanced programs use a team approach to evaluate key assessments
Each program uses at least one assessment instrument to make program improvements The TEAC Survey provides feedback to the unit and programs for improvement
2b Data Collection Analysis and Evaluation
Data Collection Analysis and Evaluation ndash Initial Teacher Preparation Acceptable
Data Collection Analysis and Evaluation ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 15
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system The content of assessments and the methods of data collection for courses offered on the main campus at off-campus sites and via distance learning are one and the same
At the initial level most data collection is centralized for the unit including Student Teaching Evaluation Teacher Candidate Dispositions Instructional UnitLesson Plan and Assessment and TEAC Follow-up Survey Student teaching evaluation data are collected four times during the student teaching experience via the Student Teaching Evaluation form The forms are collected by the Office of Clinical Services and scanned for archival purposes The data on the forms are hand-entered by a COE clerical staff member into an Excel database The associate dean summarizes the data and presents them in charts
The TEAC Follow-up Survey is currently a paper survey The data are hand-entered by a COE clerical staff member into an Excel database and summarized by the TEAC chair Both the student teaching and TEAC data are summarized on a semester basis and analyzed on a yearly basis The data from the TEAC Survey are provided in a report with charts and graphs and program-by-program raw numbers The TEAC Survey will become an online instrument beginning spring 2009
Teacher Candidate Dispositions data are collected prior to entry into student teaching and on exit Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester The dispositions data are provided in charts as well
The Instructional UnitLesson Plan and Assessment data are collected during student teaching Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester C-Base and PRAXIS II results are summarized annually and provided to the program coordinators
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of unit data The other part is due to the formation of new departments which realigned program faculty
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School Professionals
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system Individual departments use Excel or maintain assessment records in paper format The content of assessments and the methods of data collection for courses and programs offered on the main campus at off-campus sites and via distance learning are one and the same
All advanced programs use the TEAC Follow-up Survey of graduates and employers Advanced programs collect the data every two or three years Currently the TEAC Survey is a paper-based instrument but the unit will launch an online version this spring Other than the TEAC Survey there is
Page 16
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
mission is based on a critical understanding of reflective practice (Dewey 1933) acknowledging that neither knowledge nor experience alone will produce an expert teacher Rather teachers are learner-educators who expand their knowledge base skills and dispositions continually through ongoing application evaluation and reflection They develop instructional expertise by knowing the content and instructional strategies observing and practicing the behaviors of successful teachers reflecting on what works and what does not and integrating knowledge and skills into a unique and personal teaching style (Sternberg and Williams 2002) Furthermore candidates practice reflection through modeling discussion observation application and case study-based activities and assessments using Sternbergrsquos (2002) triarchic aspects of integration thinking analytically thinking practically and thinking creatively They must develop teacher decision-making skills (Slavin 2006) and expand their knowledge base into three types of expert knowledge (Sternberg and Williams 2002) 1) content or subject matter knowledge 2) pedagogical knowledge and 3) pedagogical content knowledge The unitrsquos vision is to ldquoprepare reflective practitioners who have high expectations for P-12 student learning are informed decision makers and value diversityrdquo and to provide ldquoeach graduate the foundation for a life of continued learning service and engagementrdquo
The conceptual framework articulates competencies that reflect the guidelines and expectations of state and national organizations At the initial level it is aligned with the Missouri Standards for Teacher Education Programs (MoSTEP) that are based on the Interstate New Teachers Assessment and Support Consortium (INTASC) At the advanced level the conceptual framework is aligned with the National Board for Professional Teaching Standards (NBPTS) and professional standards specific to various disciplines such as those outlined by the Educational Leadership Constituents Council (ELCC)
Revision of the unit assessment system in 2005 led to a revision of the conceptual framework While maintaining the Reflective Practitioner theme the PEF refined and realigned candidate competencies with standards and unit expectations In 2007-08 the Core Curriculum Task Force realigned syllabi instructional content and assessment activities of three foundations courses with the new conceptual framework As a result the Reflective Practitioner model was more explicitly defined Finally the Accreditation Steering Committee reorganized and streamlined the conceptual framework document in the fall of 2008 and developed a graphic logo to illustrate the conceptual framework In November of 2008 the current conceptual framework and logo were approved by the PEF Some candidates and district supervisors are unable to discuss the basic tenets of the conceptual framework
The conceptual framework specifically identifies the 12 dispositions that are systematically assessed throughout UCMrsquos initial teacher preparation programs At the advanced level candidate dispositions are generally embedded within the discipline-specific standards and reflected in program-specific assessments Dispositions for the MSE and EdS in Curriculum and Instruction the MA Teaching English as a Second Language (TESL) the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs were not made available to the team Some candidates at both the initial and advanced levels are able to articulate the dispositions upon which they are assessed The unit does have a defined system for addressing concerns about candidates who fail to demonstrate these dispositions
The unitrsquos governance facilitates the realization of the conceptual framework and provides a system for ensuring coherence among curriculum instruction field experiences clinical practice and assessment across a candidatersquos program For example in initial programs candidatesrsquo progression from general education studies through academic content courses professional education courses field experiences and student teaching necessitates the integration of all program components The unit assessment system is designed to include regular review of program courses and requirements by a variety of constituencies to ensure that there continues to be coherence among curriculum instruction field experiences and assessment at the initial level Some advanced programs (MSE and EdS Curriculum and Instruction
Page 4
MA TESL MS Career and Technical Education Leadership EdS Technology and Occupational Education) however do not have sufficient data on candidates knowledge skills andor dispositions
III STANDARDS
In its responses to each standard the team should indicate when differences exist among the main campus distance learning programs and off-campus programs
Standard 1 Candidate Knowledge Skills and Professional Dispositions Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge pedagogical content knowledge and skills pedagogical and professional knowledge and skills and professional dispositions necessary to help all students learn Assessments indicate that candidates meet professional state and institutional standards
1 Information reported in the Institutional Report for Standard 1 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
1a Content Knowledge for Teacher Candidates
Content Knowledge for Teacher Candidates ndash Initial Teacher Preparation Acceptable
Content Knowledge for Teacher Candidates ndash Advanced Teacher Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
As listed on pages 7-9 of the IR the College of Education at UCM offers 24 major programs that lead to an initial certification to teach There are four single subject programs in science (biology chemistry earth science physics) and the unified science program Three programs in Table 2 on page 8 (German health and journalism) only lead to a minor and were not reviewed The unit also offers two alternative routes to initial licensure one at the middle school level and the other at the high school level Some of the alternative certification candidates take additional coursework to satisfy requirements for the MAT degree The state of Missouri requires all applicants for initial licensure to pass the Praxis II content exam for the subject area in which they seek licensure If the candidate is prepared in more than one content area only the test for the major content area is required If no specific content test exists the applicant must take the Praxis II Principles of Learning and Teaching for the grade range of licensure being sought
Praxis data are available beginning in 2003-04 The overall unit pass rate for all programs for all years is
Page 5
956 percent Most programs consistently have pass rates of 90 to 100 percent In the past five years there have been seven candidates in the agriculture education program The cumulative pass rate for that program is 57 percent which may be misleading because in the first year four candidates took the exam and all failed to pass There have been few program completers in subsequent years but the pass rate is increasing Content area candidates in the alternative certification program have a 100 percent pass rate with the exception of Spanish and Physical Education that have a 75 percent pass rate in one year and Family and Consumer Science that have an 83 percent pass rate in one year MAT candidates have a 100 percent pass rate in all but one year
Early Childhood Elementary Social Science and all of the initial Special Education programs (CrossCategorical Early Childhood Severe Developmental Disabilities) have been fully recognized by their respective SPAs Mathematics Middle School Physical Education and the science programs are all recognized with conditions and English is on probation The Spanish and French programs require further development prior to resubmitting them to ACTFL A review of SPA reports points to the use of generic unit assessments that are not program- or content-specific as a primary cause for items being rated ldquoNot Metrdquo Art Education is accredited by the National Association of Schools of Art and Design (NASAD) and Music Education is accredited by the National Association of Schools of Music (NASM) Additionally all programs that lead to licensure meet state standards and will be recommended to the State Board of Education for approval by the DESE team
Candidates in initial programs build content knowledge in content-based courses and field experiences All programs require a 25 grade point average (GPA) for admission to the clinical practice courses Assessments of content knowledge vary from program to program Formative and summative assessments include written tests interviews ratings of lessons planned andor taught and portfolios (which are being replaced by teacher work samples) Candidates in art present a showcase of their work in the sophomore year and again in the final semester of the senior year Content knowledge is assessed by university supervisors during and at the conclusion of the clinical experience They have rated 97 to 99 percent of the candidates at Meets Expectations or Exceeds Expectations for the years 2005-06 to 2007-08
District supervisors from many disciplines reported that UCM student teachers are well prepared in their content area One teacher stated they are ldquohead and shouldersrdquo above candidates from other programs with which he works
On the Teacher Education Assessment Committee (TEAC) Follow-up Survey using a scale of 1-5 (5 representing the highest score) student teachers self-rated their command of content knowledge at 45 in 2005 2006 and 2007 and at 40 in 2008 Similarly graduates of the program (first and second year teachers) and their principals rated their content knowledge at 40 on the TEAC Survey
Summary of Findings for Advanced Teacher Preparation
Advanced programs for teachers are listed in the IR on pages 10-12 They include the MSE Special Education the MSE and EdS Curriculum and Instruction the MS Career and Technical Education Leadership the MA (or certification only) TESL and the EdS Technology and Occupational Education A cumulative GPA of 30 or better in all coursework is a requirement for graduation from any of these advanced programs
A review of syllabi indicates that candidates in advanced programs build knowledge and skills through advanced coursework and demonstrate content knowledge through a variety of assessments All complete a long-term in-depth research-based project Some fulfill internships develop portfolios or
Page 6
create problem solving action plans Career and Technical Education Leadership candidates have the option to use a national written test For programs where data were available a review of the scores on major assessments shows that over the past four years the pass rate is nearly 90 percent Documentation of major assessments scoring rubrics and pass rates was available for review in most programs Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs were not found
Employers of teachers who have earned an advanced degree in special education speak highly of the contributions they are able to make to their buildings and districts They are thankful to have such capable teachers with their expertise available
1b Pedagogical Content Knowledge and Skills for Teacher Candidates Pedagogical Content Knowledge and Skills for Teacher Candidates ndash Initial Teacher Preparation
Acceptable
Pedagogical Content Knowledge and Skills for Teacher Candidates ndash Advanced Teacher Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
A review of syllabi indicates that candidates in initial programs develop pedagogical skills beginning in the sophomore year in EDCI 2100--Educational Foundations and Field Experience Pedagogical methods are also learned in EDSP 2100--Education of the Exceptional Child and the secondary level reading methods course Discipline-specific pedagogy is the focus of the content area methods courses that are taken in the semester prior to student teaching These courses include at least 50 hours of field experience and candidates teach short lessons to small groups or to the entire class Through these graduated experiences candidates have the opportunity to learn and practice both general pedagogoical skills and content-specific skills
According to district supervisors UCM student teachers are capable of adjusting lessons for special needs that exist among the students in their classes Also they are capable of adjusting teaching strategies during lessons if formative assessment indicates it is needed Student teachers are complimented on the wide range of strategies they already know and on their willingness to learn new ways to effect student learning
TEAC Follow-up Surveys for the past four years indicate that both graduates and their employers see content knowledge and pedagogy needed to teach that content as a strength On a 5-point scale they rated this item at 40 or above
Candidates are able to use technology in the learning environment All initial candidates complete an introductory technology course Syllabi call for a wide variety of uses of technology as candidates progress through the program Unit plans taught during student teaching include using the technology available at that school site District supervisors are pleased that student teachers can suggest new ways to infuse technology into the curriculum
Summary of Findings for Advanced Teacher Preparation
Page 7
Advanced candidates expand their pedagogical content knowledge and skills throughout their programs as they are required to develop and implement extensive learning and teaching plans specifically related to their course of study Assessments of lessons and units developed for internship experiences and portfolio presentations include a component related to pedagogical skills and the ability to adjust for the student population In the MSE and EdS Curriculum and Instruction programs candidates prepare themselves to pass the National Board Examination Through their presentations they need to demonstrate their ability to differentiate instruction Candidates are encouraged to experiment with new methods of pedagogy Special education candidates are specifically evaluated on their pedagogical skills in the case study project where they must identify the special needs of a student and then propose an educational plan for that student
Technology is infused throughout the advanced programs for teachers Most programs include a research component and several presentation components that require advanced skills in using technology Candidates are also expected to use technology in their own classrooms Candidates in special education continue to develop skills with the use of assistive technology and other devices that enable special populations to participate in education to the fullest extent possible Candidates can cite examples of teaching with technology as well as using technology to learn
1c Professional and Pedagogical Knowledge and Skills for Teacher Candidates
Professional and Pedagogical Knowledge and Skills for Teacher Candidates ndash Initial Teacher Preparation
Acceptable
Professional and Pedagogical Knowledge and Skills for Teacher Candidates ndashAdvanced Teacher Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
EDCI 2100--Educational Foundations and Field Experience that is taken in the sophomore year establishes the foundation for the development of professional and pedagogical knowledge and skills A review of the syllabus shows that candidates are introduced to the conceptual framework and the dispositions for all initial candidates Also the readings and projects related to the history and philosophy of education school organization the impact of diversity on schools teaching and learning and contemporary issues in education are specified Candidates are introduced to the Reflective Practitioner model and gain experience writing brief reflections about the profession In this course candidates may also self-assess using the Teacher Candidate Dispositions form
Throughout the program the coursework builds on these initial understandings Candidates participate in learning activities that involve multicultural and special needs populations work with parents establish themselves as part of a school community and make firsthand observations of child or adolescent development In all courses candidates are required to write reflections about their interactions and teaching experiences Until now this development has been tracked in a portfolio However the unit is moving to a teacher work sample assessment in the fall
During the student teaching experience candidates create teach and are evaluated on a unit learning plan One of the items on the evaluation is aligned with one of the Missouri Standards for Teacher Education Programs (MoSTEP) which reads understands how students learn and develop and provides learning opportunities that support the intellectual social and personal development of all students In the past two years only 10 out of 601 candidates were not rated at Meets Expectations or
Page 8
Exceeds Expectations on this measure by university supervisors
As district supervisors discuss student teachers from UCM they refer to their consistent ability to reflect on whatever they have just completed with an interest in improvement They speak highly of candidatesrsquoabilities to interact with parents other teachers and administrators Candidates are ready to participate in parent conferences Individualized Education Plan (IEP) meetings and other school-wide activities
At the conclusion of the student teaching experience candidates are rated by their university supervisor on all of the MoSTEP indicators which are aligned with the INTASC standards In the last two years on all eleven indicators at least 97 percent of candidates completing student teaching were rated Meets Expectations or Exceeds Expectations
Summary of Findings for Advanced Teacher Preparation
The Special Education advanced program is aligned with the Council for Exceptional Children (CEC) standards the applicable MoSTEP indicators and NBPTS Proposition 3 The major assessment items in the program ensure that candidates develop advanced professional and pedagogical knowledge Professional knowledge is extended as candidates in the MSE program take a course in educational leadership dealing with school law As part of the contemporary critical issues project candidates are required to become an advocate for a special need Candidates are also required to design carry out and assess an action research project in their classroom There is a written final exam in which candidates apply their knowledge to practical situations
Candidates in the Career and Technical Education Leadership program often represent varied professional backgrounds Individualized programs are designed to meet the professional education and pedagogical needs of the candidates Often courses in educational leadership are included in the plan of study
Candidates in the Curriculum and Instruction programs complete activities that could lead to NBPTS certification Candidates in the MA TESL program accomplish goals linked to the TESL standards and the MoSTEP indicators for their program
1d Student Learning for Teacher Candidates
Student Learning for Teacher Candidates ndash Initial Teacher Preparation Acceptable
Student Learning for Teacher Candidates ndash Advanced Teacher Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The foundation of the conceptual framework is the belief that ldquoall can learnrdquo A review of course syllabi reveals that in all initial programs there are many opportunities for candidates to learn how to assess student learning and how to develop instruction based on assessment findings In their coursework they develop a variety of formative and summative assessments In keeping with the Reflective Practitioner model candidates begin assessing their impact on students in early field experiences They reflect to determine why learning did or did not happen If student learning did not occur they reflect on the teaching strategies that were not successful and what could be tried the next time
Page 9
The most significant evaluation of the candidatesrsquo ability to assess student learning adapt instruction if necessary and ensure that all students have learned comes during student teaching as candidates prepare and teach the Instructional Unit Plan and Assessment There is a detailed scoring rubric for the plan University supervisors assess the plan as well as the candidatesrsquo written reflections about how the plan worked and what modifications were made and why In 2006-07 95 percent of the candidates were judged at Meets Expectations or Exceeds Expectations and in 2007-08 94 percent were similarly judged District supervisors confirm this with one stating that UCM candidates demonstrate a willingness to learn more about assessment and effective teaching strategies
TEAC Follow-up Survey data indicate that first and second year teachers rate themselves 40 on a 5-point scale in the area of adapting instruction to all learners Their employers rate them 40 as well
Summary of Findings for Advanced Teacher Preparation
Advanced candidates develop the needed skills research techniques and teaching strategies to prepare themselves for leadership roles in improving student learning All programs require candidates to do extensive research develop advanced plans for learning and reflect extensively on their own teaching experience A review of the programs as presented in the DESE reports demonstrates that the focus is on improving and increasing student learning
1e Knowledge and Skills for Other School Professionals
Knowledge and Skills for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Programs in Educational Leadership Educational Technology Literacy Education and School Library Media are recognized or recognized with conditions by their respective SPAs SPA conditions refer to recommended adjustments to assessment tools Counseling programs are aligned with standards outlined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) but have not been submitted to CACREP for review A cumulative GPA of 30 or better in all coursework is a requirement for graduation from all advanced programs School Psychological Examiner and Special Reading are add-on programs only and therefore were not reviewed
A review of syllabi indicates that candidates in advanced programs for other school professionals build knowledge and professional skills through advanced coursework and demonstrate content knowledge and skills through a variety of assessments All complete a long-term in-depth research-based project Some fulfill internships develop portfolios or create problem solving action plans Data collected on major assessments in all programs over the past four years show that the pass rate is nearly 90 percent Counseling and Educational Leadership candidates take national or state examinations Counseling candidates complete the Praxis II exam The program has had a 100 percent pass rate every year since 2002-03 In addition subtest scores have consistently exceeded the national mean
Employers of graduates from programs that prepare other school personnel speak highly of the contributions that principals school counselors school library media specialists literacy specialists and educational technology specialists from UCM make to their buildings and their districts They are
Page 10
thankful to have such capable administrators and specialists available TEAC Follow-up Surveys indicate that employers of graduates of the Counseling program rate the counselors at 47 (on a 5-point scale) in the areas of knowledge and practice in accord with ethical principles In 2004 and 2007 the TEAC Survey including six additional items specifically addressing educational leadership was sent to employers of graduates of the Educational Leadership programs In 2004 employers rated graduates from a low of 42 to a high of 45 In 2007 the ratings ranged from 44 to 48
Most counselor candidates are earning advanced certification However on occasion individuals without a teaching certificate want to become a school counselor In these cases there are three additional credits that must be added to the advanced degree program so that these counselor candidates can be issued a certificate They are classified as initial candidates
1f Student Learning for Other School Professionals
Student Learning for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Candidates in advanced programs that prepare other school personnel have experience in building an environment where all can learn They have multiple authentic learning opportunities with K-12 students during their field and internship experiences All of the programsrsquo SPA requirements include assessing the impact candidates have made on student learning
During interviews candidates from several programs described how they know they are making an impact on student learning Counseling candidates give pre- and post-tests when they work with school groups Educational leadership candidates participate in activities that are designed to make them instructional leaders in their buildings or districts School library media candidates prepare lessons that include strategies for diverse cultural influences and special needs students
District administrators speak highly of graduates from programs that prepare other school professionals In one district a group of three graduates designed a packet of literacy strategies for all K-12 students They taught the strategies to their colleagues and developed a non-threatening way of monitoring the strategies As a result educators in that district have improved attitudes about literacy education and the district has improved reading scores
1g Professional Dispositions for All Candidates
Professional Dispositions for All Candidates ndash Initial Teacher Preparation Acceptable
Professional Dispositions for All Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Twelve dispositions have been identified for all initial programs They are listed on page 21 of the IR as part of the conceptual framework These dispositions are introduced in EDCI 2100--Foundations of Education and Field Experience which is the sophomore year introductory course for all teacher
Page 11
education candidates The dispositions are linked to MoSTEP indicators and INTASC standards There is a Teacher Candidate Dispositions form that includes an extensive rubric for assessing each disposition on a scale from Not Observed to Exceeds Expectations Candidates may use this instrument to self-assess during EDCI 2100 Dispositions are assessed a minimum of two times during the program once prior to approval for entry into the professional education semester (one semester before student teaching) and again at the conclusion of the student teaching experience The disposition assessment instrument is a tool for counseling candidates who are having difficulty in the program It can be used to develop an individualized remediation program
During interviews district supervisors often described student teacher behaviors that indicate the candidates are functioning at the Exceeds Expectations level on various dispositions On follow-up TEAC Surveys employers of first and second year teachers rank the teachers at 40 on a 5-point scale on measures that are tied to the above dispositions
Summary of Findings for Advanced Teacher PreparationThe advanced program in Special Education has identified dispositions that are program-specific and aligned with MoSTEP indicators CEC standards and NBPTS Proposition 3 These dispositions are embedded in coursework and are assessed during the internship experience Assessment data are available in the DESE program report
The advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education have not identified dispositions for their candidates and built them into the assessment system
Summary of Findings for the Preparation of Other School ProfessionalsPrograms that prepare other school professionals have identified dispositions that are program-specific and aligned with MoSTEP indicators and their respective SPAs or professional organizations These dispositions are embedded in coursework throughout the various programs Assessment data for dispositions are available in the individual program reports
Overall Assessment of Standard
Candidates in all initial level programs demonstrate strong content knowledge They systematically develop pedagogical and content-specific pedagogical skills over five semesters Through research about best practices and action research projects pedagogical content knowledge is explored and expanded in the advanced programs for teachers Through coursework that is closely aligned to the conceptual framework MoSTEP indicators INTASC standards and the standards of other professional organizations candidates develop or expand their level of professional and pedagogical knowledge and skills Aggregated data for the advanced teacher education programs with the exception of the MSE and EdS in Curriculum and Instruction indicate that candidates have the necessary content knowledge as well as professional and pedagogical skills to be effective teachers Supervisors of candidates and employers of graduates at all levels have high regard for the ability of UCM teachers to assess learning and develop successful teaching strategies to allow all students to learn Programs that prepare other school personnel produce candidates who have strong content knowledge and skills needed to effect change in schools and learning in students Dispositions are clearly articulated at the initial level and for most of the advanced programs with the exception of the MSE and EdS in Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs Where dispositions are articulated they are assessed and help form the characteristics of a UCM graduate
Page 12
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
The SpeechTheater programs methods course does not reflect the elements of the units conceptual framework or the MoSTEP standards
In December 2004 a representative of DESE conducted a focused visit His report indicates that the SpeechTheater program is in compliance with state standards As part of this visit the DESE team reviewed the program again Team members find that the SpeechTheater program meets state standards
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
1a Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs are not available
The unit has not collected content knowledge data in these programs
1g No evidence is available that candidates in the advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education can demonstrate appropriate dispositions
The unit has not identified and assessed dispositions in these programs
Recommendation for Standard 1
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
The table on page 8 of the IR indicates that the programs Music Instrumental and Music Vocal lead to
Page 13
9-12 certificates These are K-12 programs
Standard 2 Assessment System and Unit EvaluationThe unit has an assessment system that collects and analyzes data on applicant qualifications candidate and graduate performance and unit operations to evaluate and improve the performance of candidates the unit and its programs
Information reported in the Institutional Report for Standard 2 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
2a Assessment System
Assessment System ndash Initial Teacher Preparation Acceptable
Assessment System ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
For initial programs the unit has an assessment system in place with clear transition points data are collected consistently and used to improve programs The associate deanNCATE coordinator oversees and collects the data in her office The data are then analyzed and summarized by the associate dean and the Teacher Education Assessment Committee (TEAC) In addition the data are shared with the TEC and the PEF
The unit recently identified an assessment coordinator whose task is to coordinate the move from unit-wide portfolio review in the initial programs to the use of a teacher work sample The unit also developed several task forces that looked at each initial level assessment instrument and led a revision of the instrument According to public school partners they participated on these task forces The instruments include PRAXIS II which is used at the transition point prior to clinical practice a dispositions assessment instrument (keyed to the conceptual framework) that is used prior to and upon exit from clinical practice the Instructional UnitLesson Plan and Assessment instrument used during clinical practice and the TEAC Follow-up Survey that is given within two years of program completion to both graduates and their employers The unit uses data from these assessments to improve their programs at the initial level
Steps have been taken by the unit to ensure fairness accuracy consistency and freedom from bias in the assessments used at the initial level For example instruments have been developed and refined based on feedback from candidates and university faculty Rubrics for the Instructional UnitLesson Plan and Assessment instrument have been reviewed and include clear criteria Rubric scoring personnel go through a training each fall on the assessment instruments and clear instructions have been developed for each of the instruments
Page 14
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsEach advanced program has its own set of assessments with the exception of the TEAC Follow-up Survey Most advanced programs have clear assessments data collected through implementation of the assessments and indications that data were used to improve programs Each program coordinator is responsible for compiling program data as there is no centralized advanced data collection
The MSE and EdS in Curriculum and Instruction (CampI) and the MA TESL programs do not have clearly identified instruments data collected through use of those instruments (except TEAC Survey) and clearly identified dispositions and disposition data The MS Career and Technical Education Leadership (CTEL) and the EdS Technology and Occupational Education (TOE) programs have test data but do not have identified candidate dispositions and disposition data
For the advanced programs that prepare other school personnel the variety of assessment instruments include state licensure tests portfolios theses oral and comprehensive exams performance evaluations and case studies
Each advanced program has indicated transition points including entrance and exit criteria as specified in Table 6 on pages 66-69 of the IR The MA TESL transition points were provided upon request during the visit Data are used to determine entrance into all advanced programs These include GPA and Graduate Record Examination scores depending on the program Assessment data are provided and used in exit review for advanced programs with the exception of the MA TESL and the MSE and EdS CampI programs Minimal data are available for the MS CTEL and EdS TOE programs In all programs candidates who do not meet expectations are given opportunities to meet the program criteria If they do not they are counseled to choose another option outside of professional educator preparation
MSE and EdS CampI programs use portfolios to assess candidates However portfolio data are not available and the rubric for the portfolio does not seem to ensure fairness accuracy consistency and freedom of bias For the MA TESL program there is an observation protocol instrument however no data have been compiled The MA TESL program also indicates use of portfolio assessment but no rubric and data exist The MS CTEL and EdS TOE programs have state test data however no other data or rubrics are available
Most advanced programs try to ensure that their assessment procedures are fair accurate consistent and free of bias Some have addressed this through the use of standardized state or national assessments The School Library Media program reviews key assessment instruments with its advisory council Other advanced programs use a team approach to evaluate key assessments
Each program uses at least one assessment instrument to make program improvements The TEAC Survey provides feedback to the unit and programs for improvement
2b Data Collection Analysis and Evaluation
Data Collection Analysis and Evaluation ndash Initial Teacher Preparation Acceptable
Data Collection Analysis and Evaluation ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 15
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system The content of assessments and the methods of data collection for courses offered on the main campus at off-campus sites and via distance learning are one and the same
At the initial level most data collection is centralized for the unit including Student Teaching Evaluation Teacher Candidate Dispositions Instructional UnitLesson Plan and Assessment and TEAC Follow-up Survey Student teaching evaluation data are collected four times during the student teaching experience via the Student Teaching Evaluation form The forms are collected by the Office of Clinical Services and scanned for archival purposes The data on the forms are hand-entered by a COE clerical staff member into an Excel database The associate dean summarizes the data and presents them in charts
The TEAC Follow-up Survey is currently a paper survey The data are hand-entered by a COE clerical staff member into an Excel database and summarized by the TEAC chair Both the student teaching and TEAC data are summarized on a semester basis and analyzed on a yearly basis The data from the TEAC Survey are provided in a report with charts and graphs and program-by-program raw numbers The TEAC Survey will become an online instrument beginning spring 2009
Teacher Candidate Dispositions data are collected prior to entry into student teaching and on exit Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester The dispositions data are provided in charts as well
The Instructional UnitLesson Plan and Assessment data are collected during student teaching Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester C-Base and PRAXIS II results are summarized annually and provided to the program coordinators
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of unit data The other part is due to the formation of new departments which realigned program faculty
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School Professionals
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system Individual departments use Excel or maintain assessment records in paper format The content of assessments and the methods of data collection for courses and programs offered on the main campus at off-campus sites and via distance learning are one and the same
All advanced programs use the TEAC Follow-up Survey of graduates and employers Advanced programs collect the data every two or three years Currently the TEAC Survey is a paper-based instrument but the unit will launch an online version this spring Other than the TEAC Survey there is
Page 16
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
MA TESL MS Career and Technical Education Leadership EdS Technology and Occupational Education) however do not have sufficient data on candidates knowledge skills andor dispositions
III STANDARDS
In its responses to each standard the team should indicate when differences exist among the main campus distance learning programs and off-campus programs
Standard 1 Candidate Knowledge Skills and Professional Dispositions Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge pedagogical content knowledge and skills pedagogical and professional knowledge and skills and professional dispositions necessary to help all students learn Assessments indicate that candidates meet professional state and institutional standards
1 Information reported in the Institutional Report for Standard 1 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
1a Content Knowledge for Teacher Candidates
Content Knowledge for Teacher Candidates ndash Initial Teacher Preparation Acceptable
Content Knowledge for Teacher Candidates ndash Advanced Teacher Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
As listed on pages 7-9 of the IR the College of Education at UCM offers 24 major programs that lead to an initial certification to teach There are four single subject programs in science (biology chemistry earth science physics) and the unified science program Three programs in Table 2 on page 8 (German health and journalism) only lead to a minor and were not reviewed The unit also offers two alternative routes to initial licensure one at the middle school level and the other at the high school level Some of the alternative certification candidates take additional coursework to satisfy requirements for the MAT degree The state of Missouri requires all applicants for initial licensure to pass the Praxis II content exam for the subject area in which they seek licensure If the candidate is prepared in more than one content area only the test for the major content area is required If no specific content test exists the applicant must take the Praxis II Principles of Learning and Teaching for the grade range of licensure being sought
Praxis data are available beginning in 2003-04 The overall unit pass rate for all programs for all years is
Page 5
956 percent Most programs consistently have pass rates of 90 to 100 percent In the past five years there have been seven candidates in the agriculture education program The cumulative pass rate for that program is 57 percent which may be misleading because in the first year four candidates took the exam and all failed to pass There have been few program completers in subsequent years but the pass rate is increasing Content area candidates in the alternative certification program have a 100 percent pass rate with the exception of Spanish and Physical Education that have a 75 percent pass rate in one year and Family and Consumer Science that have an 83 percent pass rate in one year MAT candidates have a 100 percent pass rate in all but one year
Early Childhood Elementary Social Science and all of the initial Special Education programs (CrossCategorical Early Childhood Severe Developmental Disabilities) have been fully recognized by their respective SPAs Mathematics Middle School Physical Education and the science programs are all recognized with conditions and English is on probation The Spanish and French programs require further development prior to resubmitting them to ACTFL A review of SPA reports points to the use of generic unit assessments that are not program- or content-specific as a primary cause for items being rated ldquoNot Metrdquo Art Education is accredited by the National Association of Schools of Art and Design (NASAD) and Music Education is accredited by the National Association of Schools of Music (NASM) Additionally all programs that lead to licensure meet state standards and will be recommended to the State Board of Education for approval by the DESE team
Candidates in initial programs build content knowledge in content-based courses and field experiences All programs require a 25 grade point average (GPA) for admission to the clinical practice courses Assessments of content knowledge vary from program to program Formative and summative assessments include written tests interviews ratings of lessons planned andor taught and portfolios (which are being replaced by teacher work samples) Candidates in art present a showcase of their work in the sophomore year and again in the final semester of the senior year Content knowledge is assessed by university supervisors during and at the conclusion of the clinical experience They have rated 97 to 99 percent of the candidates at Meets Expectations or Exceeds Expectations for the years 2005-06 to 2007-08
District supervisors from many disciplines reported that UCM student teachers are well prepared in their content area One teacher stated they are ldquohead and shouldersrdquo above candidates from other programs with which he works
On the Teacher Education Assessment Committee (TEAC) Follow-up Survey using a scale of 1-5 (5 representing the highest score) student teachers self-rated their command of content knowledge at 45 in 2005 2006 and 2007 and at 40 in 2008 Similarly graduates of the program (first and second year teachers) and their principals rated their content knowledge at 40 on the TEAC Survey
Summary of Findings for Advanced Teacher Preparation
Advanced programs for teachers are listed in the IR on pages 10-12 They include the MSE Special Education the MSE and EdS Curriculum and Instruction the MS Career and Technical Education Leadership the MA (or certification only) TESL and the EdS Technology and Occupational Education A cumulative GPA of 30 or better in all coursework is a requirement for graduation from any of these advanced programs
A review of syllabi indicates that candidates in advanced programs build knowledge and skills through advanced coursework and demonstrate content knowledge through a variety of assessments All complete a long-term in-depth research-based project Some fulfill internships develop portfolios or
Page 6
create problem solving action plans Career and Technical Education Leadership candidates have the option to use a national written test For programs where data were available a review of the scores on major assessments shows that over the past four years the pass rate is nearly 90 percent Documentation of major assessments scoring rubrics and pass rates was available for review in most programs Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs were not found
Employers of teachers who have earned an advanced degree in special education speak highly of the contributions they are able to make to their buildings and districts They are thankful to have such capable teachers with their expertise available
1b Pedagogical Content Knowledge and Skills for Teacher Candidates Pedagogical Content Knowledge and Skills for Teacher Candidates ndash Initial Teacher Preparation
Acceptable
Pedagogical Content Knowledge and Skills for Teacher Candidates ndash Advanced Teacher Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
A review of syllabi indicates that candidates in initial programs develop pedagogical skills beginning in the sophomore year in EDCI 2100--Educational Foundations and Field Experience Pedagogical methods are also learned in EDSP 2100--Education of the Exceptional Child and the secondary level reading methods course Discipline-specific pedagogy is the focus of the content area methods courses that are taken in the semester prior to student teaching These courses include at least 50 hours of field experience and candidates teach short lessons to small groups or to the entire class Through these graduated experiences candidates have the opportunity to learn and practice both general pedagogoical skills and content-specific skills
According to district supervisors UCM student teachers are capable of adjusting lessons for special needs that exist among the students in their classes Also they are capable of adjusting teaching strategies during lessons if formative assessment indicates it is needed Student teachers are complimented on the wide range of strategies they already know and on their willingness to learn new ways to effect student learning
TEAC Follow-up Surveys for the past four years indicate that both graduates and their employers see content knowledge and pedagogy needed to teach that content as a strength On a 5-point scale they rated this item at 40 or above
Candidates are able to use technology in the learning environment All initial candidates complete an introductory technology course Syllabi call for a wide variety of uses of technology as candidates progress through the program Unit plans taught during student teaching include using the technology available at that school site District supervisors are pleased that student teachers can suggest new ways to infuse technology into the curriculum
Summary of Findings for Advanced Teacher Preparation
Page 7
Advanced candidates expand their pedagogical content knowledge and skills throughout their programs as they are required to develop and implement extensive learning and teaching plans specifically related to their course of study Assessments of lessons and units developed for internship experiences and portfolio presentations include a component related to pedagogical skills and the ability to adjust for the student population In the MSE and EdS Curriculum and Instruction programs candidates prepare themselves to pass the National Board Examination Through their presentations they need to demonstrate their ability to differentiate instruction Candidates are encouraged to experiment with new methods of pedagogy Special education candidates are specifically evaluated on their pedagogical skills in the case study project where they must identify the special needs of a student and then propose an educational plan for that student
Technology is infused throughout the advanced programs for teachers Most programs include a research component and several presentation components that require advanced skills in using technology Candidates are also expected to use technology in their own classrooms Candidates in special education continue to develop skills with the use of assistive technology and other devices that enable special populations to participate in education to the fullest extent possible Candidates can cite examples of teaching with technology as well as using technology to learn
1c Professional and Pedagogical Knowledge and Skills for Teacher Candidates
Professional and Pedagogical Knowledge and Skills for Teacher Candidates ndash Initial Teacher Preparation
Acceptable
Professional and Pedagogical Knowledge and Skills for Teacher Candidates ndashAdvanced Teacher Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
EDCI 2100--Educational Foundations and Field Experience that is taken in the sophomore year establishes the foundation for the development of professional and pedagogical knowledge and skills A review of the syllabus shows that candidates are introduced to the conceptual framework and the dispositions for all initial candidates Also the readings and projects related to the history and philosophy of education school organization the impact of diversity on schools teaching and learning and contemporary issues in education are specified Candidates are introduced to the Reflective Practitioner model and gain experience writing brief reflections about the profession In this course candidates may also self-assess using the Teacher Candidate Dispositions form
Throughout the program the coursework builds on these initial understandings Candidates participate in learning activities that involve multicultural and special needs populations work with parents establish themselves as part of a school community and make firsthand observations of child or adolescent development In all courses candidates are required to write reflections about their interactions and teaching experiences Until now this development has been tracked in a portfolio However the unit is moving to a teacher work sample assessment in the fall
During the student teaching experience candidates create teach and are evaluated on a unit learning plan One of the items on the evaluation is aligned with one of the Missouri Standards for Teacher Education Programs (MoSTEP) which reads understands how students learn and develop and provides learning opportunities that support the intellectual social and personal development of all students In the past two years only 10 out of 601 candidates were not rated at Meets Expectations or
Page 8
Exceeds Expectations on this measure by university supervisors
As district supervisors discuss student teachers from UCM they refer to their consistent ability to reflect on whatever they have just completed with an interest in improvement They speak highly of candidatesrsquoabilities to interact with parents other teachers and administrators Candidates are ready to participate in parent conferences Individualized Education Plan (IEP) meetings and other school-wide activities
At the conclusion of the student teaching experience candidates are rated by their university supervisor on all of the MoSTEP indicators which are aligned with the INTASC standards In the last two years on all eleven indicators at least 97 percent of candidates completing student teaching were rated Meets Expectations or Exceeds Expectations
Summary of Findings for Advanced Teacher Preparation
The Special Education advanced program is aligned with the Council for Exceptional Children (CEC) standards the applicable MoSTEP indicators and NBPTS Proposition 3 The major assessment items in the program ensure that candidates develop advanced professional and pedagogical knowledge Professional knowledge is extended as candidates in the MSE program take a course in educational leadership dealing with school law As part of the contemporary critical issues project candidates are required to become an advocate for a special need Candidates are also required to design carry out and assess an action research project in their classroom There is a written final exam in which candidates apply their knowledge to practical situations
Candidates in the Career and Technical Education Leadership program often represent varied professional backgrounds Individualized programs are designed to meet the professional education and pedagogical needs of the candidates Often courses in educational leadership are included in the plan of study
Candidates in the Curriculum and Instruction programs complete activities that could lead to NBPTS certification Candidates in the MA TESL program accomplish goals linked to the TESL standards and the MoSTEP indicators for their program
1d Student Learning for Teacher Candidates
Student Learning for Teacher Candidates ndash Initial Teacher Preparation Acceptable
Student Learning for Teacher Candidates ndash Advanced Teacher Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The foundation of the conceptual framework is the belief that ldquoall can learnrdquo A review of course syllabi reveals that in all initial programs there are many opportunities for candidates to learn how to assess student learning and how to develop instruction based on assessment findings In their coursework they develop a variety of formative and summative assessments In keeping with the Reflective Practitioner model candidates begin assessing their impact on students in early field experiences They reflect to determine why learning did or did not happen If student learning did not occur they reflect on the teaching strategies that were not successful and what could be tried the next time
Page 9
The most significant evaluation of the candidatesrsquo ability to assess student learning adapt instruction if necessary and ensure that all students have learned comes during student teaching as candidates prepare and teach the Instructional Unit Plan and Assessment There is a detailed scoring rubric for the plan University supervisors assess the plan as well as the candidatesrsquo written reflections about how the plan worked and what modifications were made and why In 2006-07 95 percent of the candidates were judged at Meets Expectations or Exceeds Expectations and in 2007-08 94 percent were similarly judged District supervisors confirm this with one stating that UCM candidates demonstrate a willingness to learn more about assessment and effective teaching strategies
TEAC Follow-up Survey data indicate that first and second year teachers rate themselves 40 on a 5-point scale in the area of adapting instruction to all learners Their employers rate them 40 as well
Summary of Findings for Advanced Teacher Preparation
Advanced candidates develop the needed skills research techniques and teaching strategies to prepare themselves for leadership roles in improving student learning All programs require candidates to do extensive research develop advanced plans for learning and reflect extensively on their own teaching experience A review of the programs as presented in the DESE reports demonstrates that the focus is on improving and increasing student learning
1e Knowledge and Skills for Other School Professionals
Knowledge and Skills for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Programs in Educational Leadership Educational Technology Literacy Education and School Library Media are recognized or recognized with conditions by their respective SPAs SPA conditions refer to recommended adjustments to assessment tools Counseling programs are aligned with standards outlined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) but have not been submitted to CACREP for review A cumulative GPA of 30 or better in all coursework is a requirement for graduation from all advanced programs School Psychological Examiner and Special Reading are add-on programs only and therefore were not reviewed
A review of syllabi indicates that candidates in advanced programs for other school professionals build knowledge and professional skills through advanced coursework and demonstrate content knowledge and skills through a variety of assessments All complete a long-term in-depth research-based project Some fulfill internships develop portfolios or create problem solving action plans Data collected on major assessments in all programs over the past four years show that the pass rate is nearly 90 percent Counseling and Educational Leadership candidates take national or state examinations Counseling candidates complete the Praxis II exam The program has had a 100 percent pass rate every year since 2002-03 In addition subtest scores have consistently exceeded the national mean
Employers of graduates from programs that prepare other school personnel speak highly of the contributions that principals school counselors school library media specialists literacy specialists and educational technology specialists from UCM make to their buildings and their districts They are
Page 10
thankful to have such capable administrators and specialists available TEAC Follow-up Surveys indicate that employers of graduates of the Counseling program rate the counselors at 47 (on a 5-point scale) in the areas of knowledge and practice in accord with ethical principles In 2004 and 2007 the TEAC Survey including six additional items specifically addressing educational leadership was sent to employers of graduates of the Educational Leadership programs In 2004 employers rated graduates from a low of 42 to a high of 45 In 2007 the ratings ranged from 44 to 48
Most counselor candidates are earning advanced certification However on occasion individuals without a teaching certificate want to become a school counselor In these cases there are three additional credits that must be added to the advanced degree program so that these counselor candidates can be issued a certificate They are classified as initial candidates
1f Student Learning for Other School Professionals
Student Learning for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Candidates in advanced programs that prepare other school personnel have experience in building an environment where all can learn They have multiple authentic learning opportunities with K-12 students during their field and internship experiences All of the programsrsquo SPA requirements include assessing the impact candidates have made on student learning
During interviews candidates from several programs described how they know they are making an impact on student learning Counseling candidates give pre- and post-tests when they work with school groups Educational leadership candidates participate in activities that are designed to make them instructional leaders in their buildings or districts School library media candidates prepare lessons that include strategies for diverse cultural influences and special needs students
District administrators speak highly of graduates from programs that prepare other school professionals In one district a group of three graduates designed a packet of literacy strategies for all K-12 students They taught the strategies to their colleagues and developed a non-threatening way of monitoring the strategies As a result educators in that district have improved attitudes about literacy education and the district has improved reading scores
1g Professional Dispositions for All Candidates
Professional Dispositions for All Candidates ndash Initial Teacher Preparation Acceptable
Professional Dispositions for All Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Twelve dispositions have been identified for all initial programs They are listed on page 21 of the IR as part of the conceptual framework These dispositions are introduced in EDCI 2100--Foundations of Education and Field Experience which is the sophomore year introductory course for all teacher
Page 11
education candidates The dispositions are linked to MoSTEP indicators and INTASC standards There is a Teacher Candidate Dispositions form that includes an extensive rubric for assessing each disposition on a scale from Not Observed to Exceeds Expectations Candidates may use this instrument to self-assess during EDCI 2100 Dispositions are assessed a minimum of two times during the program once prior to approval for entry into the professional education semester (one semester before student teaching) and again at the conclusion of the student teaching experience The disposition assessment instrument is a tool for counseling candidates who are having difficulty in the program It can be used to develop an individualized remediation program
During interviews district supervisors often described student teacher behaviors that indicate the candidates are functioning at the Exceeds Expectations level on various dispositions On follow-up TEAC Surveys employers of first and second year teachers rank the teachers at 40 on a 5-point scale on measures that are tied to the above dispositions
Summary of Findings for Advanced Teacher PreparationThe advanced program in Special Education has identified dispositions that are program-specific and aligned with MoSTEP indicators CEC standards and NBPTS Proposition 3 These dispositions are embedded in coursework and are assessed during the internship experience Assessment data are available in the DESE program report
The advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education have not identified dispositions for their candidates and built them into the assessment system
Summary of Findings for the Preparation of Other School ProfessionalsPrograms that prepare other school professionals have identified dispositions that are program-specific and aligned with MoSTEP indicators and their respective SPAs or professional organizations These dispositions are embedded in coursework throughout the various programs Assessment data for dispositions are available in the individual program reports
Overall Assessment of Standard
Candidates in all initial level programs demonstrate strong content knowledge They systematically develop pedagogical and content-specific pedagogical skills over five semesters Through research about best practices and action research projects pedagogical content knowledge is explored and expanded in the advanced programs for teachers Through coursework that is closely aligned to the conceptual framework MoSTEP indicators INTASC standards and the standards of other professional organizations candidates develop or expand their level of professional and pedagogical knowledge and skills Aggregated data for the advanced teacher education programs with the exception of the MSE and EdS in Curriculum and Instruction indicate that candidates have the necessary content knowledge as well as professional and pedagogical skills to be effective teachers Supervisors of candidates and employers of graduates at all levels have high regard for the ability of UCM teachers to assess learning and develop successful teaching strategies to allow all students to learn Programs that prepare other school personnel produce candidates who have strong content knowledge and skills needed to effect change in schools and learning in students Dispositions are clearly articulated at the initial level and for most of the advanced programs with the exception of the MSE and EdS in Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs Where dispositions are articulated they are assessed and help form the characteristics of a UCM graduate
Page 12
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
The SpeechTheater programs methods course does not reflect the elements of the units conceptual framework or the MoSTEP standards
In December 2004 a representative of DESE conducted a focused visit His report indicates that the SpeechTheater program is in compliance with state standards As part of this visit the DESE team reviewed the program again Team members find that the SpeechTheater program meets state standards
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
1a Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs are not available
The unit has not collected content knowledge data in these programs
1g No evidence is available that candidates in the advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education can demonstrate appropriate dispositions
The unit has not identified and assessed dispositions in these programs
Recommendation for Standard 1
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
The table on page 8 of the IR indicates that the programs Music Instrumental and Music Vocal lead to
Page 13
9-12 certificates These are K-12 programs
Standard 2 Assessment System and Unit EvaluationThe unit has an assessment system that collects and analyzes data on applicant qualifications candidate and graduate performance and unit operations to evaluate and improve the performance of candidates the unit and its programs
Information reported in the Institutional Report for Standard 2 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
2a Assessment System
Assessment System ndash Initial Teacher Preparation Acceptable
Assessment System ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
For initial programs the unit has an assessment system in place with clear transition points data are collected consistently and used to improve programs The associate deanNCATE coordinator oversees and collects the data in her office The data are then analyzed and summarized by the associate dean and the Teacher Education Assessment Committee (TEAC) In addition the data are shared with the TEC and the PEF
The unit recently identified an assessment coordinator whose task is to coordinate the move from unit-wide portfolio review in the initial programs to the use of a teacher work sample The unit also developed several task forces that looked at each initial level assessment instrument and led a revision of the instrument According to public school partners they participated on these task forces The instruments include PRAXIS II which is used at the transition point prior to clinical practice a dispositions assessment instrument (keyed to the conceptual framework) that is used prior to and upon exit from clinical practice the Instructional UnitLesson Plan and Assessment instrument used during clinical practice and the TEAC Follow-up Survey that is given within two years of program completion to both graduates and their employers The unit uses data from these assessments to improve their programs at the initial level
Steps have been taken by the unit to ensure fairness accuracy consistency and freedom from bias in the assessments used at the initial level For example instruments have been developed and refined based on feedback from candidates and university faculty Rubrics for the Instructional UnitLesson Plan and Assessment instrument have been reviewed and include clear criteria Rubric scoring personnel go through a training each fall on the assessment instruments and clear instructions have been developed for each of the instruments
Page 14
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsEach advanced program has its own set of assessments with the exception of the TEAC Follow-up Survey Most advanced programs have clear assessments data collected through implementation of the assessments and indications that data were used to improve programs Each program coordinator is responsible for compiling program data as there is no centralized advanced data collection
The MSE and EdS in Curriculum and Instruction (CampI) and the MA TESL programs do not have clearly identified instruments data collected through use of those instruments (except TEAC Survey) and clearly identified dispositions and disposition data The MS Career and Technical Education Leadership (CTEL) and the EdS Technology and Occupational Education (TOE) programs have test data but do not have identified candidate dispositions and disposition data
For the advanced programs that prepare other school personnel the variety of assessment instruments include state licensure tests portfolios theses oral and comprehensive exams performance evaluations and case studies
Each advanced program has indicated transition points including entrance and exit criteria as specified in Table 6 on pages 66-69 of the IR The MA TESL transition points were provided upon request during the visit Data are used to determine entrance into all advanced programs These include GPA and Graduate Record Examination scores depending on the program Assessment data are provided and used in exit review for advanced programs with the exception of the MA TESL and the MSE and EdS CampI programs Minimal data are available for the MS CTEL and EdS TOE programs In all programs candidates who do not meet expectations are given opportunities to meet the program criteria If they do not they are counseled to choose another option outside of professional educator preparation
MSE and EdS CampI programs use portfolios to assess candidates However portfolio data are not available and the rubric for the portfolio does not seem to ensure fairness accuracy consistency and freedom of bias For the MA TESL program there is an observation protocol instrument however no data have been compiled The MA TESL program also indicates use of portfolio assessment but no rubric and data exist The MS CTEL and EdS TOE programs have state test data however no other data or rubrics are available
Most advanced programs try to ensure that their assessment procedures are fair accurate consistent and free of bias Some have addressed this through the use of standardized state or national assessments The School Library Media program reviews key assessment instruments with its advisory council Other advanced programs use a team approach to evaluate key assessments
Each program uses at least one assessment instrument to make program improvements The TEAC Survey provides feedback to the unit and programs for improvement
2b Data Collection Analysis and Evaluation
Data Collection Analysis and Evaluation ndash Initial Teacher Preparation Acceptable
Data Collection Analysis and Evaluation ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 15
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system The content of assessments and the methods of data collection for courses offered on the main campus at off-campus sites and via distance learning are one and the same
At the initial level most data collection is centralized for the unit including Student Teaching Evaluation Teacher Candidate Dispositions Instructional UnitLesson Plan and Assessment and TEAC Follow-up Survey Student teaching evaluation data are collected four times during the student teaching experience via the Student Teaching Evaluation form The forms are collected by the Office of Clinical Services and scanned for archival purposes The data on the forms are hand-entered by a COE clerical staff member into an Excel database The associate dean summarizes the data and presents them in charts
The TEAC Follow-up Survey is currently a paper survey The data are hand-entered by a COE clerical staff member into an Excel database and summarized by the TEAC chair Both the student teaching and TEAC data are summarized on a semester basis and analyzed on a yearly basis The data from the TEAC Survey are provided in a report with charts and graphs and program-by-program raw numbers The TEAC Survey will become an online instrument beginning spring 2009
Teacher Candidate Dispositions data are collected prior to entry into student teaching and on exit Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester The dispositions data are provided in charts as well
The Instructional UnitLesson Plan and Assessment data are collected during student teaching Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester C-Base and PRAXIS II results are summarized annually and provided to the program coordinators
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of unit data The other part is due to the formation of new departments which realigned program faculty
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School Professionals
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system Individual departments use Excel or maintain assessment records in paper format The content of assessments and the methods of data collection for courses and programs offered on the main campus at off-campus sites and via distance learning are one and the same
All advanced programs use the TEAC Follow-up Survey of graduates and employers Advanced programs collect the data every two or three years Currently the TEAC Survey is a paper-based instrument but the unit will launch an online version this spring Other than the TEAC Survey there is
Page 16
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
956 percent Most programs consistently have pass rates of 90 to 100 percent In the past five years there have been seven candidates in the agriculture education program The cumulative pass rate for that program is 57 percent which may be misleading because in the first year four candidates took the exam and all failed to pass There have been few program completers in subsequent years but the pass rate is increasing Content area candidates in the alternative certification program have a 100 percent pass rate with the exception of Spanish and Physical Education that have a 75 percent pass rate in one year and Family and Consumer Science that have an 83 percent pass rate in one year MAT candidates have a 100 percent pass rate in all but one year
Early Childhood Elementary Social Science and all of the initial Special Education programs (CrossCategorical Early Childhood Severe Developmental Disabilities) have been fully recognized by their respective SPAs Mathematics Middle School Physical Education and the science programs are all recognized with conditions and English is on probation The Spanish and French programs require further development prior to resubmitting them to ACTFL A review of SPA reports points to the use of generic unit assessments that are not program- or content-specific as a primary cause for items being rated ldquoNot Metrdquo Art Education is accredited by the National Association of Schools of Art and Design (NASAD) and Music Education is accredited by the National Association of Schools of Music (NASM) Additionally all programs that lead to licensure meet state standards and will be recommended to the State Board of Education for approval by the DESE team
Candidates in initial programs build content knowledge in content-based courses and field experiences All programs require a 25 grade point average (GPA) for admission to the clinical practice courses Assessments of content knowledge vary from program to program Formative and summative assessments include written tests interviews ratings of lessons planned andor taught and portfolios (which are being replaced by teacher work samples) Candidates in art present a showcase of their work in the sophomore year and again in the final semester of the senior year Content knowledge is assessed by university supervisors during and at the conclusion of the clinical experience They have rated 97 to 99 percent of the candidates at Meets Expectations or Exceeds Expectations for the years 2005-06 to 2007-08
District supervisors from many disciplines reported that UCM student teachers are well prepared in their content area One teacher stated they are ldquohead and shouldersrdquo above candidates from other programs with which he works
On the Teacher Education Assessment Committee (TEAC) Follow-up Survey using a scale of 1-5 (5 representing the highest score) student teachers self-rated their command of content knowledge at 45 in 2005 2006 and 2007 and at 40 in 2008 Similarly graduates of the program (first and second year teachers) and their principals rated their content knowledge at 40 on the TEAC Survey
Summary of Findings for Advanced Teacher Preparation
Advanced programs for teachers are listed in the IR on pages 10-12 They include the MSE Special Education the MSE and EdS Curriculum and Instruction the MS Career and Technical Education Leadership the MA (or certification only) TESL and the EdS Technology and Occupational Education A cumulative GPA of 30 or better in all coursework is a requirement for graduation from any of these advanced programs
A review of syllabi indicates that candidates in advanced programs build knowledge and skills through advanced coursework and demonstrate content knowledge through a variety of assessments All complete a long-term in-depth research-based project Some fulfill internships develop portfolios or
Page 6
create problem solving action plans Career and Technical Education Leadership candidates have the option to use a national written test For programs where data were available a review of the scores on major assessments shows that over the past four years the pass rate is nearly 90 percent Documentation of major assessments scoring rubrics and pass rates was available for review in most programs Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs were not found
Employers of teachers who have earned an advanced degree in special education speak highly of the contributions they are able to make to their buildings and districts They are thankful to have such capable teachers with their expertise available
1b Pedagogical Content Knowledge and Skills for Teacher Candidates Pedagogical Content Knowledge and Skills for Teacher Candidates ndash Initial Teacher Preparation
Acceptable
Pedagogical Content Knowledge and Skills for Teacher Candidates ndash Advanced Teacher Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
A review of syllabi indicates that candidates in initial programs develop pedagogical skills beginning in the sophomore year in EDCI 2100--Educational Foundations and Field Experience Pedagogical methods are also learned in EDSP 2100--Education of the Exceptional Child and the secondary level reading methods course Discipline-specific pedagogy is the focus of the content area methods courses that are taken in the semester prior to student teaching These courses include at least 50 hours of field experience and candidates teach short lessons to small groups or to the entire class Through these graduated experiences candidates have the opportunity to learn and practice both general pedagogoical skills and content-specific skills
According to district supervisors UCM student teachers are capable of adjusting lessons for special needs that exist among the students in their classes Also they are capable of adjusting teaching strategies during lessons if formative assessment indicates it is needed Student teachers are complimented on the wide range of strategies they already know and on their willingness to learn new ways to effect student learning
TEAC Follow-up Surveys for the past four years indicate that both graduates and their employers see content knowledge and pedagogy needed to teach that content as a strength On a 5-point scale they rated this item at 40 or above
Candidates are able to use technology in the learning environment All initial candidates complete an introductory technology course Syllabi call for a wide variety of uses of technology as candidates progress through the program Unit plans taught during student teaching include using the technology available at that school site District supervisors are pleased that student teachers can suggest new ways to infuse technology into the curriculum
Summary of Findings for Advanced Teacher Preparation
Page 7
Advanced candidates expand their pedagogical content knowledge and skills throughout their programs as they are required to develop and implement extensive learning and teaching plans specifically related to their course of study Assessments of lessons and units developed for internship experiences and portfolio presentations include a component related to pedagogical skills and the ability to adjust for the student population In the MSE and EdS Curriculum and Instruction programs candidates prepare themselves to pass the National Board Examination Through their presentations they need to demonstrate their ability to differentiate instruction Candidates are encouraged to experiment with new methods of pedagogy Special education candidates are specifically evaluated on their pedagogical skills in the case study project where they must identify the special needs of a student and then propose an educational plan for that student
Technology is infused throughout the advanced programs for teachers Most programs include a research component and several presentation components that require advanced skills in using technology Candidates are also expected to use technology in their own classrooms Candidates in special education continue to develop skills with the use of assistive technology and other devices that enable special populations to participate in education to the fullest extent possible Candidates can cite examples of teaching with technology as well as using technology to learn
1c Professional and Pedagogical Knowledge and Skills for Teacher Candidates
Professional and Pedagogical Knowledge and Skills for Teacher Candidates ndash Initial Teacher Preparation
Acceptable
Professional and Pedagogical Knowledge and Skills for Teacher Candidates ndashAdvanced Teacher Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
EDCI 2100--Educational Foundations and Field Experience that is taken in the sophomore year establishes the foundation for the development of professional and pedagogical knowledge and skills A review of the syllabus shows that candidates are introduced to the conceptual framework and the dispositions for all initial candidates Also the readings and projects related to the history and philosophy of education school organization the impact of diversity on schools teaching and learning and contemporary issues in education are specified Candidates are introduced to the Reflective Practitioner model and gain experience writing brief reflections about the profession In this course candidates may also self-assess using the Teacher Candidate Dispositions form
Throughout the program the coursework builds on these initial understandings Candidates participate in learning activities that involve multicultural and special needs populations work with parents establish themselves as part of a school community and make firsthand observations of child or adolescent development In all courses candidates are required to write reflections about their interactions and teaching experiences Until now this development has been tracked in a portfolio However the unit is moving to a teacher work sample assessment in the fall
During the student teaching experience candidates create teach and are evaluated on a unit learning plan One of the items on the evaluation is aligned with one of the Missouri Standards for Teacher Education Programs (MoSTEP) which reads understands how students learn and develop and provides learning opportunities that support the intellectual social and personal development of all students In the past two years only 10 out of 601 candidates were not rated at Meets Expectations or
Page 8
Exceeds Expectations on this measure by university supervisors
As district supervisors discuss student teachers from UCM they refer to their consistent ability to reflect on whatever they have just completed with an interest in improvement They speak highly of candidatesrsquoabilities to interact with parents other teachers and administrators Candidates are ready to participate in parent conferences Individualized Education Plan (IEP) meetings and other school-wide activities
At the conclusion of the student teaching experience candidates are rated by their university supervisor on all of the MoSTEP indicators which are aligned with the INTASC standards In the last two years on all eleven indicators at least 97 percent of candidates completing student teaching were rated Meets Expectations or Exceeds Expectations
Summary of Findings for Advanced Teacher Preparation
The Special Education advanced program is aligned with the Council for Exceptional Children (CEC) standards the applicable MoSTEP indicators and NBPTS Proposition 3 The major assessment items in the program ensure that candidates develop advanced professional and pedagogical knowledge Professional knowledge is extended as candidates in the MSE program take a course in educational leadership dealing with school law As part of the contemporary critical issues project candidates are required to become an advocate for a special need Candidates are also required to design carry out and assess an action research project in their classroom There is a written final exam in which candidates apply their knowledge to practical situations
Candidates in the Career and Technical Education Leadership program often represent varied professional backgrounds Individualized programs are designed to meet the professional education and pedagogical needs of the candidates Often courses in educational leadership are included in the plan of study
Candidates in the Curriculum and Instruction programs complete activities that could lead to NBPTS certification Candidates in the MA TESL program accomplish goals linked to the TESL standards and the MoSTEP indicators for their program
1d Student Learning for Teacher Candidates
Student Learning for Teacher Candidates ndash Initial Teacher Preparation Acceptable
Student Learning for Teacher Candidates ndash Advanced Teacher Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The foundation of the conceptual framework is the belief that ldquoall can learnrdquo A review of course syllabi reveals that in all initial programs there are many opportunities for candidates to learn how to assess student learning and how to develop instruction based on assessment findings In their coursework they develop a variety of formative and summative assessments In keeping with the Reflective Practitioner model candidates begin assessing their impact on students in early field experiences They reflect to determine why learning did or did not happen If student learning did not occur they reflect on the teaching strategies that were not successful and what could be tried the next time
Page 9
The most significant evaluation of the candidatesrsquo ability to assess student learning adapt instruction if necessary and ensure that all students have learned comes during student teaching as candidates prepare and teach the Instructional Unit Plan and Assessment There is a detailed scoring rubric for the plan University supervisors assess the plan as well as the candidatesrsquo written reflections about how the plan worked and what modifications were made and why In 2006-07 95 percent of the candidates were judged at Meets Expectations or Exceeds Expectations and in 2007-08 94 percent were similarly judged District supervisors confirm this with one stating that UCM candidates demonstrate a willingness to learn more about assessment and effective teaching strategies
TEAC Follow-up Survey data indicate that first and second year teachers rate themselves 40 on a 5-point scale in the area of adapting instruction to all learners Their employers rate them 40 as well
Summary of Findings for Advanced Teacher Preparation
Advanced candidates develop the needed skills research techniques and teaching strategies to prepare themselves for leadership roles in improving student learning All programs require candidates to do extensive research develop advanced plans for learning and reflect extensively on their own teaching experience A review of the programs as presented in the DESE reports demonstrates that the focus is on improving and increasing student learning
1e Knowledge and Skills for Other School Professionals
Knowledge and Skills for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Programs in Educational Leadership Educational Technology Literacy Education and School Library Media are recognized or recognized with conditions by their respective SPAs SPA conditions refer to recommended adjustments to assessment tools Counseling programs are aligned with standards outlined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) but have not been submitted to CACREP for review A cumulative GPA of 30 or better in all coursework is a requirement for graduation from all advanced programs School Psychological Examiner and Special Reading are add-on programs only and therefore were not reviewed
A review of syllabi indicates that candidates in advanced programs for other school professionals build knowledge and professional skills through advanced coursework and demonstrate content knowledge and skills through a variety of assessments All complete a long-term in-depth research-based project Some fulfill internships develop portfolios or create problem solving action plans Data collected on major assessments in all programs over the past four years show that the pass rate is nearly 90 percent Counseling and Educational Leadership candidates take national or state examinations Counseling candidates complete the Praxis II exam The program has had a 100 percent pass rate every year since 2002-03 In addition subtest scores have consistently exceeded the national mean
Employers of graduates from programs that prepare other school personnel speak highly of the contributions that principals school counselors school library media specialists literacy specialists and educational technology specialists from UCM make to their buildings and their districts They are
Page 10
thankful to have such capable administrators and specialists available TEAC Follow-up Surveys indicate that employers of graduates of the Counseling program rate the counselors at 47 (on a 5-point scale) in the areas of knowledge and practice in accord with ethical principles In 2004 and 2007 the TEAC Survey including six additional items specifically addressing educational leadership was sent to employers of graduates of the Educational Leadership programs In 2004 employers rated graduates from a low of 42 to a high of 45 In 2007 the ratings ranged from 44 to 48
Most counselor candidates are earning advanced certification However on occasion individuals without a teaching certificate want to become a school counselor In these cases there are three additional credits that must be added to the advanced degree program so that these counselor candidates can be issued a certificate They are classified as initial candidates
1f Student Learning for Other School Professionals
Student Learning for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Candidates in advanced programs that prepare other school personnel have experience in building an environment where all can learn They have multiple authentic learning opportunities with K-12 students during their field and internship experiences All of the programsrsquo SPA requirements include assessing the impact candidates have made on student learning
During interviews candidates from several programs described how they know they are making an impact on student learning Counseling candidates give pre- and post-tests when they work with school groups Educational leadership candidates participate in activities that are designed to make them instructional leaders in their buildings or districts School library media candidates prepare lessons that include strategies for diverse cultural influences and special needs students
District administrators speak highly of graduates from programs that prepare other school professionals In one district a group of three graduates designed a packet of literacy strategies for all K-12 students They taught the strategies to their colleagues and developed a non-threatening way of monitoring the strategies As a result educators in that district have improved attitudes about literacy education and the district has improved reading scores
1g Professional Dispositions for All Candidates
Professional Dispositions for All Candidates ndash Initial Teacher Preparation Acceptable
Professional Dispositions for All Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Twelve dispositions have been identified for all initial programs They are listed on page 21 of the IR as part of the conceptual framework These dispositions are introduced in EDCI 2100--Foundations of Education and Field Experience which is the sophomore year introductory course for all teacher
Page 11
education candidates The dispositions are linked to MoSTEP indicators and INTASC standards There is a Teacher Candidate Dispositions form that includes an extensive rubric for assessing each disposition on a scale from Not Observed to Exceeds Expectations Candidates may use this instrument to self-assess during EDCI 2100 Dispositions are assessed a minimum of two times during the program once prior to approval for entry into the professional education semester (one semester before student teaching) and again at the conclusion of the student teaching experience The disposition assessment instrument is a tool for counseling candidates who are having difficulty in the program It can be used to develop an individualized remediation program
During interviews district supervisors often described student teacher behaviors that indicate the candidates are functioning at the Exceeds Expectations level on various dispositions On follow-up TEAC Surveys employers of first and second year teachers rank the teachers at 40 on a 5-point scale on measures that are tied to the above dispositions
Summary of Findings for Advanced Teacher PreparationThe advanced program in Special Education has identified dispositions that are program-specific and aligned with MoSTEP indicators CEC standards and NBPTS Proposition 3 These dispositions are embedded in coursework and are assessed during the internship experience Assessment data are available in the DESE program report
The advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education have not identified dispositions for their candidates and built them into the assessment system
Summary of Findings for the Preparation of Other School ProfessionalsPrograms that prepare other school professionals have identified dispositions that are program-specific and aligned with MoSTEP indicators and their respective SPAs or professional organizations These dispositions are embedded in coursework throughout the various programs Assessment data for dispositions are available in the individual program reports
Overall Assessment of Standard
Candidates in all initial level programs demonstrate strong content knowledge They systematically develop pedagogical and content-specific pedagogical skills over five semesters Through research about best practices and action research projects pedagogical content knowledge is explored and expanded in the advanced programs for teachers Through coursework that is closely aligned to the conceptual framework MoSTEP indicators INTASC standards and the standards of other professional organizations candidates develop or expand their level of professional and pedagogical knowledge and skills Aggregated data for the advanced teacher education programs with the exception of the MSE and EdS in Curriculum and Instruction indicate that candidates have the necessary content knowledge as well as professional and pedagogical skills to be effective teachers Supervisors of candidates and employers of graduates at all levels have high regard for the ability of UCM teachers to assess learning and develop successful teaching strategies to allow all students to learn Programs that prepare other school personnel produce candidates who have strong content knowledge and skills needed to effect change in schools and learning in students Dispositions are clearly articulated at the initial level and for most of the advanced programs with the exception of the MSE and EdS in Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs Where dispositions are articulated they are assessed and help form the characteristics of a UCM graduate
Page 12
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
The SpeechTheater programs methods course does not reflect the elements of the units conceptual framework or the MoSTEP standards
In December 2004 a representative of DESE conducted a focused visit His report indicates that the SpeechTheater program is in compliance with state standards As part of this visit the DESE team reviewed the program again Team members find that the SpeechTheater program meets state standards
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
1a Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs are not available
The unit has not collected content knowledge data in these programs
1g No evidence is available that candidates in the advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education can demonstrate appropriate dispositions
The unit has not identified and assessed dispositions in these programs
Recommendation for Standard 1
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
The table on page 8 of the IR indicates that the programs Music Instrumental and Music Vocal lead to
Page 13
9-12 certificates These are K-12 programs
Standard 2 Assessment System and Unit EvaluationThe unit has an assessment system that collects and analyzes data on applicant qualifications candidate and graduate performance and unit operations to evaluate and improve the performance of candidates the unit and its programs
Information reported in the Institutional Report for Standard 2 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
2a Assessment System
Assessment System ndash Initial Teacher Preparation Acceptable
Assessment System ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
For initial programs the unit has an assessment system in place with clear transition points data are collected consistently and used to improve programs The associate deanNCATE coordinator oversees and collects the data in her office The data are then analyzed and summarized by the associate dean and the Teacher Education Assessment Committee (TEAC) In addition the data are shared with the TEC and the PEF
The unit recently identified an assessment coordinator whose task is to coordinate the move from unit-wide portfolio review in the initial programs to the use of a teacher work sample The unit also developed several task forces that looked at each initial level assessment instrument and led a revision of the instrument According to public school partners they participated on these task forces The instruments include PRAXIS II which is used at the transition point prior to clinical practice a dispositions assessment instrument (keyed to the conceptual framework) that is used prior to and upon exit from clinical practice the Instructional UnitLesson Plan and Assessment instrument used during clinical practice and the TEAC Follow-up Survey that is given within two years of program completion to both graduates and their employers The unit uses data from these assessments to improve their programs at the initial level
Steps have been taken by the unit to ensure fairness accuracy consistency and freedom from bias in the assessments used at the initial level For example instruments have been developed and refined based on feedback from candidates and university faculty Rubrics for the Instructional UnitLesson Plan and Assessment instrument have been reviewed and include clear criteria Rubric scoring personnel go through a training each fall on the assessment instruments and clear instructions have been developed for each of the instruments
Page 14
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsEach advanced program has its own set of assessments with the exception of the TEAC Follow-up Survey Most advanced programs have clear assessments data collected through implementation of the assessments and indications that data were used to improve programs Each program coordinator is responsible for compiling program data as there is no centralized advanced data collection
The MSE and EdS in Curriculum and Instruction (CampI) and the MA TESL programs do not have clearly identified instruments data collected through use of those instruments (except TEAC Survey) and clearly identified dispositions and disposition data The MS Career and Technical Education Leadership (CTEL) and the EdS Technology and Occupational Education (TOE) programs have test data but do not have identified candidate dispositions and disposition data
For the advanced programs that prepare other school personnel the variety of assessment instruments include state licensure tests portfolios theses oral and comprehensive exams performance evaluations and case studies
Each advanced program has indicated transition points including entrance and exit criteria as specified in Table 6 on pages 66-69 of the IR The MA TESL transition points were provided upon request during the visit Data are used to determine entrance into all advanced programs These include GPA and Graduate Record Examination scores depending on the program Assessment data are provided and used in exit review for advanced programs with the exception of the MA TESL and the MSE and EdS CampI programs Minimal data are available for the MS CTEL and EdS TOE programs In all programs candidates who do not meet expectations are given opportunities to meet the program criteria If they do not they are counseled to choose another option outside of professional educator preparation
MSE and EdS CampI programs use portfolios to assess candidates However portfolio data are not available and the rubric for the portfolio does not seem to ensure fairness accuracy consistency and freedom of bias For the MA TESL program there is an observation protocol instrument however no data have been compiled The MA TESL program also indicates use of portfolio assessment but no rubric and data exist The MS CTEL and EdS TOE programs have state test data however no other data or rubrics are available
Most advanced programs try to ensure that their assessment procedures are fair accurate consistent and free of bias Some have addressed this through the use of standardized state or national assessments The School Library Media program reviews key assessment instruments with its advisory council Other advanced programs use a team approach to evaluate key assessments
Each program uses at least one assessment instrument to make program improvements The TEAC Survey provides feedback to the unit and programs for improvement
2b Data Collection Analysis and Evaluation
Data Collection Analysis and Evaluation ndash Initial Teacher Preparation Acceptable
Data Collection Analysis and Evaluation ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 15
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system The content of assessments and the methods of data collection for courses offered on the main campus at off-campus sites and via distance learning are one and the same
At the initial level most data collection is centralized for the unit including Student Teaching Evaluation Teacher Candidate Dispositions Instructional UnitLesson Plan and Assessment and TEAC Follow-up Survey Student teaching evaluation data are collected four times during the student teaching experience via the Student Teaching Evaluation form The forms are collected by the Office of Clinical Services and scanned for archival purposes The data on the forms are hand-entered by a COE clerical staff member into an Excel database The associate dean summarizes the data and presents them in charts
The TEAC Follow-up Survey is currently a paper survey The data are hand-entered by a COE clerical staff member into an Excel database and summarized by the TEAC chair Both the student teaching and TEAC data are summarized on a semester basis and analyzed on a yearly basis The data from the TEAC Survey are provided in a report with charts and graphs and program-by-program raw numbers The TEAC Survey will become an online instrument beginning spring 2009
Teacher Candidate Dispositions data are collected prior to entry into student teaching and on exit Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester The dispositions data are provided in charts as well
The Instructional UnitLesson Plan and Assessment data are collected during student teaching Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester C-Base and PRAXIS II results are summarized annually and provided to the program coordinators
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of unit data The other part is due to the formation of new departments which realigned program faculty
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School Professionals
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system Individual departments use Excel or maintain assessment records in paper format The content of assessments and the methods of data collection for courses and programs offered on the main campus at off-campus sites and via distance learning are one and the same
All advanced programs use the TEAC Follow-up Survey of graduates and employers Advanced programs collect the data every two or three years Currently the TEAC Survey is a paper-based instrument but the unit will launch an online version this spring Other than the TEAC Survey there is
Page 16
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
create problem solving action plans Career and Technical Education Leadership candidates have the option to use a national written test For programs where data were available a review of the scores on major assessments shows that over the past four years the pass rate is nearly 90 percent Documentation of major assessments scoring rubrics and pass rates was available for review in most programs Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs were not found
Employers of teachers who have earned an advanced degree in special education speak highly of the contributions they are able to make to their buildings and districts They are thankful to have such capable teachers with their expertise available
1b Pedagogical Content Knowledge and Skills for Teacher Candidates Pedagogical Content Knowledge and Skills for Teacher Candidates ndash Initial Teacher Preparation
Acceptable
Pedagogical Content Knowledge and Skills for Teacher Candidates ndash Advanced Teacher Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
A review of syllabi indicates that candidates in initial programs develop pedagogical skills beginning in the sophomore year in EDCI 2100--Educational Foundations and Field Experience Pedagogical methods are also learned in EDSP 2100--Education of the Exceptional Child and the secondary level reading methods course Discipline-specific pedagogy is the focus of the content area methods courses that are taken in the semester prior to student teaching These courses include at least 50 hours of field experience and candidates teach short lessons to small groups or to the entire class Through these graduated experiences candidates have the opportunity to learn and practice both general pedagogoical skills and content-specific skills
According to district supervisors UCM student teachers are capable of adjusting lessons for special needs that exist among the students in their classes Also they are capable of adjusting teaching strategies during lessons if formative assessment indicates it is needed Student teachers are complimented on the wide range of strategies they already know and on their willingness to learn new ways to effect student learning
TEAC Follow-up Surveys for the past four years indicate that both graduates and their employers see content knowledge and pedagogy needed to teach that content as a strength On a 5-point scale they rated this item at 40 or above
Candidates are able to use technology in the learning environment All initial candidates complete an introductory technology course Syllabi call for a wide variety of uses of technology as candidates progress through the program Unit plans taught during student teaching include using the technology available at that school site District supervisors are pleased that student teachers can suggest new ways to infuse technology into the curriculum
Summary of Findings for Advanced Teacher Preparation
Page 7
Advanced candidates expand their pedagogical content knowledge and skills throughout their programs as they are required to develop and implement extensive learning and teaching plans specifically related to their course of study Assessments of lessons and units developed for internship experiences and portfolio presentations include a component related to pedagogical skills and the ability to adjust for the student population In the MSE and EdS Curriculum and Instruction programs candidates prepare themselves to pass the National Board Examination Through their presentations they need to demonstrate their ability to differentiate instruction Candidates are encouraged to experiment with new methods of pedagogy Special education candidates are specifically evaluated on their pedagogical skills in the case study project where they must identify the special needs of a student and then propose an educational plan for that student
Technology is infused throughout the advanced programs for teachers Most programs include a research component and several presentation components that require advanced skills in using technology Candidates are also expected to use technology in their own classrooms Candidates in special education continue to develop skills with the use of assistive technology and other devices that enable special populations to participate in education to the fullest extent possible Candidates can cite examples of teaching with technology as well as using technology to learn
1c Professional and Pedagogical Knowledge and Skills for Teacher Candidates
Professional and Pedagogical Knowledge and Skills for Teacher Candidates ndash Initial Teacher Preparation
Acceptable
Professional and Pedagogical Knowledge and Skills for Teacher Candidates ndashAdvanced Teacher Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
EDCI 2100--Educational Foundations and Field Experience that is taken in the sophomore year establishes the foundation for the development of professional and pedagogical knowledge and skills A review of the syllabus shows that candidates are introduced to the conceptual framework and the dispositions for all initial candidates Also the readings and projects related to the history and philosophy of education school organization the impact of diversity on schools teaching and learning and contemporary issues in education are specified Candidates are introduced to the Reflective Practitioner model and gain experience writing brief reflections about the profession In this course candidates may also self-assess using the Teacher Candidate Dispositions form
Throughout the program the coursework builds on these initial understandings Candidates participate in learning activities that involve multicultural and special needs populations work with parents establish themselves as part of a school community and make firsthand observations of child or adolescent development In all courses candidates are required to write reflections about their interactions and teaching experiences Until now this development has been tracked in a portfolio However the unit is moving to a teacher work sample assessment in the fall
During the student teaching experience candidates create teach and are evaluated on a unit learning plan One of the items on the evaluation is aligned with one of the Missouri Standards for Teacher Education Programs (MoSTEP) which reads understands how students learn and develop and provides learning opportunities that support the intellectual social and personal development of all students In the past two years only 10 out of 601 candidates were not rated at Meets Expectations or
Page 8
Exceeds Expectations on this measure by university supervisors
As district supervisors discuss student teachers from UCM they refer to their consistent ability to reflect on whatever they have just completed with an interest in improvement They speak highly of candidatesrsquoabilities to interact with parents other teachers and administrators Candidates are ready to participate in parent conferences Individualized Education Plan (IEP) meetings and other school-wide activities
At the conclusion of the student teaching experience candidates are rated by their university supervisor on all of the MoSTEP indicators which are aligned with the INTASC standards In the last two years on all eleven indicators at least 97 percent of candidates completing student teaching were rated Meets Expectations or Exceeds Expectations
Summary of Findings for Advanced Teacher Preparation
The Special Education advanced program is aligned with the Council for Exceptional Children (CEC) standards the applicable MoSTEP indicators and NBPTS Proposition 3 The major assessment items in the program ensure that candidates develop advanced professional and pedagogical knowledge Professional knowledge is extended as candidates in the MSE program take a course in educational leadership dealing with school law As part of the contemporary critical issues project candidates are required to become an advocate for a special need Candidates are also required to design carry out and assess an action research project in their classroom There is a written final exam in which candidates apply their knowledge to practical situations
Candidates in the Career and Technical Education Leadership program often represent varied professional backgrounds Individualized programs are designed to meet the professional education and pedagogical needs of the candidates Often courses in educational leadership are included in the plan of study
Candidates in the Curriculum and Instruction programs complete activities that could lead to NBPTS certification Candidates in the MA TESL program accomplish goals linked to the TESL standards and the MoSTEP indicators for their program
1d Student Learning for Teacher Candidates
Student Learning for Teacher Candidates ndash Initial Teacher Preparation Acceptable
Student Learning for Teacher Candidates ndash Advanced Teacher Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The foundation of the conceptual framework is the belief that ldquoall can learnrdquo A review of course syllabi reveals that in all initial programs there are many opportunities for candidates to learn how to assess student learning and how to develop instruction based on assessment findings In their coursework they develop a variety of formative and summative assessments In keeping with the Reflective Practitioner model candidates begin assessing their impact on students in early field experiences They reflect to determine why learning did or did not happen If student learning did not occur they reflect on the teaching strategies that were not successful and what could be tried the next time
Page 9
The most significant evaluation of the candidatesrsquo ability to assess student learning adapt instruction if necessary and ensure that all students have learned comes during student teaching as candidates prepare and teach the Instructional Unit Plan and Assessment There is a detailed scoring rubric for the plan University supervisors assess the plan as well as the candidatesrsquo written reflections about how the plan worked and what modifications were made and why In 2006-07 95 percent of the candidates were judged at Meets Expectations or Exceeds Expectations and in 2007-08 94 percent were similarly judged District supervisors confirm this with one stating that UCM candidates demonstrate a willingness to learn more about assessment and effective teaching strategies
TEAC Follow-up Survey data indicate that first and second year teachers rate themselves 40 on a 5-point scale in the area of adapting instruction to all learners Their employers rate them 40 as well
Summary of Findings for Advanced Teacher Preparation
Advanced candidates develop the needed skills research techniques and teaching strategies to prepare themselves for leadership roles in improving student learning All programs require candidates to do extensive research develop advanced plans for learning and reflect extensively on their own teaching experience A review of the programs as presented in the DESE reports demonstrates that the focus is on improving and increasing student learning
1e Knowledge and Skills for Other School Professionals
Knowledge and Skills for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Programs in Educational Leadership Educational Technology Literacy Education and School Library Media are recognized or recognized with conditions by their respective SPAs SPA conditions refer to recommended adjustments to assessment tools Counseling programs are aligned with standards outlined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) but have not been submitted to CACREP for review A cumulative GPA of 30 or better in all coursework is a requirement for graduation from all advanced programs School Psychological Examiner and Special Reading are add-on programs only and therefore were not reviewed
A review of syllabi indicates that candidates in advanced programs for other school professionals build knowledge and professional skills through advanced coursework and demonstrate content knowledge and skills through a variety of assessments All complete a long-term in-depth research-based project Some fulfill internships develop portfolios or create problem solving action plans Data collected on major assessments in all programs over the past four years show that the pass rate is nearly 90 percent Counseling and Educational Leadership candidates take national or state examinations Counseling candidates complete the Praxis II exam The program has had a 100 percent pass rate every year since 2002-03 In addition subtest scores have consistently exceeded the national mean
Employers of graduates from programs that prepare other school personnel speak highly of the contributions that principals school counselors school library media specialists literacy specialists and educational technology specialists from UCM make to their buildings and their districts They are
Page 10
thankful to have such capable administrators and specialists available TEAC Follow-up Surveys indicate that employers of graduates of the Counseling program rate the counselors at 47 (on a 5-point scale) in the areas of knowledge and practice in accord with ethical principles In 2004 and 2007 the TEAC Survey including six additional items specifically addressing educational leadership was sent to employers of graduates of the Educational Leadership programs In 2004 employers rated graduates from a low of 42 to a high of 45 In 2007 the ratings ranged from 44 to 48
Most counselor candidates are earning advanced certification However on occasion individuals without a teaching certificate want to become a school counselor In these cases there are three additional credits that must be added to the advanced degree program so that these counselor candidates can be issued a certificate They are classified as initial candidates
1f Student Learning for Other School Professionals
Student Learning for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Candidates in advanced programs that prepare other school personnel have experience in building an environment where all can learn They have multiple authentic learning opportunities with K-12 students during their field and internship experiences All of the programsrsquo SPA requirements include assessing the impact candidates have made on student learning
During interviews candidates from several programs described how they know they are making an impact on student learning Counseling candidates give pre- and post-tests when they work with school groups Educational leadership candidates participate in activities that are designed to make them instructional leaders in their buildings or districts School library media candidates prepare lessons that include strategies for diverse cultural influences and special needs students
District administrators speak highly of graduates from programs that prepare other school professionals In one district a group of three graduates designed a packet of literacy strategies for all K-12 students They taught the strategies to their colleagues and developed a non-threatening way of monitoring the strategies As a result educators in that district have improved attitudes about literacy education and the district has improved reading scores
1g Professional Dispositions for All Candidates
Professional Dispositions for All Candidates ndash Initial Teacher Preparation Acceptable
Professional Dispositions for All Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Twelve dispositions have been identified for all initial programs They are listed on page 21 of the IR as part of the conceptual framework These dispositions are introduced in EDCI 2100--Foundations of Education and Field Experience which is the sophomore year introductory course for all teacher
Page 11
education candidates The dispositions are linked to MoSTEP indicators and INTASC standards There is a Teacher Candidate Dispositions form that includes an extensive rubric for assessing each disposition on a scale from Not Observed to Exceeds Expectations Candidates may use this instrument to self-assess during EDCI 2100 Dispositions are assessed a minimum of two times during the program once prior to approval for entry into the professional education semester (one semester before student teaching) and again at the conclusion of the student teaching experience The disposition assessment instrument is a tool for counseling candidates who are having difficulty in the program It can be used to develop an individualized remediation program
During interviews district supervisors often described student teacher behaviors that indicate the candidates are functioning at the Exceeds Expectations level on various dispositions On follow-up TEAC Surveys employers of first and second year teachers rank the teachers at 40 on a 5-point scale on measures that are tied to the above dispositions
Summary of Findings for Advanced Teacher PreparationThe advanced program in Special Education has identified dispositions that are program-specific and aligned with MoSTEP indicators CEC standards and NBPTS Proposition 3 These dispositions are embedded in coursework and are assessed during the internship experience Assessment data are available in the DESE program report
The advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education have not identified dispositions for their candidates and built them into the assessment system
Summary of Findings for the Preparation of Other School ProfessionalsPrograms that prepare other school professionals have identified dispositions that are program-specific and aligned with MoSTEP indicators and their respective SPAs or professional organizations These dispositions are embedded in coursework throughout the various programs Assessment data for dispositions are available in the individual program reports
Overall Assessment of Standard
Candidates in all initial level programs demonstrate strong content knowledge They systematically develop pedagogical and content-specific pedagogical skills over five semesters Through research about best practices and action research projects pedagogical content knowledge is explored and expanded in the advanced programs for teachers Through coursework that is closely aligned to the conceptual framework MoSTEP indicators INTASC standards and the standards of other professional organizations candidates develop or expand their level of professional and pedagogical knowledge and skills Aggregated data for the advanced teacher education programs with the exception of the MSE and EdS in Curriculum and Instruction indicate that candidates have the necessary content knowledge as well as professional and pedagogical skills to be effective teachers Supervisors of candidates and employers of graduates at all levels have high regard for the ability of UCM teachers to assess learning and develop successful teaching strategies to allow all students to learn Programs that prepare other school personnel produce candidates who have strong content knowledge and skills needed to effect change in schools and learning in students Dispositions are clearly articulated at the initial level and for most of the advanced programs with the exception of the MSE and EdS in Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs Where dispositions are articulated they are assessed and help form the characteristics of a UCM graduate
Page 12
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
The SpeechTheater programs methods course does not reflect the elements of the units conceptual framework or the MoSTEP standards
In December 2004 a representative of DESE conducted a focused visit His report indicates that the SpeechTheater program is in compliance with state standards As part of this visit the DESE team reviewed the program again Team members find that the SpeechTheater program meets state standards
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
1a Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs are not available
The unit has not collected content knowledge data in these programs
1g No evidence is available that candidates in the advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education can demonstrate appropriate dispositions
The unit has not identified and assessed dispositions in these programs
Recommendation for Standard 1
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
The table on page 8 of the IR indicates that the programs Music Instrumental and Music Vocal lead to
Page 13
9-12 certificates These are K-12 programs
Standard 2 Assessment System and Unit EvaluationThe unit has an assessment system that collects and analyzes data on applicant qualifications candidate and graduate performance and unit operations to evaluate and improve the performance of candidates the unit and its programs
Information reported in the Institutional Report for Standard 2 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
2a Assessment System
Assessment System ndash Initial Teacher Preparation Acceptable
Assessment System ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
For initial programs the unit has an assessment system in place with clear transition points data are collected consistently and used to improve programs The associate deanNCATE coordinator oversees and collects the data in her office The data are then analyzed and summarized by the associate dean and the Teacher Education Assessment Committee (TEAC) In addition the data are shared with the TEC and the PEF
The unit recently identified an assessment coordinator whose task is to coordinate the move from unit-wide portfolio review in the initial programs to the use of a teacher work sample The unit also developed several task forces that looked at each initial level assessment instrument and led a revision of the instrument According to public school partners they participated on these task forces The instruments include PRAXIS II which is used at the transition point prior to clinical practice a dispositions assessment instrument (keyed to the conceptual framework) that is used prior to and upon exit from clinical practice the Instructional UnitLesson Plan and Assessment instrument used during clinical practice and the TEAC Follow-up Survey that is given within two years of program completion to both graduates and their employers The unit uses data from these assessments to improve their programs at the initial level
Steps have been taken by the unit to ensure fairness accuracy consistency and freedom from bias in the assessments used at the initial level For example instruments have been developed and refined based on feedback from candidates and university faculty Rubrics for the Instructional UnitLesson Plan and Assessment instrument have been reviewed and include clear criteria Rubric scoring personnel go through a training each fall on the assessment instruments and clear instructions have been developed for each of the instruments
Page 14
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsEach advanced program has its own set of assessments with the exception of the TEAC Follow-up Survey Most advanced programs have clear assessments data collected through implementation of the assessments and indications that data were used to improve programs Each program coordinator is responsible for compiling program data as there is no centralized advanced data collection
The MSE and EdS in Curriculum and Instruction (CampI) and the MA TESL programs do not have clearly identified instruments data collected through use of those instruments (except TEAC Survey) and clearly identified dispositions and disposition data The MS Career and Technical Education Leadership (CTEL) and the EdS Technology and Occupational Education (TOE) programs have test data but do not have identified candidate dispositions and disposition data
For the advanced programs that prepare other school personnel the variety of assessment instruments include state licensure tests portfolios theses oral and comprehensive exams performance evaluations and case studies
Each advanced program has indicated transition points including entrance and exit criteria as specified in Table 6 on pages 66-69 of the IR The MA TESL transition points were provided upon request during the visit Data are used to determine entrance into all advanced programs These include GPA and Graduate Record Examination scores depending on the program Assessment data are provided and used in exit review for advanced programs with the exception of the MA TESL and the MSE and EdS CampI programs Minimal data are available for the MS CTEL and EdS TOE programs In all programs candidates who do not meet expectations are given opportunities to meet the program criteria If they do not they are counseled to choose another option outside of professional educator preparation
MSE and EdS CampI programs use portfolios to assess candidates However portfolio data are not available and the rubric for the portfolio does not seem to ensure fairness accuracy consistency and freedom of bias For the MA TESL program there is an observation protocol instrument however no data have been compiled The MA TESL program also indicates use of portfolio assessment but no rubric and data exist The MS CTEL and EdS TOE programs have state test data however no other data or rubrics are available
Most advanced programs try to ensure that their assessment procedures are fair accurate consistent and free of bias Some have addressed this through the use of standardized state or national assessments The School Library Media program reviews key assessment instruments with its advisory council Other advanced programs use a team approach to evaluate key assessments
Each program uses at least one assessment instrument to make program improvements The TEAC Survey provides feedback to the unit and programs for improvement
2b Data Collection Analysis and Evaluation
Data Collection Analysis and Evaluation ndash Initial Teacher Preparation Acceptable
Data Collection Analysis and Evaluation ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 15
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system The content of assessments and the methods of data collection for courses offered on the main campus at off-campus sites and via distance learning are one and the same
At the initial level most data collection is centralized for the unit including Student Teaching Evaluation Teacher Candidate Dispositions Instructional UnitLesson Plan and Assessment and TEAC Follow-up Survey Student teaching evaluation data are collected four times during the student teaching experience via the Student Teaching Evaluation form The forms are collected by the Office of Clinical Services and scanned for archival purposes The data on the forms are hand-entered by a COE clerical staff member into an Excel database The associate dean summarizes the data and presents them in charts
The TEAC Follow-up Survey is currently a paper survey The data are hand-entered by a COE clerical staff member into an Excel database and summarized by the TEAC chair Both the student teaching and TEAC data are summarized on a semester basis and analyzed on a yearly basis The data from the TEAC Survey are provided in a report with charts and graphs and program-by-program raw numbers The TEAC Survey will become an online instrument beginning spring 2009
Teacher Candidate Dispositions data are collected prior to entry into student teaching and on exit Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester The dispositions data are provided in charts as well
The Instructional UnitLesson Plan and Assessment data are collected during student teaching Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester C-Base and PRAXIS II results are summarized annually and provided to the program coordinators
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of unit data The other part is due to the formation of new departments which realigned program faculty
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School Professionals
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system Individual departments use Excel or maintain assessment records in paper format The content of assessments and the methods of data collection for courses and programs offered on the main campus at off-campus sites and via distance learning are one and the same
All advanced programs use the TEAC Follow-up Survey of graduates and employers Advanced programs collect the data every two or three years Currently the TEAC Survey is a paper-based instrument but the unit will launch an online version this spring Other than the TEAC Survey there is
Page 16
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
Advanced candidates expand their pedagogical content knowledge and skills throughout their programs as they are required to develop and implement extensive learning and teaching plans specifically related to their course of study Assessments of lessons and units developed for internship experiences and portfolio presentations include a component related to pedagogical skills and the ability to adjust for the student population In the MSE and EdS Curriculum and Instruction programs candidates prepare themselves to pass the National Board Examination Through their presentations they need to demonstrate their ability to differentiate instruction Candidates are encouraged to experiment with new methods of pedagogy Special education candidates are specifically evaluated on their pedagogical skills in the case study project where they must identify the special needs of a student and then propose an educational plan for that student
Technology is infused throughout the advanced programs for teachers Most programs include a research component and several presentation components that require advanced skills in using technology Candidates are also expected to use technology in their own classrooms Candidates in special education continue to develop skills with the use of assistive technology and other devices that enable special populations to participate in education to the fullest extent possible Candidates can cite examples of teaching with technology as well as using technology to learn
1c Professional and Pedagogical Knowledge and Skills for Teacher Candidates
Professional and Pedagogical Knowledge and Skills for Teacher Candidates ndash Initial Teacher Preparation
Acceptable
Professional and Pedagogical Knowledge and Skills for Teacher Candidates ndashAdvanced Teacher Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
EDCI 2100--Educational Foundations and Field Experience that is taken in the sophomore year establishes the foundation for the development of professional and pedagogical knowledge and skills A review of the syllabus shows that candidates are introduced to the conceptual framework and the dispositions for all initial candidates Also the readings and projects related to the history and philosophy of education school organization the impact of diversity on schools teaching and learning and contemporary issues in education are specified Candidates are introduced to the Reflective Practitioner model and gain experience writing brief reflections about the profession In this course candidates may also self-assess using the Teacher Candidate Dispositions form
Throughout the program the coursework builds on these initial understandings Candidates participate in learning activities that involve multicultural and special needs populations work with parents establish themselves as part of a school community and make firsthand observations of child or adolescent development In all courses candidates are required to write reflections about their interactions and teaching experiences Until now this development has been tracked in a portfolio However the unit is moving to a teacher work sample assessment in the fall
During the student teaching experience candidates create teach and are evaluated on a unit learning plan One of the items on the evaluation is aligned with one of the Missouri Standards for Teacher Education Programs (MoSTEP) which reads understands how students learn and develop and provides learning opportunities that support the intellectual social and personal development of all students In the past two years only 10 out of 601 candidates were not rated at Meets Expectations or
Page 8
Exceeds Expectations on this measure by university supervisors
As district supervisors discuss student teachers from UCM they refer to their consistent ability to reflect on whatever they have just completed with an interest in improvement They speak highly of candidatesrsquoabilities to interact with parents other teachers and administrators Candidates are ready to participate in parent conferences Individualized Education Plan (IEP) meetings and other school-wide activities
At the conclusion of the student teaching experience candidates are rated by their university supervisor on all of the MoSTEP indicators which are aligned with the INTASC standards In the last two years on all eleven indicators at least 97 percent of candidates completing student teaching were rated Meets Expectations or Exceeds Expectations
Summary of Findings for Advanced Teacher Preparation
The Special Education advanced program is aligned with the Council for Exceptional Children (CEC) standards the applicable MoSTEP indicators and NBPTS Proposition 3 The major assessment items in the program ensure that candidates develop advanced professional and pedagogical knowledge Professional knowledge is extended as candidates in the MSE program take a course in educational leadership dealing with school law As part of the contemporary critical issues project candidates are required to become an advocate for a special need Candidates are also required to design carry out and assess an action research project in their classroom There is a written final exam in which candidates apply their knowledge to practical situations
Candidates in the Career and Technical Education Leadership program often represent varied professional backgrounds Individualized programs are designed to meet the professional education and pedagogical needs of the candidates Often courses in educational leadership are included in the plan of study
Candidates in the Curriculum and Instruction programs complete activities that could lead to NBPTS certification Candidates in the MA TESL program accomplish goals linked to the TESL standards and the MoSTEP indicators for their program
1d Student Learning for Teacher Candidates
Student Learning for Teacher Candidates ndash Initial Teacher Preparation Acceptable
Student Learning for Teacher Candidates ndash Advanced Teacher Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The foundation of the conceptual framework is the belief that ldquoall can learnrdquo A review of course syllabi reveals that in all initial programs there are many opportunities for candidates to learn how to assess student learning and how to develop instruction based on assessment findings In their coursework they develop a variety of formative and summative assessments In keeping with the Reflective Practitioner model candidates begin assessing their impact on students in early field experiences They reflect to determine why learning did or did not happen If student learning did not occur they reflect on the teaching strategies that were not successful and what could be tried the next time
Page 9
The most significant evaluation of the candidatesrsquo ability to assess student learning adapt instruction if necessary and ensure that all students have learned comes during student teaching as candidates prepare and teach the Instructional Unit Plan and Assessment There is a detailed scoring rubric for the plan University supervisors assess the plan as well as the candidatesrsquo written reflections about how the plan worked and what modifications were made and why In 2006-07 95 percent of the candidates were judged at Meets Expectations or Exceeds Expectations and in 2007-08 94 percent were similarly judged District supervisors confirm this with one stating that UCM candidates demonstrate a willingness to learn more about assessment and effective teaching strategies
TEAC Follow-up Survey data indicate that first and second year teachers rate themselves 40 on a 5-point scale in the area of adapting instruction to all learners Their employers rate them 40 as well
Summary of Findings for Advanced Teacher Preparation
Advanced candidates develop the needed skills research techniques and teaching strategies to prepare themselves for leadership roles in improving student learning All programs require candidates to do extensive research develop advanced plans for learning and reflect extensively on their own teaching experience A review of the programs as presented in the DESE reports demonstrates that the focus is on improving and increasing student learning
1e Knowledge and Skills for Other School Professionals
Knowledge and Skills for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Programs in Educational Leadership Educational Technology Literacy Education and School Library Media are recognized or recognized with conditions by their respective SPAs SPA conditions refer to recommended adjustments to assessment tools Counseling programs are aligned with standards outlined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) but have not been submitted to CACREP for review A cumulative GPA of 30 or better in all coursework is a requirement for graduation from all advanced programs School Psychological Examiner and Special Reading are add-on programs only and therefore were not reviewed
A review of syllabi indicates that candidates in advanced programs for other school professionals build knowledge and professional skills through advanced coursework and demonstrate content knowledge and skills through a variety of assessments All complete a long-term in-depth research-based project Some fulfill internships develop portfolios or create problem solving action plans Data collected on major assessments in all programs over the past four years show that the pass rate is nearly 90 percent Counseling and Educational Leadership candidates take national or state examinations Counseling candidates complete the Praxis II exam The program has had a 100 percent pass rate every year since 2002-03 In addition subtest scores have consistently exceeded the national mean
Employers of graduates from programs that prepare other school personnel speak highly of the contributions that principals school counselors school library media specialists literacy specialists and educational technology specialists from UCM make to their buildings and their districts They are
Page 10
thankful to have such capable administrators and specialists available TEAC Follow-up Surveys indicate that employers of graduates of the Counseling program rate the counselors at 47 (on a 5-point scale) in the areas of knowledge and practice in accord with ethical principles In 2004 and 2007 the TEAC Survey including six additional items specifically addressing educational leadership was sent to employers of graduates of the Educational Leadership programs In 2004 employers rated graduates from a low of 42 to a high of 45 In 2007 the ratings ranged from 44 to 48
Most counselor candidates are earning advanced certification However on occasion individuals without a teaching certificate want to become a school counselor In these cases there are three additional credits that must be added to the advanced degree program so that these counselor candidates can be issued a certificate They are classified as initial candidates
1f Student Learning for Other School Professionals
Student Learning for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Candidates in advanced programs that prepare other school personnel have experience in building an environment where all can learn They have multiple authentic learning opportunities with K-12 students during their field and internship experiences All of the programsrsquo SPA requirements include assessing the impact candidates have made on student learning
During interviews candidates from several programs described how they know they are making an impact on student learning Counseling candidates give pre- and post-tests when they work with school groups Educational leadership candidates participate in activities that are designed to make them instructional leaders in their buildings or districts School library media candidates prepare lessons that include strategies for diverse cultural influences and special needs students
District administrators speak highly of graduates from programs that prepare other school professionals In one district a group of three graduates designed a packet of literacy strategies for all K-12 students They taught the strategies to their colleagues and developed a non-threatening way of monitoring the strategies As a result educators in that district have improved attitudes about literacy education and the district has improved reading scores
1g Professional Dispositions for All Candidates
Professional Dispositions for All Candidates ndash Initial Teacher Preparation Acceptable
Professional Dispositions for All Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Twelve dispositions have been identified for all initial programs They are listed on page 21 of the IR as part of the conceptual framework These dispositions are introduced in EDCI 2100--Foundations of Education and Field Experience which is the sophomore year introductory course for all teacher
Page 11
education candidates The dispositions are linked to MoSTEP indicators and INTASC standards There is a Teacher Candidate Dispositions form that includes an extensive rubric for assessing each disposition on a scale from Not Observed to Exceeds Expectations Candidates may use this instrument to self-assess during EDCI 2100 Dispositions are assessed a minimum of two times during the program once prior to approval for entry into the professional education semester (one semester before student teaching) and again at the conclusion of the student teaching experience The disposition assessment instrument is a tool for counseling candidates who are having difficulty in the program It can be used to develop an individualized remediation program
During interviews district supervisors often described student teacher behaviors that indicate the candidates are functioning at the Exceeds Expectations level on various dispositions On follow-up TEAC Surveys employers of first and second year teachers rank the teachers at 40 on a 5-point scale on measures that are tied to the above dispositions
Summary of Findings for Advanced Teacher PreparationThe advanced program in Special Education has identified dispositions that are program-specific and aligned with MoSTEP indicators CEC standards and NBPTS Proposition 3 These dispositions are embedded in coursework and are assessed during the internship experience Assessment data are available in the DESE program report
The advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education have not identified dispositions for their candidates and built them into the assessment system
Summary of Findings for the Preparation of Other School ProfessionalsPrograms that prepare other school professionals have identified dispositions that are program-specific and aligned with MoSTEP indicators and their respective SPAs or professional organizations These dispositions are embedded in coursework throughout the various programs Assessment data for dispositions are available in the individual program reports
Overall Assessment of Standard
Candidates in all initial level programs demonstrate strong content knowledge They systematically develop pedagogical and content-specific pedagogical skills over five semesters Through research about best practices and action research projects pedagogical content knowledge is explored and expanded in the advanced programs for teachers Through coursework that is closely aligned to the conceptual framework MoSTEP indicators INTASC standards and the standards of other professional organizations candidates develop or expand their level of professional and pedagogical knowledge and skills Aggregated data for the advanced teacher education programs with the exception of the MSE and EdS in Curriculum and Instruction indicate that candidates have the necessary content knowledge as well as professional and pedagogical skills to be effective teachers Supervisors of candidates and employers of graduates at all levels have high regard for the ability of UCM teachers to assess learning and develop successful teaching strategies to allow all students to learn Programs that prepare other school personnel produce candidates who have strong content knowledge and skills needed to effect change in schools and learning in students Dispositions are clearly articulated at the initial level and for most of the advanced programs with the exception of the MSE and EdS in Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs Where dispositions are articulated they are assessed and help form the characteristics of a UCM graduate
Page 12
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
The SpeechTheater programs methods course does not reflect the elements of the units conceptual framework or the MoSTEP standards
In December 2004 a representative of DESE conducted a focused visit His report indicates that the SpeechTheater program is in compliance with state standards As part of this visit the DESE team reviewed the program again Team members find that the SpeechTheater program meets state standards
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
1a Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs are not available
The unit has not collected content knowledge data in these programs
1g No evidence is available that candidates in the advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education can demonstrate appropriate dispositions
The unit has not identified and assessed dispositions in these programs
Recommendation for Standard 1
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
The table on page 8 of the IR indicates that the programs Music Instrumental and Music Vocal lead to
Page 13
9-12 certificates These are K-12 programs
Standard 2 Assessment System and Unit EvaluationThe unit has an assessment system that collects and analyzes data on applicant qualifications candidate and graduate performance and unit operations to evaluate and improve the performance of candidates the unit and its programs
Information reported in the Institutional Report for Standard 2 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
2a Assessment System
Assessment System ndash Initial Teacher Preparation Acceptable
Assessment System ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
For initial programs the unit has an assessment system in place with clear transition points data are collected consistently and used to improve programs The associate deanNCATE coordinator oversees and collects the data in her office The data are then analyzed and summarized by the associate dean and the Teacher Education Assessment Committee (TEAC) In addition the data are shared with the TEC and the PEF
The unit recently identified an assessment coordinator whose task is to coordinate the move from unit-wide portfolio review in the initial programs to the use of a teacher work sample The unit also developed several task forces that looked at each initial level assessment instrument and led a revision of the instrument According to public school partners they participated on these task forces The instruments include PRAXIS II which is used at the transition point prior to clinical practice a dispositions assessment instrument (keyed to the conceptual framework) that is used prior to and upon exit from clinical practice the Instructional UnitLesson Plan and Assessment instrument used during clinical practice and the TEAC Follow-up Survey that is given within two years of program completion to both graduates and their employers The unit uses data from these assessments to improve their programs at the initial level
Steps have been taken by the unit to ensure fairness accuracy consistency and freedom from bias in the assessments used at the initial level For example instruments have been developed and refined based on feedback from candidates and university faculty Rubrics for the Instructional UnitLesson Plan and Assessment instrument have been reviewed and include clear criteria Rubric scoring personnel go through a training each fall on the assessment instruments and clear instructions have been developed for each of the instruments
Page 14
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsEach advanced program has its own set of assessments with the exception of the TEAC Follow-up Survey Most advanced programs have clear assessments data collected through implementation of the assessments and indications that data were used to improve programs Each program coordinator is responsible for compiling program data as there is no centralized advanced data collection
The MSE and EdS in Curriculum and Instruction (CampI) and the MA TESL programs do not have clearly identified instruments data collected through use of those instruments (except TEAC Survey) and clearly identified dispositions and disposition data The MS Career and Technical Education Leadership (CTEL) and the EdS Technology and Occupational Education (TOE) programs have test data but do not have identified candidate dispositions and disposition data
For the advanced programs that prepare other school personnel the variety of assessment instruments include state licensure tests portfolios theses oral and comprehensive exams performance evaluations and case studies
Each advanced program has indicated transition points including entrance and exit criteria as specified in Table 6 on pages 66-69 of the IR The MA TESL transition points were provided upon request during the visit Data are used to determine entrance into all advanced programs These include GPA and Graduate Record Examination scores depending on the program Assessment data are provided and used in exit review for advanced programs with the exception of the MA TESL and the MSE and EdS CampI programs Minimal data are available for the MS CTEL and EdS TOE programs In all programs candidates who do not meet expectations are given opportunities to meet the program criteria If they do not they are counseled to choose another option outside of professional educator preparation
MSE and EdS CampI programs use portfolios to assess candidates However portfolio data are not available and the rubric for the portfolio does not seem to ensure fairness accuracy consistency and freedom of bias For the MA TESL program there is an observation protocol instrument however no data have been compiled The MA TESL program also indicates use of portfolio assessment but no rubric and data exist The MS CTEL and EdS TOE programs have state test data however no other data or rubrics are available
Most advanced programs try to ensure that their assessment procedures are fair accurate consistent and free of bias Some have addressed this through the use of standardized state or national assessments The School Library Media program reviews key assessment instruments with its advisory council Other advanced programs use a team approach to evaluate key assessments
Each program uses at least one assessment instrument to make program improvements The TEAC Survey provides feedback to the unit and programs for improvement
2b Data Collection Analysis and Evaluation
Data Collection Analysis and Evaluation ndash Initial Teacher Preparation Acceptable
Data Collection Analysis and Evaluation ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 15
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system The content of assessments and the methods of data collection for courses offered on the main campus at off-campus sites and via distance learning are one and the same
At the initial level most data collection is centralized for the unit including Student Teaching Evaluation Teacher Candidate Dispositions Instructional UnitLesson Plan and Assessment and TEAC Follow-up Survey Student teaching evaluation data are collected four times during the student teaching experience via the Student Teaching Evaluation form The forms are collected by the Office of Clinical Services and scanned for archival purposes The data on the forms are hand-entered by a COE clerical staff member into an Excel database The associate dean summarizes the data and presents them in charts
The TEAC Follow-up Survey is currently a paper survey The data are hand-entered by a COE clerical staff member into an Excel database and summarized by the TEAC chair Both the student teaching and TEAC data are summarized on a semester basis and analyzed on a yearly basis The data from the TEAC Survey are provided in a report with charts and graphs and program-by-program raw numbers The TEAC Survey will become an online instrument beginning spring 2009
Teacher Candidate Dispositions data are collected prior to entry into student teaching and on exit Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester The dispositions data are provided in charts as well
The Instructional UnitLesson Plan and Assessment data are collected during student teaching Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester C-Base and PRAXIS II results are summarized annually and provided to the program coordinators
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of unit data The other part is due to the formation of new departments which realigned program faculty
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School Professionals
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system Individual departments use Excel or maintain assessment records in paper format The content of assessments and the methods of data collection for courses and programs offered on the main campus at off-campus sites and via distance learning are one and the same
All advanced programs use the TEAC Follow-up Survey of graduates and employers Advanced programs collect the data every two or three years Currently the TEAC Survey is a paper-based instrument but the unit will launch an online version this spring Other than the TEAC Survey there is
Page 16
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
Exceeds Expectations on this measure by university supervisors
As district supervisors discuss student teachers from UCM they refer to their consistent ability to reflect on whatever they have just completed with an interest in improvement They speak highly of candidatesrsquoabilities to interact with parents other teachers and administrators Candidates are ready to participate in parent conferences Individualized Education Plan (IEP) meetings and other school-wide activities
At the conclusion of the student teaching experience candidates are rated by their university supervisor on all of the MoSTEP indicators which are aligned with the INTASC standards In the last two years on all eleven indicators at least 97 percent of candidates completing student teaching were rated Meets Expectations or Exceeds Expectations
Summary of Findings for Advanced Teacher Preparation
The Special Education advanced program is aligned with the Council for Exceptional Children (CEC) standards the applicable MoSTEP indicators and NBPTS Proposition 3 The major assessment items in the program ensure that candidates develop advanced professional and pedagogical knowledge Professional knowledge is extended as candidates in the MSE program take a course in educational leadership dealing with school law As part of the contemporary critical issues project candidates are required to become an advocate for a special need Candidates are also required to design carry out and assess an action research project in their classroom There is a written final exam in which candidates apply their knowledge to practical situations
Candidates in the Career and Technical Education Leadership program often represent varied professional backgrounds Individualized programs are designed to meet the professional education and pedagogical needs of the candidates Often courses in educational leadership are included in the plan of study
Candidates in the Curriculum and Instruction programs complete activities that could lead to NBPTS certification Candidates in the MA TESL program accomplish goals linked to the TESL standards and the MoSTEP indicators for their program
1d Student Learning for Teacher Candidates
Student Learning for Teacher Candidates ndash Initial Teacher Preparation Acceptable
Student Learning for Teacher Candidates ndash Advanced Teacher Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The foundation of the conceptual framework is the belief that ldquoall can learnrdquo A review of course syllabi reveals that in all initial programs there are many opportunities for candidates to learn how to assess student learning and how to develop instruction based on assessment findings In their coursework they develop a variety of formative and summative assessments In keeping with the Reflective Practitioner model candidates begin assessing their impact on students in early field experiences They reflect to determine why learning did or did not happen If student learning did not occur they reflect on the teaching strategies that were not successful and what could be tried the next time
Page 9
The most significant evaluation of the candidatesrsquo ability to assess student learning adapt instruction if necessary and ensure that all students have learned comes during student teaching as candidates prepare and teach the Instructional Unit Plan and Assessment There is a detailed scoring rubric for the plan University supervisors assess the plan as well as the candidatesrsquo written reflections about how the plan worked and what modifications were made and why In 2006-07 95 percent of the candidates were judged at Meets Expectations or Exceeds Expectations and in 2007-08 94 percent were similarly judged District supervisors confirm this with one stating that UCM candidates demonstrate a willingness to learn more about assessment and effective teaching strategies
TEAC Follow-up Survey data indicate that first and second year teachers rate themselves 40 on a 5-point scale in the area of adapting instruction to all learners Their employers rate them 40 as well
Summary of Findings for Advanced Teacher Preparation
Advanced candidates develop the needed skills research techniques and teaching strategies to prepare themselves for leadership roles in improving student learning All programs require candidates to do extensive research develop advanced plans for learning and reflect extensively on their own teaching experience A review of the programs as presented in the DESE reports demonstrates that the focus is on improving and increasing student learning
1e Knowledge and Skills for Other School Professionals
Knowledge and Skills for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Programs in Educational Leadership Educational Technology Literacy Education and School Library Media are recognized or recognized with conditions by their respective SPAs SPA conditions refer to recommended adjustments to assessment tools Counseling programs are aligned with standards outlined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) but have not been submitted to CACREP for review A cumulative GPA of 30 or better in all coursework is a requirement for graduation from all advanced programs School Psychological Examiner and Special Reading are add-on programs only and therefore were not reviewed
A review of syllabi indicates that candidates in advanced programs for other school professionals build knowledge and professional skills through advanced coursework and demonstrate content knowledge and skills through a variety of assessments All complete a long-term in-depth research-based project Some fulfill internships develop portfolios or create problem solving action plans Data collected on major assessments in all programs over the past four years show that the pass rate is nearly 90 percent Counseling and Educational Leadership candidates take national or state examinations Counseling candidates complete the Praxis II exam The program has had a 100 percent pass rate every year since 2002-03 In addition subtest scores have consistently exceeded the national mean
Employers of graduates from programs that prepare other school personnel speak highly of the contributions that principals school counselors school library media specialists literacy specialists and educational technology specialists from UCM make to their buildings and their districts They are
Page 10
thankful to have such capable administrators and specialists available TEAC Follow-up Surveys indicate that employers of graduates of the Counseling program rate the counselors at 47 (on a 5-point scale) in the areas of knowledge and practice in accord with ethical principles In 2004 and 2007 the TEAC Survey including six additional items specifically addressing educational leadership was sent to employers of graduates of the Educational Leadership programs In 2004 employers rated graduates from a low of 42 to a high of 45 In 2007 the ratings ranged from 44 to 48
Most counselor candidates are earning advanced certification However on occasion individuals without a teaching certificate want to become a school counselor In these cases there are three additional credits that must be added to the advanced degree program so that these counselor candidates can be issued a certificate They are classified as initial candidates
1f Student Learning for Other School Professionals
Student Learning for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Candidates in advanced programs that prepare other school personnel have experience in building an environment where all can learn They have multiple authentic learning opportunities with K-12 students during their field and internship experiences All of the programsrsquo SPA requirements include assessing the impact candidates have made on student learning
During interviews candidates from several programs described how they know they are making an impact on student learning Counseling candidates give pre- and post-tests when they work with school groups Educational leadership candidates participate in activities that are designed to make them instructional leaders in their buildings or districts School library media candidates prepare lessons that include strategies for diverse cultural influences and special needs students
District administrators speak highly of graduates from programs that prepare other school professionals In one district a group of three graduates designed a packet of literacy strategies for all K-12 students They taught the strategies to their colleagues and developed a non-threatening way of monitoring the strategies As a result educators in that district have improved attitudes about literacy education and the district has improved reading scores
1g Professional Dispositions for All Candidates
Professional Dispositions for All Candidates ndash Initial Teacher Preparation Acceptable
Professional Dispositions for All Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Twelve dispositions have been identified for all initial programs They are listed on page 21 of the IR as part of the conceptual framework These dispositions are introduced in EDCI 2100--Foundations of Education and Field Experience which is the sophomore year introductory course for all teacher
Page 11
education candidates The dispositions are linked to MoSTEP indicators and INTASC standards There is a Teacher Candidate Dispositions form that includes an extensive rubric for assessing each disposition on a scale from Not Observed to Exceeds Expectations Candidates may use this instrument to self-assess during EDCI 2100 Dispositions are assessed a minimum of two times during the program once prior to approval for entry into the professional education semester (one semester before student teaching) and again at the conclusion of the student teaching experience The disposition assessment instrument is a tool for counseling candidates who are having difficulty in the program It can be used to develop an individualized remediation program
During interviews district supervisors often described student teacher behaviors that indicate the candidates are functioning at the Exceeds Expectations level on various dispositions On follow-up TEAC Surveys employers of first and second year teachers rank the teachers at 40 on a 5-point scale on measures that are tied to the above dispositions
Summary of Findings for Advanced Teacher PreparationThe advanced program in Special Education has identified dispositions that are program-specific and aligned with MoSTEP indicators CEC standards and NBPTS Proposition 3 These dispositions are embedded in coursework and are assessed during the internship experience Assessment data are available in the DESE program report
The advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education have not identified dispositions for their candidates and built them into the assessment system
Summary of Findings for the Preparation of Other School ProfessionalsPrograms that prepare other school professionals have identified dispositions that are program-specific and aligned with MoSTEP indicators and their respective SPAs or professional organizations These dispositions are embedded in coursework throughout the various programs Assessment data for dispositions are available in the individual program reports
Overall Assessment of Standard
Candidates in all initial level programs demonstrate strong content knowledge They systematically develop pedagogical and content-specific pedagogical skills over five semesters Through research about best practices and action research projects pedagogical content knowledge is explored and expanded in the advanced programs for teachers Through coursework that is closely aligned to the conceptual framework MoSTEP indicators INTASC standards and the standards of other professional organizations candidates develop or expand their level of professional and pedagogical knowledge and skills Aggregated data for the advanced teacher education programs with the exception of the MSE and EdS in Curriculum and Instruction indicate that candidates have the necessary content knowledge as well as professional and pedagogical skills to be effective teachers Supervisors of candidates and employers of graduates at all levels have high regard for the ability of UCM teachers to assess learning and develop successful teaching strategies to allow all students to learn Programs that prepare other school personnel produce candidates who have strong content knowledge and skills needed to effect change in schools and learning in students Dispositions are clearly articulated at the initial level and for most of the advanced programs with the exception of the MSE and EdS in Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs Where dispositions are articulated they are assessed and help form the characteristics of a UCM graduate
Page 12
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
The SpeechTheater programs methods course does not reflect the elements of the units conceptual framework or the MoSTEP standards
In December 2004 a representative of DESE conducted a focused visit His report indicates that the SpeechTheater program is in compliance with state standards As part of this visit the DESE team reviewed the program again Team members find that the SpeechTheater program meets state standards
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
1a Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs are not available
The unit has not collected content knowledge data in these programs
1g No evidence is available that candidates in the advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education can demonstrate appropriate dispositions
The unit has not identified and assessed dispositions in these programs
Recommendation for Standard 1
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
The table on page 8 of the IR indicates that the programs Music Instrumental and Music Vocal lead to
Page 13
9-12 certificates These are K-12 programs
Standard 2 Assessment System and Unit EvaluationThe unit has an assessment system that collects and analyzes data on applicant qualifications candidate and graduate performance and unit operations to evaluate and improve the performance of candidates the unit and its programs
Information reported in the Institutional Report for Standard 2 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
2a Assessment System
Assessment System ndash Initial Teacher Preparation Acceptable
Assessment System ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
For initial programs the unit has an assessment system in place with clear transition points data are collected consistently and used to improve programs The associate deanNCATE coordinator oversees and collects the data in her office The data are then analyzed and summarized by the associate dean and the Teacher Education Assessment Committee (TEAC) In addition the data are shared with the TEC and the PEF
The unit recently identified an assessment coordinator whose task is to coordinate the move from unit-wide portfolio review in the initial programs to the use of a teacher work sample The unit also developed several task forces that looked at each initial level assessment instrument and led a revision of the instrument According to public school partners they participated on these task forces The instruments include PRAXIS II which is used at the transition point prior to clinical practice a dispositions assessment instrument (keyed to the conceptual framework) that is used prior to and upon exit from clinical practice the Instructional UnitLesson Plan and Assessment instrument used during clinical practice and the TEAC Follow-up Survey that is given within two years of program completion to both graduates and their employers The unit uses data from these assessments to improve their programs at the initial level
Steps have been taken by the unit to ensure fairness accuracy consistency and freedom from bias in the assessments used at the initial level For example instruments have been developed and refined based on feedback from candidates and university faculty Rubrics for the Instructional UnitLesson Plan and Assessment instrument have been reviewed and include clear criteria Rubric scoring personnel go through a training each fall on the assessment instruments and clear instructions have been developed for each of the instruments
Page 14
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsEach advanced program has its own set of assessments with the exception of the TEAC Follow-up Survey Most advanced programs have clear assessments data collected through implementation of the assessments and indications that data were used to improve programs Each program coordinator is responsible for compiling program data as there is no centralized advanced data collection
The MSE and EdS in Curriculum and Instruction (CampI) and the MA TESL programs do not have clearly identified instruments data collected through use of those instruments (except TEAC Survey) and clearly identified dispositions and disposition data The MS Career and Technical Education Leadership (CTEL) and the EdS Technology and Occupational Education (TOE) programs have test data but do not have identified candidate dispositions and disposition data
For the advanced programs that prepare other school personnel the variety of assessment instruments include state licensure tests portfolios theses oral and comprehensive exams performance evaluations and case studies
Each advanced program has indicated transition points including entrance and exit criteria as specified in Table 6 on pages 66-69 of the IR The MA TESL transition points were provided upon request during the visit Data are used to determine entrance into all advanced programs These include GPA and Graduate Record Examination scores depending on the program Assessment data are provided and used in exit review for advanced programs with the exception of the MA TESL and the MSE and EdS CampI programs Minimal data are available for the MS CTEL and EdS TOE programs In all programs candidates who do not meet expectations are given opportunities to meet the program criteria If they do not they are counseled to choose another option outside of professional educator preparation
MSE and EdS CampI programs use portfolios to assess candidates However portfolio data are not available and the rubric for the portfolio does not seem to ensure fairness accuracy consistency and freedom of bias For the MA TESL program there is an observation protocol instrument however no data have been compiled The MA TESL program also indicates use of portfolio assessment but no rubric and data exist The MS CTEL and EdS TOE programs have state test data however no other data or rubrics are available
Most advanced programs try to ensure that their assessment procedures are fair accurate consistent and free of bias Some have addressed this through the use of standardized state or national assessments The School Library Media program reviews key assessment instruments with its advisory council Other advanced programs use a team approach to evaluate key assessments
Each program uses at least one assessment instrument to make program improvements The TEAC Survey provides feedback to the unit and programs for improvement
2b Data Collection Analysis and Evaluation
Data Collection Analysis and Evaluation ndash Initial Teacher Preparation Acceptable
Data Collection Analysis and Evaluation ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 15
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system The content of assessments and the methods of data collection for courses offered on the main campus at off-campus sites and via distance learning are one and the same
At the initial level most data collection is centralized for the unit including Student Teaching Evaluation Teacher Candidate Dispositions Instructional UnitLesson Plan and Assessment and TEAC Follow-up Survey Student teaching evaluation data are collected four times during the student teaching experience via the Student Teaching Evaluation form The forms are collected by the Office of Clinical Services and scanned for archival purposes The data on the forms are hand-entered by a COE clerical staff member into an Excel database The associate dean summarizes the data and presents them in charts
The TEAC Follow-up Survey is currently a paper survey The data are hand-entered by a COE clerical staff member into an Excel database and summarized by the TEAC chair Both the student teaching and TEAC data are summarized on a semester basis and analyzed on a yearly basis The data from the TEAC Survey are provided in a report with charts and graphs and program-by-program raw numbers The TEAC Survey will become an online instrument beginning spring 2009
Teacher Candidate Dispositions data are collected prior to entry into student teaching and on exit Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester The dispositions data are provided in charts as well
The Instructional UnitLesson Plan and Assessment data are collected during student teaching Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester C-Base and PRAXIS II results are summarized annually and provided to the program coordinators
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of unit data The other part is due to the formation of new departments which realigned program faculty
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School Professionals
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system Individual departments use Excel or maintain assessment records in paper format The content of assessments and the methods of data collection for courses and programs offered on the main campus at off-campus sites and via distance learning are one and the same
All advanced programs use the TEAC Follow-up Survey of graduates and employers Advanced programs collect the data every two or three years Currently the TEAC Survey is a paper-based instrument but the unit will launch an online version this spring Other than the TEAC Survey there is
Page 16
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
The most significant evaluation of the candidatesrsquo ability to assess student learning adapt instruction if necessary and ensure that all students have learned comes during student teaching as candidates prepare and teach the Instructional Unit Plan and Assessment There is a detailed scoring rubric for the plan University supervisors assess the plan as well as the candidatesrsquo written reflections about how the plan worked and what modifications were made and why In 2006-07 95 percent of the candidates were judged at Meets Expectations or Exceeds Expectations and in 2007-08 94 percent were similarly judged District supervisors confirm this with one stating that UCM candidates demonstrate a willingness to learn more about assessment and effective teaching strategies
TEAC Follow-up Survey data indicate that first and second year teachers rate themselves 40 on a 5-point scale in the area of adapting instruction to all learners Their employers rate them 40 as well
Summary of Findings for Advanced Teacher Preparation
Advanced candidates develop the needed skills research techniques and teaching strategies to prepare themselves for leadership roles in improving student learning All programs require candidates to do extensive research develop advanced plans for learning and reflect extensively on their own teaching experience A review of the programs as presented in the DESE reports demonstrates that the focus is on improving and increasing student learning
1e Knowledge and Skills for Other School Professionals
Knowledge and Skills for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Programs in Educational Leadership Educational Technology Literacy Education and School Library Media are recognized or recognized with conditions by their respective SPAs SPA conditions refer to recommended adjustments to assessment tools Counseling programs are aligned with standards outlined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) but have not been submitted to CACREP for review A cumulative GPA of 30 or better in all coursework is a requirement for graduation from all advanced programs School Psychological Examiner and Special Reading are add-on programs only and therefore were not reviewed
A review of syllabi indicates that candidates in advanced programs for other school professionals build knowledge and professional skills through advanced coursework and demonstrate content knowledge and skills through a variety of assessments All complete a long-term in-depth research-based project Some fulfill internships develop portfolios or create problem solving action plans Data collected on major assessments in all programs over the past four years show that the pass rate is nearly 90 percent Counseling and Educational Leadership candidates take national or state examinations Counseling candidates complete the Praxis II exam The program has had a 100 percent pass rate every year since 2002-03 In addition subtest scores have consistently exceeded the national mean
Employers of graduates from programs that prepare other school personnel speak highly of the contributions that principals school counselors school library media specialists literacy specialists and educational technology specialists from UCM make to their buildings and their districts They are
Page 10
thankful to have such capable administrators and specialists available TEAC Follow-up Surveys indicate that employers of graduates of the Counseling program rate the counselors at 47 (on a 5-point scale) in the areas of knowledge and practice in accord with ethical principles In 2004 and 2007 the TEAC Survey including six additional items specifically addressing educational leadership was sent to employers of graduates of the Educational Leadership programs In 2004 employers rated graduates from a low of 42 to a high of 45 In 2007 the ratings ranged from 44 to 48
Most counselor candidates are earning advanced certification However on occasion individuals without a teaching certificate want to become a school counselor In these cases there are three additional credits that must be added to the advanced degree program so that these counselor candidates can be issued a certificate They are classified as initial candidates
1f Student Learning for Other School Professionals
Student Learning for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Candidates in advanced programs that prepare other school personnel have experience in building an environment where all can learn They have multiple authentic learning opportunities with K-12 students during their field and internship experiences All of the programsrsquo SPA requirements include assessing the impact candidates have made on student learning
During interviews candidates from several programs described how they know they are making an impact on student learning Counseling candidates give pre- and post-tests when they work with school groups Educational leadership candidates participate in activities that are designed to make them instructional leaders in their buildings or districts School library media candidates prepare lessons that include strategies for diverse cultural influences and special needs students
District administrators speak highly of graduates from programs that prepare other school professionals In one district a group of three graduates designed a packet of literacy strategies for all K-12 students They taught the strategies to their colleagues and developed a non-threatening way of monitoring the strategies As a result educators in that district have improved attitudes about literacy education and the district has improved reading scores
1g Professional Dispositions for All Candidates
Professional Dispositions for All Candidates ndash Initial Teacher Preparation Acceptable
Professional Dispositions for All Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Twelve dispositions have been identified for all initial programs They are listed on page 21 of the IR as part of the conceptual framework These dispositions are introduced in EDCI 2100--Foundations of Education and Field Experience which is the sophomore year introductory course for all teacher
Page 11
education candidates The dispositions are linked to MoSTEP indicators and INTASC standards There is a Teacher Candidate Dispositions form that includes an extensive rubric for assessing each disposition on a scale from Not Observed to Exceeds Expectations Candidates may use this instrument to self-assess during EDCI 2100 Dispositions are assessed a minimum of two times during the program once prior to approval for entry into the professional education semester (one semester before student teaching) and again at the conclusion of the student teaching experience The disposition assessment instrument is a tool for counseling candidates who are having difficulty in the program It can be used to develop an individualized remediation program
During interviews district supervisors often described student teacher behaviors that indicate the candidates are functioning at the Exceeds Expectations level on various dispositions On follow-up TEAC Surveys employers of first and second year teachers rank the teachers at 40 on a 5-point scale on measures that are tied to the above dispositions
Summary of Findings for Advanced Teacher PreparationThe advanced program in Special Education has identified dispositions that are program-specific and aligned with MoSTEP indicators CEC standards and NBPTS Proposition 3 These dispositions are embedded in coursework and are assessed during the internship experience Assessment data are available in the DESE program report
The advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education have not identified dispositions for their candidates and built them into the assessment system
Summary of Findings for the Preparation of Other School ProfessionalsPrograms that prepare other school professionals have identified dispositions that are program-specific and aligned with MoSTEP indicators and their respective SPAs or professional organizations These dispositions are embedded in coursework throughout the various programs Assessment data for dispositions are available in the individual program reports
Overall Assessment of Standard
Candidates in all initial level programs demonstrate strong content knowledge They systematically develop pedagogical and content-specific pedagogical skills over five semesters Through research about best practices and action research projects pedagogical content knowledge is explored and expanded in the advanced programs for teachers Through coursework that is closely aligned to the conceptual framework MoSTEP indicators INTASC standards and the standards of other professional organizations candidates develop or expand their level of professional and pedagogical knowledge and skills Aggregated data for the advanced teacher education programs with the exception of the MSE and EdS in Curriculum and Instruction indicate that candidates have the necessary content knowledge as well as professional and pedagogical skills to be effective teachers Supervisors of candidates and employers of graduates at all levels have high regard for the ability of UCM teachers to assess learning and develop successful teaching strategies to allow all students to learn Programs that prepare other school personnel produce candidates who have strong content knowledge and skills needed to effect change in schools and learning in students Dispositions are clearly articulated at the initial level and for most of the advanced programs with the exception of the MSE and EdS in Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs Where dispositions are articulated they are assessed and help form the characteristics of a UCM graduate
Page 12
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
The SpeechTheater programs methods course does not reflect the elements of the units conceptual framework or the MoSTEP standards
In December 2004 a representative of DESE conducted a focused visit His report indicates that the SpeechTheater program is in compliance with state standards As part of this visit the DESE team reviewed the program again Team members find that the SpeechTheater program meets state standards
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
1a Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs are not available
The unit has not collected content knowledge data in these programs
1g No evidence is available that candidates in the advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education can demonstrate appropriate dispositions
The unit has not identified and assessed dispositions in these programs
Recommendation for Standard 1
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
The table on page 8 of the IR indicates that the programs Music Instrumental and Music Vocal lead to
Page 13
9-12 certificates These are K-12 programs
Standard 2 Assessment System and Unit EvaluationThe unit has an assessment system that collects and analyzes data on applicant qualifications candidate and graduate performance and unit operations to evaluate and improve the performance of candidates the unit and its programs
Information reported in the Institutional Report for Standard 2 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
2a Assessment System
Assessment System ndash Initial Teacher Preparation Acceptable
Assessment System ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
For initial programs the unit has an assessment system in place with clear transition points data are collected consistently and used to improve programs The associate deanNCATE coordinator oversees and collects the data in her office The data are then analyzed and summarized by the associate dean and the Teacher Education Assessment Committee (TEAC) In addition the data are shared with the TEC and the PEF
The unit recently identified an assessment coordinator whose task is to coordinate the move from unit-wide portfolio review in the initial programs to the use of a teacher work sample The unit also developed several task forces that looked at each initial level assessment instrument and led a revision of the instrument According to public school partners they participated on these task forces The instruments include PRAXIS II which is used at the transition point prior to clinical practice a dispositions assessment instrument (keyed to the conceptual framework) that is used prior to and upon exit from clinical practice the Instructional UnitLesson Plan and Assessment instrument used during clinical practice and the TEAC Follow-up Survey that is given within two years of program completion to both graduates and their employers The unit uses data from these assessments to improve their programs at the initial level
Steps have been taken by the unit to ensure fairness accuracy consistency and freedom from bias in the assessments used at the initial level For example instruments have been developed and refined based on feedback from candidates and university faculty Rubrics for the Instructional UnitLesson Plan and Assessment instrument have been reviewed and include clear criteria Rubric scoring personnel go through a training each fall on the assessment instruments and clear instructions have been developed for each of the instruments
Page 14
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsEach advanced program has its own set of assessments with the exception of the TEAC Follow-up Survey Most advanced programs have clear assessments data collected through implementation of the assessments and indications that data were used to improve programs Each program coordinator is responsible for compiling program data as there is no centralized advanced data collection
The MSE and EdS in Curriculum and Instruction (CampI) and the MA TESL programs do not have clearly identified instruments data collected through use of those instruments (except TEAC Survey) and clearly identified dispositions and disposition data The MS Career and Technical Education Leadership (CTEL) and the EdS Technology and Occupational Education (TOE) programs have test data but do not have identified candidate dispositions and disposition data
For the advanced programs that prepare other school personnel the variety of assessment instruments include state licensure tests portfolios theses oral and comprehensive exams performance evaluations and case studies
Each advanced program has indicated transition points including entrance and exit criteria as specified in Table 6 on pages 66-69 of the IR The MA TESL transition points were provided upon request during the visit Data are used to determine entrance into all advanced programs These include GPA and Graduate Record Examination scores depending on the program Assessment data are provided and used in exit review for advanced programs with the exception of the MA TESL and the MSE and EdS CampI programs Minimal data are available for the MS CTEL and EdS TOE programs In all programs candidates who do not meet expectations are given opportunities to meet the program criteria If they do not they are counseled to choose another option outside of professional educator preparation
MSE and EdS CampI programs use portfolios to assess candidates However portfolio data are not available and the rubric for the portfolio does not seem to ensure fairness accuracy consistency and freedom of bias For the MA TESL program there is an observation protocol instrument however no data have been compiled The MA TESL program also indicates use of portfolio assessment but no rubric and data exist The MS CTEL and EdS TOE programs have state test data however no other data or rubrics are available
Most advanced programs try to ensure that their assessment procedures are fair accurate consistent and free of bias Some have addressed this through the use of standardized state or national assessments The School Library Media program reviews key assessment instruments with its advisory council Other advanced programs use a team approach to evaluate key assessments
Each program uses at least one assessment instrument to make program improvements The TEAC Survey provides feedback to the unit and programs for improvement
2b Data Collection Analysis and Evaluation
Data Collection Analysis and Evaluation ndash Initial Teacher Preparation Acceptable
Data Collection Analysis and Evaluation ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 15
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system The content of assessments and the methods of data collection for courses offered on the main campus at off-campus sites and via distance learning are one and the same
At the initial level most data collection is centralized for the unit including Student Teaching Evaluation Teacher Candidate Dispositions Instructional UnitLesson Plan and Assessment and TEAC Follow-up Survey Student teaching evaluation data are collected four times during the student teaching experience via the Student Teaching Evaluation form The forms are collected by the Office of Clinical Services and scanned for archival purposes The data on the forms are hand-entered by a COE clerical staff member into an Excel database The associate dean summarizes the data and presents them in charts
The TEAC Follow-up Survey is currently a paper survey The data are hand-entered by a COE clerical staff member into an Excel database and summarized by the TEAC chair Both the student teaching and TEAC data are summarized on a semester basis and analyzed on a yearly basis The data from the TEAC Survey are provided in a report with charts and graphs and program-by-program raw numbers The TEAC Survey will become an online instrument beginning spring 2009
Teacher Candidate Dispositions data are collected prior to entry into student teaching and on exit Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester The dispositions data are provided in charts as well
The Instructional UnitLesson Plan and Assessment data are collected during student teaching Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester C-Base and PRAXIS II results are summarized annually and provided to the program coordinators
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of unit data The other part is due to the formation of new departments which realigned program faculty
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School Professionals
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system Individual departments use Excel or maintain assessment records in paper format The content of assessments and the methods of data collection for courses and programs offered on the main campus at off-campus sites and via distance learning are one and the same
All advanced programs use the TEAC Follow-up Survey of graduates and employers Advanced programs collect the data every two or three years Currently the TEAC Survey is a paper-based instrument but the unit will launch an online version this spring Other than the TEAC Survey there is
Page 16
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
thankful to have such capable administrators and specialists available TEAC Follow-up Surveys indicate that employers of graduates of the Counseling program rate the counselors at 47 (on a 5-point scale) in the areas of knowledge and practice in accord with ethical principles In 2004 and 2007 the TEAC Survey including six additional items specifically addressing educational leadership was sent to employers of graduates of the Educational Leadership programs In 2004 employers rated graduates from a low of 42 to a high of 45 In 2007 the ratings ranged from 44 to 48
Most counselor candidates are earning advanced certification However on occasion individuals without a teaching certificate want to become a school counselor In these cases there are three additional credits that must be added to the advanced degree program so that these counselor candidates can be issued a certificate They are classified as initial candidates
1f Student Learning for Other School Professionals
Student Learning for Other School Professionals Acceptable
Summary of Findings for the Preparation of Other School Professionals
Candidates in advanced programs that prepare other school personnel have experience in building an environment where all can learn They have multiple authentic learning opportunities with K-12 students during their field and internship experiences All of the programsrsquo SPA requirements include assessing the impact candidates have made on student learning
During interviews candidates from several programs described how they know they are making an impact on student learning Counseling candidates give pre- and post-tests when they work with school groups Educational leadership candidates participate in activities that are designed to make them instructional leaders in their buildings or districts School library media candidates prepare lessons that include strategies for diverse cultural influences and special needs students
District administrators speak highly of graduates from programs that prepare other school professionals In one district a group of three graduates designed a packet of literacy strategies for all K-12 students They taught the strategies to their colleagues and developed a non-threatening way of monitoring the strategies As a result educators in that district have improved attitudes about literacy education and the district has improved reading scores
1g Professional Dispositions for All Candidates
Professional Dispositions for All Candidates ndash Initial Teacher Preparation Acceptable
Professional Dispositions for All Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Twelve dispositions have been identified for all initial programs They are listed on page 21 of the IR as part of the conceptual framework These dispositions are introduced in EDCI 2100--Foundations of Education and Field Experience which is the sophomore year introductory course for all teacher
Page 11
education candidates The dispositions are linked to MoSTEP indicators and INTASC standards There is a Teacher Candidate Dispositions form that includes an extensive rubric for assessing each disposition on a scale from Not Observed to Exceeds Expectations Candidates may use this instrument to self-assess during EDCI 2100 Dispositions are assessed a minimum of two times during the program once prior to approval for entry into the professional education semester (one semester before student teaching) and again at the conclusion of the student teaching experience The disposition assessment instrument is a tool for counseling candidates who are having difficulty in the program It can be used to develop an individualized remediation program
During interviews district supervisors often described student teacher behaviors that indicate the candidates are functioning at the Exceeds Expectations level on various dispositions On follow-up TEAC Surveys employers of first and second year teachers rank the teachers at 40 on a 5-point scale on measures that are tied to the above dispositions
Summary of Findings for Advanced Teacher PreparationThe advanced program in Special Education has identified dispositions that are program-specific and aligned with MoSTEP indicators CEC standards and NBPTS Proposition 3 These dispositions are embedded in coursework and are assessed during the internship experience Assessment data are available in the DESE program report
The advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education have not identified dispositions for their candidates and built them into the assessment system
Summary of Findings for the Preparation of Other School ProfessionalsPrograms that prepare other school professionals have identified dispositions that are program-specific and aligned with MoSTEP indicators and their respective SPAs or professional organizations These dispositions are embedded in coursework throughout the various programs Assessment data for dispositions are available in the individual program reports
Overall Assessment of Standard
Candidates in all initial level programs demonstrate strong content knowledge They systematically develop pedagogical and content-specific pedagogical skills over five semesters Through research about best practices and action research projects pedagogical content knowledge is explored and expanded in the advanced programs for teachers Through coursework that is closely aligned to the conceptual framework MoSTEP indicators INTASC standards and the standards of other professional organizations candidates develop or expand their level of professional and pedagogical knowledge and skills Aggregated data for the advanced teacher education programs with the exception of the MSE and EdS in Curriculum and Instruction indicate that candidates have the necessary content knowledge as well as professional and pedagogical skills to be effective teachers Supervisors of candidates and employers of graduates at all levels have high regard for the ability of UCM teachers to assess learning and develop successful teaching strategies to allow all students to learn Programs that prepare other school personnel produce candidates who have strong content knowledge and skills needed to effect change in schools and learning in students Dispositions are clearly articulated at the initial level and for most of the advanced programs with the exception of the MSE and EdS in Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs Where dispositions are articulated they are assessed and help form the characteristics of a UCM graduate
Page 12
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
The SpeechTheater programs methods course does not reflect the elements of the units conceptual framework or the MoSTEP standards
In December 2004 a representative of DESE conducted a focused visit His report indicates that the SpeechTheater program is in compliance with state standards As part of this visit the DESE team reviewed the program again Team members find that the SpeechTheater program meets state standards
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
1a Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs are not available
The unit has not collected content knowledge data in these programs
1g No evidence is available that candidates in the advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education can demonstrate appropriate dispositions
The unit has not identified and assessed dispositions in these programs
Recommendation for Standard 1
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
The table on page 8 of the IR indicates that the programs Music Instrumental and Music Vocal lead to
Page 13
9-12 certificates These are K-12 programs
Standard 2 Assessment System and Unit EvaluationThe unit has an assessment system that collects and analyzes data on applicant qualifications candidate and graduate performance and unit operations to evaluate and improve the performance of candidates the unit and its programs
Information reported in the Institutional Report for Standard 2 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
2a Assessment System
Assessment System ndash Initial Teacher Preparation Acceptable
Assessment System ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
For initial programs the unit has an assessment system in place with clear transition points data are collected consistently and used to improve programs The associate deanNCATE coordinator oversees and collects the data in her office The data are then analyzed and summarized by the associate dean and the Teacher Education Assessment Committee (TEAC) In addition the data are shared with the TEC and the PEF
The unit recently identified an assessment coordinator whose task is to coordinate the move from unit-wide portfolio review in the initial programs to the use of a teacher work sample The unit also developed several task forces that looked at each initial level assessment instrument and led a revision of the instrument According to public school partners they participated on these task forces The instruments include PRAXIS II which is used at the transition point prior to clinical practice a dispositions assessment instrument (keyed to the conceptual framework) that is used prior to and upon exit from clinical practice the Instructional UnitLesson Plan and Assessment instrument used during clinical practice and the TEAC Follow-up Survey that is given within two years of program completion to both graduates and their employers The unit uses data from these assessments to improve their programs at the initial level
Steps have been taken by the unit to ensure fairness accuracy consistency and freedom from bias in the assessments used at the initial level For example instruments have been developed and refined based on feedback from candidates and university faculty Rubrics for the Instructional UnitLesson Plan and Assessment instrument have been reviewed and include clear criteria Rubric scoring personnel go through a training each fall on the assessment instruments and clear instructions have been developed for each of the instruments
Page 14
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsEach advanced program has its own set of assessments with the exception of the TEAC Follow-up Survey Most advanced programs have clear assessments data collected through implementation of the assessments and indications that data were used to improve programs Each program coordinator is responsible for compiling program data as there is no centralized advanced data collection
The MSE and EdS in Curriculum and Instruction (CampI) and the MA TESL programs do not have clearly identified instruments data collected through use of those instruments (except TEAC Survey) and clearly identified dispositions and disposition data The MS Career and Technical Education Leadership (CTEL) and the EdS Technology and Occupational Education (TOE) programs have test data but do not have identified candidate dispositions and disposition data
For the advanced programs that prepare other school personnel the variety of assessment instruments include state licensure tests portfolios theses oral and comprehensive exams performance evaluations and case studies
Each advanced program has indicated transition points including entrance and exit criteria as specified in Table 6 on pages 66-69 of the IR The MA TESL transition points were provided upon request during the visit Data are used to determine entrance into all advanced programs These include GPA and Graduate Record Examination scores depending on the program Assessment data are provided and used in exit review for advanced programs with the exception of the MA TESL and the MSE and EdS CampI programs Minimal data are available for the MS CTEL and EdS TOE programs In all programs candidates who do not meet expectations are given opportunities to meet the program criteria If they do not they are counseled to choose another option outside of professional educator preparation
MSE and EdS CampI programs use portfolios to assess candidates However portfolio data are not available and the rubric for the portfolio does not seem to ensure fairness accuracy consistency and freedom of bias For the MA TESL program there is an observation protocol instrument however no data have been compiled The MA TESL program also indicates use of portfolio assessment but no rubric and data exist The MS CTEL and EdS TOE programs have state test data however no other data or rubrics are available
Most advanced programs try to ensure that their assessment procedures are fair accurate consistent and free of bias Some have addressed this through the use of standardized state or national assessments The School Library Media program reviews key assessment instruments with its advisory council Other advanced programs use a team approach to evaluate key assessments
Each program uses at least one assessment instrument to make program improvements The TEAC Survey provides feedback to the unit and programs for improvement
2b Data Collection Analysis and Evaluation
Data Collection Analysis and Evaluation ndash Initial Teacher Preparation Acceptable
Data Collection Analysis and Evaluation ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 15
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system The content of assessments and the methods of data collection for courses offered on the main campus at off-campus sites and via distance learning are one and the same
At the initial level most data collection is centralized for the unit including Student Teaching Evaluation Teacher Candidate Dispositions Instructional UnitLesson Plan and Assessment and TEAC Follow-up Survey Student teaching evaluation data are collected four times during the student teaching experience via the Student Teaching Evaluation form The forms are collected by the Office of Clinical Services and scanned for archival purposes The data on the forms are hand-entered by a COE clerical staff member into an Excel database The associate dean summarizes the data and presents them in charts
The TEAC Follow-up Survey is currently a paper survey The data are hand-entered by a COE clerical staff member into an Excel database and summarized by the TEAC chair Both the student teaching and TEAC data are summarized on a semester basis and analyzed on a yearly basis The data from the TEAC Survey are provided in a report with charts and graphs and program-by-program raw numbers The TEAC Survey will become an online instrument beginning spring 2009
Teacher Candidate Dispositions data are collected prior to entry into student teaching and on exit Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester The dispositions data are provided in charts as well
The Instructional UnitLesson Plan and Assessment data are collected during student teaching Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester C-Base and PRAXIS II results are summarized annually and provided to the program coordinators
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of unit data The other part is due to the formation of new departments which realigned program faculty
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School Professionals
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system Individual departments use Excel or maintain assessment records in paper format The content of assessments and the methods of data collection for courses and programs offered on the main campus at off-campus sites and via distance learning are one and the same
All advanced programs use the TEAC Follow-up Survey of graduates and employers Advanced programs collect the data every two or three years Currently the TEAC Survey is a paper-based instrument but the unit will launch an online version this spring Other than the TEAC Survey there is
Page 16
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
education candidates The dispositions are linked to MoSTEP indicators and INTASC standards There is a Teacher Candidate Dispositions form that includes an extensive rubric for assessing each disposition on a scale from Not Observed to Exceeds Expectations Candidates may use this instrument to self-assess during EDCI 2100 Dispositions are assessed a minimum of two times during the program once prior to approval for entry into the professional education semester (one semester before student teaching) and again at the conclusion of the student teaching experience The disposition assessment instrument is a tool for counseling candidates who are having difficulty in the program It can be used to develop an individualized remediation program
During interviews district supervisors often described student teacher behaviors that indicate the candidates are functioning at the Exceeds Expectations level on various dispositions On follow-up TEAC Surveys employers of first and second year teachers rank the teachers at 40 on a 5-point scale on measures that are tied to the above dispositions
Summary of Findings for Advanced Teacher PreparationThe advanced program in Special Education has identified dispositions that are program-specific and aligned with MoSTEP indicators CEC standards and NBPTS Proposition 3 These dispositions are embedded in coursework and are assessed during the internship experience Assessment data are available in the DESE program report
The advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education have not identified dispositions for their candidates and built them into the assessment system
Summary of Findings for the Preparation of Other School ProfessionalsPrograms that prepare other school professionals have identified dispositions that are program-specific and aligned with MoSTEP indicators and their respective SPAs or professional organizations These dispositions are embedded in coursework throughout the various programs Assessment data for dispositions are available in the individual program reports
Overall Assessment of Standard
Candidates in all initial level programs demonstrate strong content knowledge They systematically develop pedagogical and content-specific pedagogical skills over five semesters Through research about best practices and action research projects pedagogical content knowledge is explored and expanded in the advanced programs for teachers Through coursework that is closely aligned to the conceptual framework MoSTEP indicators INTASC standards and the standards of other professional organizations candidates develop or expand their level of professional and pedagogical knowledge and skills Aggregated data for the advanced teacher education programs with the exception of the MSE and EdS in Curriculum and Instruction indicate that candidates have the necessary content knowledge as well as professional and pedagogical skills to be effective teachers Supervisors of candidates and employers of graduates at all levels have high regard for the ability of UCM teachers to assess learning and develop successful teaching strategies to allow all students to learn Programs that prepare other school personnel produce candidates who have strong content knowledge and skills needed to effect change in schools and learning in students Dispositions are clearly articulated at the initial level and for most of the advanced programs with the exception of the MSE and EdS in Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs Where dispositions are articulated they are assessed and help form the characteristics of a UCM graduate
Page 12
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
The SpeechTheater programs methods course does not reflect the elements of the units conceptual framework or the MoSTEP standards
In December 2004 a representative of DESE conducted a focused visit His report indicates that the SpeechTheater program is in compliance with state standards As part of this visit the DESE team reviewed the program again Team members find that the SpeechTheater program meets state standards
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
1a Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs are not available
The unit has not collected content knowledge data in these programs
1g No evidence is available that candidates in the advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education can demonstrate appropriate dispositions
The unit has not identified and assessed dispositions in these programs
Recommendation for Standard 1
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
The table on page 8 of the IR indicates that the programs Music Instrumental and Music Vocal lead to
Page 13
9-12 certificates These are K-12 programs
Standard 2 Assessment System and Unit EvaluationThe unit has an assessment system that collects and analyzes data on applicant qualifications candidate and graduate performance and unit operations to evaluate and improve the performance of candidates the unit and its programs
Information reported in the Institutional Report for Standard 2 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
2a Assessment System
Assessment System ndash Initial Teacher Preparation Acceptable
Assessment System ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
For initial programs the unit has an assessment system in place with clear transition points data are collected consistently and used to improve programs The associate deanNCATE coordinator oversees and collects the data in her office The data are then analyzed and summarized by the associate dean and the Teacher Education Assessment Committee (TEAC) In addition the data are shared with the TEC and the PEF
The unit recently identified an assessment coordinator whose task is to coordinate the move from unit-wide portfolio review in the initial programs to the use of a teacher work sample The unit also developed several task forces that looked at each initial level assessment instrument and led a revision of the instrument According to public school partners they participated on these task forces The instruments include PRAXIS II which is used at the transition point prior to clinical practice a dispositions assessment instrument (keyed to the conceptual framework) that is used prior to and upon exit from clinical practice the Instructional UnitLesson Plan and Assessment instrument used during clinical practice and the TEAC Follow-up Survey that is given within two years of program completion to both graduates and their employers The unit uses data from these assessments to improve their programs at the initial level
Steps have been taken by the unit to ensure fairness accuracy consistency and freedom from bias in the assessments used at the initial level For example instruments have been developed and refined based on feedback from candidates and university faculty Rubrics for the Instructional UnitLesson Plan and Assessment instrument have been reviewed and include clear criteria Rubric scoring personnel go through a training each fall on the assessment instruments and clear instructions have been developed for each of the instruments
Page 14
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsEach advanced program has its own set of assessments with the exception of the TEAC Follow-up Survey Most advanced programs have clear assessments data collected through implementation of the assessments and indications that data were used to improve programs Each program coordinator is responsible for compiling program data as there is no centralized advanced data collection
The MSE and EdS in Curriculum and Instruction (CampI) and the MA TESL programs do not have clearly identified instruments data collected through use of those instruments (except TEAC Survey) and clearly identified dispositions and disposition data The MS Career and Technical Education Leadership (CTEL) and the EdS Technology and Occupational Education (TOE) programs have test data but do not have identified candidate dispositions and disposition data
For the advanced programs that prepare other school personnel the variety of assessment instruments include state licensure tests portfolios theses oral and comprehensive exams performance evaluations and case studies
Each advanced program has indicated transition points including entrance and exit criteria as specified in Table 6 on pages 66-69 of the IR The MA TESL transition points were provided upon request during the visit Data are used to determine entrance into all advanced programs These include GPA and Graduate Record Examination scores depending on the program Assessment data are provided and used in exit review for advanced programs with the exception of the MA TESL and the MSE and EdS CampI programs Minimal data are available for the MS CTEL and EdS TOE programs In all programs candidates who do not meet expectations are given opportunities to meet the program criteria If they do not they are counseled to choose another option outside of professional educator preparation
MSE and EdS CampI programs use portfolios to assess candidates However portfolio data are not available and the rubric for the portfolio does not seem to ensure fairness accuracy consistency and freedom of bias For the MA TESL program there is an observation protocol instrument however no data have been compiled The MA TESL program also indicates use of portfolio assessment but no rubric and data exist The MS CTEL and EdS TOE programs have state test data however no other data or rubrics are available
Most advanced programs try to ensure that their assessment procedures are fair accurate consistent and free of bias Some have addressed this through the use of standardized state or national assessments The School Library Media program reviews key assessment instruments with its advisory council Other advanced programs use a team approach to evaluate key assessments
Each program uses at least one assessment instrument to make program improvements The TEAC Survey provides feedback to the unit and programs for improvement
2b Data Collection Analysis and Evaluation
Data Collection Analysis and Evaluation ndash Initial Teacher Preparation Acceptable
Data Collection Analysis and Evaluation ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 15
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system The content of assessments and the methods of data collection for courses offered on the main campus at off-campus sites and via distance learning are one and the same
At the initial level most data collection is centralized for the unit including Student Teaching Evaluation Teacher Candidate Dispositions Instructional UnitLesson Plan and Assessment and TEAC Follow-up Survey Student teaching evaluation data are collected four times during the student teaching experience via the Student Teaching Evaluation form The forms are collected by the Office of Clinical Services and scanned for archival purposes The data on the forms are hand-entered by a COE clerical staff member into an Excel database The associate dean summarizes the data and presents them in charts
The TEAC Follow-up Survey is currently a paper survey The data are hand-entered by a COE clerical staff member into an Excel database and summarized by the TEAC chair Both the student teaching and TEAC data are summarized on a semester basis and analyzed on a yearly basis The data from the TEAC Survey are provided in a report with charts and graphs and program-by-program raw numbers The TEAC Survey will become an online instrument beginning spring 2009
Teacher Candidate Dispositions data are collected prior to entry into student teaching and on exit Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester The dispositions data are provided in charts as well
The Instructional UnitLesson Plan and Assessment data are collected during student teaching Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester C-Base and PRAXIS II results are summarized annually and provided to the program coordinators
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of unit data The other part is due to the formation of new departments which realigned program faculty
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School Professionals
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system Individual departments use Excel or maintain assessment records in paper format The content of assessments and the methods of data collection for courses and programs offered on the main campus at off-campus sites and via distance learning are one and the same
All advanced programs use the TEAC Follow-up Survey of graduates and employers Advanced programs collect the data every two or three years Currently the TEAC Survey is a paper-based instrument but the unit will launch an online version this spring Other than the TEAC Survey there is
Page 16
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
The SpeechTheater programs methods course does not reflect the elements of the units conceptual framework or the MoSTEP standards
In December 2004 a representative of DESE conducted a focused visit His report indicates that the SpeechTheater program is in compliance with state standards As part of this visit the DESE team reviewed the program again Team members find that the SpeechTheater program meets state standards
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
1a Sufficient data to demonstrate candidates content knowledge in the MSE and EdS Curriculum and Instruction programs are not available
The unit has not collected content knowledge data in these programs
1g No evidence is available that candidates in the advanced teacher education programs in Curriculum and Instruction TESL Career and Technical Education Leadership and Technology and Occupational Education can demonstrate appropriate dispositions
The unit has not identified and assessed dispositions in these programs
Recommendation for Standard 1
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
The table on page 8 of the IR indicates that the programs Music Instrumental and Music Vocal lead to
Page 13
9-12 certificates These are K-12 programs
Standard 2 Assessment System and Unit EvaluationThe unit has an assessment system that collects and analyzes data on applicant qualifications candidate and graduate performance and unit operations to evaluate and improve the performance of candidates the unit and its programs
Information reported in the Institutional Report for Standard 2 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
2a Assessment System
Assessment System ndash Initial Teacher Preparation Acceptable
Assessment System ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
For initial programs the unit has an assessment system in place with clear transition points data are collected consistently and used to improve programs The associate deanNCATE coordinator oversees and collects the data in her office The data are then analyzed and summarized by the associate dean and the Teacher Education Assessment Committee (TEAC) In addition the data are shared with the TEC and the PEF
The unit recently identified an assessment coordinator whose task is to coordinate the move from unit-wide portfolio review in the initial programs to the use of a teacher work sample The unit also developed several task forces that looked at each initial level assessment instrument and led a revision of the instrument According to public school partners they participated on these task forces The instruments include PRAXIS II which is used at the transition point prior to clinical practice a dispositions assessment instrument (keyed to the conceptual framework) that is used prior to and upon exit from clinical practice the Instructional UnitLesson Plan and Assessment instrument used during clinical practice and the TEAC Follow-up Survey that is given within two years of program completion to both graduates and their employers The unit uses data from these assessments to improve their programs at the initial level
Steps have been taken by the unit to ensure fairness accuracy consistency and freedom from bias in the assessments used at the initial level For example instruments have been developed and refined based on feedback from candidates and university faculty Rubrics for the Instructional UnitLesson Plan and Assessment instrument have been reviewed and include clear criteria Rubric scoring personnel go through a training each fall on the assessment instruments and clear instructions have been developed for each of the instruments
Page 14
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsEach advanced program has its own set of assessments with the exception of the TEAC Follow-up Survey Most advanced programs have clear assessments data collected through implementation of the assessments and indications that data were used to improve programs Each program coordinator is responsible for compiling program data as there is no centralized advanced data collection
The MSE and EdS in Curriculum and Instruction (CampI) and the MA TESL programs do not have clearly identified instruments data collected through use of those instruments (except TEAC Survey) and clearly identified dispositions and disposition data The MS Career and Technical Education Leadership (CTEL) and the EdS Technology and Occupational Education (TOE) programs have test data but do not have identified candidate dispositions and disposition data
For the advanced programs that prepare other school personnel the variety of assessment instruments include state licensure tests portfolios theses oral and comprehensive exams performance evaluations and case studies
Each advanced program has indicated transition points including entrance and exit criteria as specified in Table 6 on pages 66-69 of the IR The MA TESL transition points were provided upon request during the visit Data are used to determine entrance into all advanced programs These include GPA and Graduate Record Examination scores depending on the program Assessment data are provided and used in exit review for advanced programs with the exception of the MA TESL and the MSE and EdS CampI programs Minimal data are available for the MS CTEL and EdS TOE programs In all programs candidates who do not meet expectations are given opportunities to meet the program criteria If they do not they are counseled to choose another option outside of professional educator preparation
MSE and EdS CampI programs use portfolios to assess candidates However portfolio data are not available and the rubric for the portfolio does not seem to ensure fairness accuracy consistency and freedom of bias For the MA TESL program there is an observation protocol instrument however no data have been compiled The MA TESL program also indicates use of portfolio assessment but no rubric and data exist The MS CTEL and EdS TOE programs have state test data however no other data or rubrics are available
Most advanced programs try to ensure that their assessment procedures are fair accurate consistent and free of bias Some have addressed this through the use of standardized state or national assessments The School Library Media program reviews key assessment instruments with its advisory council Other advanced programs use a team approach to evaluate key assessments
Each program uses at least one assessment instrument to make program improvements The TEAC Survey provides feedback to the unit and programs for improvement
2b Data Collection Analysis and Evaluation
Data Collection Analysis and Evaluation ndash Initial Teacher Preparation Acceptable
Data Collection Analysis and Evaluation ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 15
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system The content of assessments and the methods of data collection for courses offered on the main campus at off-campus sites and via distance learning are one and the same
At the initial level most data collection is centralized for the unit including Student Teaching Evaluation Teacher Candidate Dispositions Instructional UnitLesson Plan and Assessment and TEAC Follow-up Survey Student teaching evaluation data are collected four times during the student teaching experience via the Student Teaching Evaluation form The forms are collected by the Office of Clinical Services and scanned for archival purposes The data on the forms are hand-entered by a COE clerical staff member into an Excel database The associate dean summarizes the data and presents them in charts
The TEAC Follow-up Survey is currently a paper survey The data are hand-entered by a COE clerical staff member into an Excel database and summarized by the TEAC chair Both the student teaching and TEAC data are summarized on a semester basis and analyzed on a yearly basis The data from the TEAC Survey are provided in a report with charts and graphs and program-by-program raw numbers The TEAC Survey will become an online instrument beginning spring 2009
Teacher Candidate Dispositions data are collected prior to entry into student teaching and on exit Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester The dispositions data are provided in charts as well
The Instructional UnitLesson Plan and Assessment data are collected during student teaching Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester C-Base and PRAXIS II results are summarized annually and provided to the program coordinators
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of unit data The other part is due to the formation of new departments which realigned program faculty
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School Professionals
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system Individual departments use Excel or maintain assessment records in paper format The content of assessments and the methods of data collection for courses and programs offered on the main campus at off-campus sites and via distance learning are one and the same
All advanced programs use the TEAC Follow-up Survey of graduates and employers Advanced programs collect the data every two or three years Currently the TEAC Survey is a paper-based instrument but the unit will launch an online version this spring Other than the TEAC Survey there is
Page 16
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
9-12 certificates These are K-12 programs
Standard 2 Assessment System and Unit EvaluationThe unit has an assessment system that collects and analyzes data on applicant qualifications candidate and graduate performance and unit operations to evaluate and improve the performance of candidates the unit and its programs
Information reported in the Institutional Report for Standard 2 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
2a Assessment System
Assessment System ndash Initial Teacher Preparation Acceptable
Assessment System ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
For initial programs the unit has an assessment system in place with clear transition points data are collected consistently and used to improve programs The associate deanNCATE coordinator oversees and collects the data in her office The data are then analyzed and summarized by the associate dean and the Teacher Education Assessment Committee (TEAC) In addition the data are shared with the TEC and the PEF
The unit recently identified an assessment coordinator whose task is to coordinate the move from unit-wide portfolio review in the initial programs to the use of a teacher work sample The unit also developed several task forces that looked at each initial level assessment instrument and led a revision of the instrument According to public school partners they participated on these task forces The instruments include PRAXIS II which is used at the transition point prior to clinical practice a dispositions assessment instrument (keyed to the conceptual framework) that is used prior to and upon exit from clinical practice the Instructional UnitLesson Plan and Assessment instrument used during clinical practice and the TEAC Follow-up Survey that is given within two years of program completion to both graduates and their employers The unit uses data from these assessments to improve their programs at the initial level
Steps have been taken by the unit to ensure fairness accuracy consistency and freedom from bias in the assessments used at the initial level For example instruments have been developed and refined based on feedback from candidates and university faculty Rubrics for the Instructional UnitLesson Plan and Assessment instrument have been reviewed and include clear criteria Rubric scoring personnel go through a training each fall on the assessment instruments and clear instructions have been developed for each of the instruments
Page 14
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsEach advanced program has its own set of assessments with the exception of the TEAC Follow-up Survey Most advanced programs have clear assessments data collected through implementation of the assessments and indications that data were used to improve programs Each program coordinator is responsible for compiling program data as there is no centralized advanced data collection
The MSE and EdS in Curriculum and Instruction (CampI) and the MA TESL programs do not have clearly identified instruments data collected through use of those instruments (except TEAC Survey) and clearly identified dispositions and disposition data The MS Career and Technical Education Leadership (CTEL) and the EdS Technology and Occupational Education (TOE) programs have test data but do not have identified candidate dispositions and disposition data
For the advanced programs that prepare other school personnel the variety of assessment instruments include state licensure tests portfolios theses oral and comprehensive exams performance evaluations and case studies
Each advanced program has indicated transition points including entrance and exit criteria as specified in Table 6 on pages 66-69 of the IR The MA TESL transition points were provided upon request during the visit Data are used to determine entrance into all advanced programs These include GPA and Graduate Record Examination scores depending on the program Assessment data are provided and used in exit review for advanced programs with the exception of the MA TESL and the MSE and EdS CampI programs Minimal data are available for the MS CTEL and EdS TOE programs In all programs candidates who do not meet expectations are given opportunities to meet the program criteria If they do not they are counseled to choose another option outside of professional educator preparation
MSE and EdS CampI programs use portfolios to assess candidates However portfolio data are not available and the rubric for the portfolio does not seem to ensure fairness accuracy consistency and freedom of bias For the MA TESL program there is an observation protocol instrument however no data have been compiled The MA TESL program also indicates use of portfolio assessment but no rubric and data exist The MS CTEL and EdS TOE programs have state test data however no other data or rubrics are available
Most advanced programs try to ensure that their assessment procedures are fair accurate consistent and free of bias Some have addressed this through the use of standardized state or national assessments The School Library Media program reviews key assessment instruments with its advisory council Other advanced programs use a team approach to evaluate key assessments
Each program uses at least one assessment instrument to make program improvements The TEAC Survey provides feedback to the unit and programs for improvement
2b Data Collection Analysis and Evaluation
Data Collection Analysis and Evaluation ndash Initial Teacher Preparation Acceptable
Data Collection Analysis and Evaluation ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 15
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system The content of assessments and the methods of data collection for courses offered on the main campus at off-campus sites and via distance learning are one and the same
At the initial level most data collection is centralized for the unit including Student Teaching Evaluation Teacher Candidate Dispositions Instructional UnitLesson Plan and Assessment and TEAC Follow-up Survey Student teaching evaluation data are collected four times during the student teaching experience via the Student Teaching Evaluation form The forms are collected by the Office of Clinical Services and scanned for archival purposes The data on the forms are hand-entered by a COE clerical staff member into an Excel database The associate dean summarizes the data and presents them in charts
The TEAC Follow-up Survey is currently a paper survey The data are hand-entered by a COE clerical staff member into an Excel database and summarized by the TEAC chair Both the student teaching and TEAC data are summarized on a semester basis and analyzed on a yearly basis The data from the TEAC Survey are provided in a report with charts and graphs and program-by-program raw numbers The TEAC Survey will become an online instrument beginning spring 2009
Teacher Candidate Dispositions data are collected prior to entry into student teaching and on exit Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester The dispositions data are provided in charts as well
The Instructional UnitLesson Plan and Assessment data are collected during student teaching Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester C-Base and PRAXIS II results are summarized annually and provided to the program coordinators
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of unit data The other part is due to the formation of new departments which realigned program faculty
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School Professionals
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system Individual departments use Excel or maintain assessment records in paper format The content of assessments and the methods of data collection for courses and programs offered on the main campus at off-campus sites and via distance learning are one and the same
All advanced programs use the TEAC Follow-up Survey of graduates and employers Advanced programs collect the data every two or three years Currently the TEAC Survey is a paper-based instrument but the unit will launch an online version this spring Other than the TEAC Survey there is
Page 16
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsEach advanced program has its own set of assessments with the exception of the TEAC Follow-up Survey Most advanced programs have clear assessments data collected through implementation of the assessments and indications that data were used to improve programs Each program coordinator is responsible for compiling program data as there is no centralized advanced data collection
The MSE and EdS in Curriculum and Instruction (CampI) and the MA TESL programs do not have clearly identified instruments data collected through use of those instruments (except TEAC Survey) and clearly identified dispositions and disposition data The MS Career and Technical Education Leadership (CTEL) and the EdS Technology and Occupational Education (TOE) programs have test data but do not have identified candidate dispositions and disposition data
For the advanced programs that prepare other school personnel the variety of assessment instruments include state licensure tests portfolios theses oral and comprehensive exams performance evaluations and case studies
Each advanced program has indicated transition points including entrance and exit criteria as specified in Table 6 on pages 66-69 of the IR The MA TESL transition points were provided upon request during the visit Data are used to determine entrance into all advanced programs These include GPA and Graduate Record Examination scores depending on the program Assessment data are provided and used in exit review for advanced programs with the exception of the MA TESL and the MSE and EdS CampI programs Minimal data are available for the MS CTEL and EdS TOE programs In all programs candidates who do not meet expectations are given opportunities to meet the program criteria If they do not they are counseled to choose another option outside of professional educator preparation
MSE and EdS CampI programs use portfolios to assess candidates However portfolio data are not available and the rubric for the portfolio does not seem to ensure fairness accuracy consistency and freedom of bias For the MA TESL program there is an observation protocol instrument however no data have been compiled The MA TESL program also indicates use of portfolio assessment but no rubric and data exist The MS CTEL and EdS TOE programs have state test data however no other data or rubrics are available
Most advanced programs try to ensure that their assessment procedures are fair accurate consistent and free of bias Some have addressed this through the use of standardized state or national assessments The School Library Media program reviews key assessment instruments with its advisory council Other advanced programs use a team approach to evaluate key assessments
Each program uses at least one assessment instrument to make program improvements The TEAC Survey provides feedback to the unit and programs for improvement
2b Data Collection Analysis and Evaluation
Data Collection Analysis and Evaluation ndash Initial Teacher Preparation Acceptable
Data Collection Analysis and Evaluation ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 15
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system The content of assessments and the methods of data collection for courses offered on the main campus at off-campus sites and via distance learning are one and the same
At the initial level most data collection is centralized for the unit including Student Teaching Evaluation Teacher Candidate Dispositions Instructional UnitLesson Plan and Assessment and TEAC Follow-up Survey Student teaching evaluation data are collected four times during the student teaching experience via the Student Teaching Evaluation form The forms are collected by the Office of Clinical Services and scanned for archival purposes The data on the forms are hand-entered by a COE clerical staff member into an Excel database The associate dean summarizes the data and presents them in charts
The TEAC Follow-up Survey is currently a paper survey The data are hand-entered by a COE clerical staff member into an Excel database and summarized by the TEAC chair Both the student teaching and TEAC data are summarized on a semester basis and analyzed on a yearly basis The data from the TEAC Survey are provided in a report with charts and graphs and program-by-program raw numbers The TEAC Survey will become an online instrument beginning spring 2009
Teacher Candidate Dispositions data are collected prior to entry into student teaching and on exit Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester The dispositions data are provided in charts as well
The Instructional UnitLesson Plan and Assessment data are collected during student teaching Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester C-Base and PRAXIS II results are summarized annually and provided to the program coordinators
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of unit data The other part is due to the formation of new departments which realigned program faculty
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School Professionals
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system Individual departments use Excel or maintain assessment records in paper format The content of assessments and the methods of data collection for courses and programs offered on the main campus at off-campus sites and via distance learning are one and the same
All advanced programs use the TEAC Follow-up Survey of graduates and employers Advanced programs collect the data every two or three years Currently the TEAC Survey is a paper-based instrument but the unit will launch an online version this spring Other than the TEAC Survey there is
Page 16
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system The content of assessments and the methods of data collection for courses offered on the main campus at off-campus sites and via distance learning are one and the same
At the initial level most data collection is centralized for the unit including Student Teaching Evaluation Teacher Candidate Dispositions Instructional UnitLesson Plan and Assessment and TEAC Follow-up Survey Student teaching evaluation data are collected four times during the student teaching experience via the Student Teaching Evaluation form The forms are collected by the Office of Clinical Services and scanned for archival purposes The data on the forms are hand-entered by a COE clerical staff member into an Excel database The associate dean summarizes the data and presents them in charts
The TEAC Follow-up Survey is currently a paper survey The data are hand-entered by a COE clerical staff member into an Excel database and summarized by the TEAC chair Both the student teaching and TEAC data are summarized on a semester basis and analyzed on a yearly basis The data from the TEAC Survey are provided in a report with charts and graphs and program-by-program raw numbers The TEAC Survey will become an online instrument beginning spring 2009
Teacher Candidate Dispositions data are collected prior to entry into student teaching and on exit Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester The dispositions data are provided in charts as well
The Instructional UnitLesson Plan and Assessment data are collected during student teaching Data are hand-entered by a COE clerical staff member into an Excel database and summarized by the associate dean each semester C-Base and PRAXIS II results are summarized annually and provided to the program coordinators
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of unit data The other part is due to the formation of new departments which realigned program faculty
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School Professionals
The unit uses an administrative database (Banner) to collect administrative data such as GPA and course grade information Excel is used in conjunction with Banner to maintain the unit assessment system Individual departments use Excel or maintain assessment records in paper format The content of assessments and the methods of data collection for courses and programs offered on the main campus at off-campus sites and via distance learning are one and the same
All advanced programs use the TEAC Follow-up Survey of graduates and employers Advanced programs collect the data every two or three years Currently the TEAC Survey is a paper-based instrument but the unit will launch an online version this spring Other than the TEAC Survey there is
Page 16
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
no consistent centralized method for data collection However most of the advanced programs do collect their own data in a systematic method and review the data at periodic points for program improvement Data are collected at each transition point in these progams Other than TEAC findings no assessment data are available for the MSE and EdS Curriculum and Instruction and the MA TESL programs
For most advanced programs course instructors or program coordinators collect individual program assessment data The program coordinators either hand-enter the data into an Excel database or maintain paper records They have the responsibility of annually summarizing and analyzing their individual program data For the TEAC Survey the TEAC chair has the responsibility of summarizing the data The associate dean TEC TEAC and program faculty review the summarized data
Prior to 2006 the unit has no records of formal candidate complaints and their resolutions Since his appointment in 2006 the current dean has kept a folder in his office for each of the complaints that made it to his level of review and their respective resolutions
With the recent reorganization of the COE many programs have been undergoing program review and are in some stage of revision Part of this is due to beginning systematic review of program data The other part is due to the formation of new departments which realigned program faculty
2c Use of Data for Program Improvement
Use of Data for Program Improvement ndash Initial Teacher Preparation Acceptable
Use of Data for Program Improvement ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Unit data at the initial level are systematically reviewed and analyzed by the NCATE coordinator TEC and program faculty A review of the assessment data indicates that candidates are performing well on PRAXIS II exams Student teaching evaluation data indicate that 95 percent of student teachers are rated at Meets Expectations or Exceeds Expectations TEAC Survey data indicate that both graduates and their employers believe they are well prepared
At the initial level candidates use the ratings on the Teacher Candidate Dispositions form the Instructional UnitLesson Plan and Assessment and the Student Teacher Evaluation for both formative and summative assessment Candidates receive feedback regularly on these assessments and meet with faculty members to discuss methods for improvement
Initial program unit data are reviewed by the TEC and the PEF each fall In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way The TEC uses these data to initiate program or unit changes There have been changes made in the last three years based on unit data One major data-driven change is moving from the Instructional UnitLesson Plan and Assessment of student learning to the use of the teacher work sample This has occurred as a result of faculty and candidate feedback suggesting that a more coordinated effort in assessing planning and student learning is needed The newly appointed unit assessment coordinator is overseeing this transition that is to go into effect in fall 2009
Page 17
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsData for most programs at the advanced level are regularly collected at the program level with the exception of the TEAC Survey Individual data in most advanced programs are made available to candidates and individual and aggregated data are made available to faculty The faculty meet with candidates at various transition points to discuss their performance Faculty use the feedback from the TEAC Survey and student evaluations to improve their program and individual performance Assessment data are provided in a systematic way and are reviewed by the associate dean TEAC TEC and PEF In interviews with district supervisors principals and superintendents it does not appear that data are shared with other stakeholders in a systematic way
There have been data-driven changes made in some advanced programs For example the Educational Leadership program added an ethics course based on program data and needs expressed by graduates and their employers
Overall Assessment of StandardThe unit assessment system for initial programs is evident Initial programs have developed assessment instruments that are tied to MoSTEP professional standards if appropriate and the conceptual framework Each initial program has clearly defined transition points that are used to determine whether candidates are able to continue in their program Data are regularly summarized each semester and analyzed yearly by the associate deanNCATE coordinator TEAC TEC and PEF Program data are given to each program coordinator for review with faculty for program improvement The unit has taken steps to review and revise initial level instruments in a systematic way
The unit assessment system for advanced programs is not as clearly defined All of the advanced programs have identified transition points and all use the TEAC Follow-up Survey instrument All programs have identified their own specific assessment instruments collected data using those instruments and made connections to the conceptual framework with the exception of the MA TESL program and the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 programs In addition the MA TESL the MSE and EdS Curriculum and Instruction in Elementary Secondary and K-12 the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs do not clearly define and assess candidate dispositions
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number ampText AFI Rationale
AFIs from last visit Continued
Page 18
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
2b Sufficient data on knowledge skills andor dispositions have not been systematically collected compiled aggregated summarized and analyzed for the following advanced programs MSE and EdS Curriculum and Instruction in Elementary Secondary or K-12 MA Teaching English as a Second Language MS Career and Technical Education Leadership and EdS Technology and Occupational Education
Sufficient data were not available for review in the program documents or when requested
Recommendation for Standard 2
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 3 Field Experiences and Clinical PracticeThe unit and its school partners design implement and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge skills and professional dispositions necessary to help all students learn
Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
3a Collaboration between Unit and School Partners
Collaboration between Unit and School Partners ndash Initial Teacher Preparation Acceptable
Collaboration between Unit and School Partners ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Page 19
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
The unit partners with over 120 school districts throughout the state of Missouri and adjoining Kansas counties to prepare future educators UCM has developed Professional Development Schools (PDS) in several different school districts Additionally the university sponsors nine Kansas City Area Charter Schools Formerly the Teacher Education Council included P-12 representation Currently these personnel serve on the College of Education Advisory Committee Public school partners have also served on various program advisory boards within the College of Education as well as search committees Furthermore they have participated on task forces charged with revising the unit assessment system Minutes from meetings as well as interviews confirm that UCM faculty and P-12 partners meet formally and informally to discuss the status of field and clinical experiences and to suggest any changes andor improvements deemed necessary One such suggestion resulted in adding two more weeks to the clinical practice requirement of student teachers in the Art Education program
Student teaching candidates are allowed to request preferred districts or schools for their placements They often request districts near their residence or where they plan to seek employment They are not allowed to be placed in their home school districts
To obtain Missouri certification all initial teacher candidates are required to complete field experiences in a variety of settings with a culminating clinical experience in a state accredited or approved school setting
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsCandidates in advanced programs participate in practicum and clinical experiences designed and coordinated by each graduate program area This is done in collaboration with schools and agencies
Most candidates in advanced programs are practicing professionals employed full-time by school districts and therefore are attending UCM as part-time candidates The UCM graduate faculty work closely with mentors in the school districts to plan and coordinate clinical experiences and capstone activities for advanced candidates
3b Design Implementation and Evaluation of Field Experiences and Clinical Practice
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashInitial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Field Experiences and Clinical Practice ndashAdvanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Initial and advanced field experiences are designed to be sequential in the level of difficulty and responsibility Each experience has clearly stated measurable objectives that are related to the overall goals and objectives of the program As student teachers candidates are monitored on a regular basis by district and university supervisors Advanced candidates in practica and internships are also provided regular monitoring and feedback Monitoring activities include observation formative and summative evaluations and regular communication through emails and telephone calls Documents and interviews confirm that field placement expectations and outcomes are reviewed periodically and modified as needed
Page 20
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
Candidates are regularly exposed to technology throughout their coursework field experiencesobservations clinical experiences and internships Candidates and faculty discuss required projects using a variety of technology These include but are not limited to PowerPoint presentations video tapings Internet research use of Smart Boards and use of document cameras During the clinical experience candidates are regularly evaluated on their utilization of various technologies
To become a district supervisor in the culminating clinical experience a P-12 teacher must meet the Missouri Department of Elementary and Secondary Education standards These include at least three years of teaching experience a masters degree and valid certification in the field being sought by the candidate A district supervisor is also required to complete an application and provide evidence of experience degree and certification
At the beginning of each semester school-based clinical faculty are asked to participate in an orientation conference with their UCM university supervisor Training instructions and needed forms and documents are located on the universityrsquos website
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the approach to designing implementing and evaluating field experiences and clinical practice is the same for initial and advanced levels one detailed response is provided in the Summary of Findings for Initial Teacher Preparation
3c Candidates Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Initial Teacher Preparation
Acceptable
Candidatesrsquo Development and Demonstration of Knowledge Skills and Professional Dispositions to Help All Students Learn ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
Candidate knowledge skills and professional dispositions are measured by performance on the unit assessment instruments completed by district and university supervisors during student teaching To successfully complete the program candidates must achieve a grade of at least a C in student teaching and satisfy all other program-specific requirements for graduation The Instructional Unit Plan and Assessment is used to demonstrate teacher candidate ability to plan effective instruction and to use formative summative and reflective assessment strategies to facilitate the achievement of predetermined learning outcomes by P-12 students
Interviews and review of documents confirm that field experiences for initial candidates are sequential The unit provides guidelines that address the stages of field experience so that the goals and outcomes are understood by all partners
The unit focuses its efforts to provide field experience and clinical practice that involve multiple and diverse opportunities Interviews substantiate that initial teacher candidates work with students from diverse populations
Page 21
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
Candidates are assessed on the conceptual framework state standards and impact on student learning multiple times through classroom experiences lesson plans and observations Informal and formal student teacher evaluations are completed by district and university supervisors
Interviews confirm that during the student teaching experience candidates develop knowledge pedagogical skills and professional dispositions District supervisors regularly provide feedback and help the candidates reflect on their experiences as they gradually assume responsibility for the total class experience Student teachers are formally observed three to five times depending on the program by their university supervisor During these visits formal written evaluations related to the conceptual framework are completed Documents and interviews verify that district supervisors complete a formal evaluation of the candidate at the completion of the student teaching experience
Near the end of the student teaching semester the candidate is required to fill out a Summative Student Teacher Self-Evaluation form that is used during the university supervisors summative observation The instrument is identical to the form filled out by the district supervisor The candidate is encouraged to discuss self-perceptions and plans for ongoing professional development with both of hisher supervisors
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsAdvanced candidates are allowed to complete their fieldwork requirements at their respective schools where they are employed Interviews and review of documents confirm that field experiences for advanced candidates are sequential Experiences in diverse settings are arranged if a candidates setting is not diverse Documentation indicates that field experiences and clinical practice are aligned with the unitrsquos conceptual framework and state standards
All of the advanced programs that submit SPA reports have documentation that candidates impact student learning During interviews candidates from several programs as well as district administrators spoke about ways in which UCM advanced candidates make an impact on student learning
Overall Assessment of StandardThe unit meets the criteria established for field experiences and clinical practice at all levels Multiple partners work together to provide meaningful experiences for candidates at both initial and advanced levels Candidates have the opportunity to apply their knowledge skills and professional dispositions in a variety of settings appropriate to the content and level of their programs They also have the opportunity to systematically examine results related to P-12 learning
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
Page 22
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 3
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 4 DiversityThe unit designs implements and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge skills and professional dispositions necessary to help all students learn Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity Experiences provided for candidates include working with diverse populations including higher education and Pndash12 school faculty candidates and students in Pndash12 schools
Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
4a Design Implementation and Evaluation of Curriculum and Experiences
Page 23
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
Design Implementation and Evaluation of Curriculum and Experiences ndash Initial Teacher Preparation
Acceptable
Design Implementation and Evaluation of Curriculum and Experiences ndash Advanced Preparation
Acceptable
Summary of Findings for Initial Teacher Preparation
The unit has identified five diversity principles for the initial programs regardless of where the programs are housed and taught These principles can be found on pages 108-109 of the IR In addition the unit has identified four dispositions that relate to diversity These are specified on pages 109-110 of the IR
Initial program candidates are required to take EDSP 2100--Education of the Exceptional Child EDCI 2100--Foundations of Education and Field Experience and EDCI 2240--Educational Psychology These three courses provide candidates with content to prepare them to adapt instruction to different learning styles connect instruction and services to studentsrsquo experiences and cultures communicate with students and families in culturally sensitive ways incorporate multiple perspectives into teaching develop a classroom climate that values diversity and demonstrate behaviors consistent with the idea of fairness and the belief that all students can learn Grades from EDSP 2100 EDCI 2100 and EDCI 2240 indicate candidates demonstrate proficiencies related to diversity including working effectively with English language learners and students with exceptionalities
A review of syllabi indicates additional applications of diversity issues are embedded throughout the initial programs Candidates generally perform well on multiple assessments that include diversity items For example during 2005-06 all but three of 365 student teachers received a Meets Expectations or Exceeds Expectations on Disposition 1 that focuses on meeting the needs of all students Data from Dispositions 5 6 and 9 indicate that candidates demonstrate proficiencies related to diversity TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of syllabi indicates that all advanced programs have courses that cover a variety of content related to diversity issues With the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS in Technology and Occupational Education programs each advanced program has identified proficiencies and dispositions related to diversity and assesses them Data are available in SPA and program reports A review of these data indicates in general that candidates are well prepared to meet the needs of special and diverse learners
All advanced programs administer the TEAC Follow-up Survey a unit assessment instrument TEAC Survey data from recent graduates and their employers however indicate a need for more preparation in cultural diversity issues
4b Experiences Working with Diverse Faculty
Page 24
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
Experiences Working with Diverse Faculty ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Faculty ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The Professional Education Faculty in all initial and advanced programs are predominately white (136 or 91275) The remaining faculty members are Asian or Pacific Islander (5 or 3356) BlackNon-Hispanic (5 or 335) Latino (2 or 134) and other (1 or 671) The UCM faculty are 889 percent white (587) The remaining institutional faculty members include American Indian or Alaskan Native (3 or 45) Asian or Pacific Islander (38 or 576) BlackNon-Hispanic (23 or 348) Latino (5 or 76) and other (4 or 61) Unit faculty members are evenly divided between male (51) and female (49) but the institutional faculty count has more male faculty members (370 or 56) than female (290 or 44)
Unit faculty members bring a wide diversity of teaching backgrounds They have teaching experience in rural settings including teaching experiences on Indian reservations and in large urban settings Many have traveled extensively and some have worked in international settings The faculty members have made a commitment to incorporate diversity into their coursework and teaching practices A listing of PEF activities relative to presentations publications and research includes topics addressing diversity
Faculty demographics in the IR are validated by the exhibits The team finds that the low minority representation in the unit and among P-12 faculty does not allow all candidates opportunities to interact with individuals whose cultures differ from their own Although the numbers of diverse faculty are low there appears to be a good faith effort made by the unit with the recent hiring of two faculty members of color
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsBecause the same faculty teach at the initial and advanced levels candidates opportunity to work with diverse faculty is the same for initial and advanced levels See the detailed response in the Summary of Findings for Initial Teacher Preparation
4c Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates ndash Initial Teacher Preparation Acceptable
Experiences Working with Diverse Candidates ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
The term ldquoWhite-bread Americardquo was used on numerous occasions by multiple interviewees to describe the lack of ethnic diversity in this rural area of Missouri It was also stated that this expression has increased their sensitivity toward diversity issues Approximately 84 percent of the general student university population is ethnically diverse Within the COE the ethnic diversity numbers are lower--55 percent for undergraduate candidates with 155 percent rated ldquootherrdquo and 52 percent for graduate
Page 25
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
candidates with 254 percent rated ldquootherrdquo
During FY 2001 significant budget reductions eliminated UCMrsquos Affirmative Action Office It is only in the past three years that UCM has reinstated a Director of Diversity Over the past two years UCM has significantly increased the number and financial amounts of diversity scholarships (ie MLK scholarships McNair scholarships Presidential scholarships and Diversity awards) and the recruitment of diverse students Efforts have included the ldquoSummer Bridge Programrdquo the St Louis bus trips and an extended MLK day celebration (most recent theme--ldquonot a day off but a day onrdquo) Early indicators project the level of freshman diversity for the fall 2009 semester to be between 10 and 12 percent
There are over 550 special needs students that utilize Access Services at UCM Testimonials indicate that UCM is recognized throughout the state for its leadership in providing services for disabled populations
With all items considered there is a good faith effort to address candidate diversity on the UCM campus
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsMuch of the initial teacher preparation information applies to the advanced programs The COE video shown to the team during the deans overview of the unit highlighted numerous graduate candidates of color enrolled in the Educational Leadership program These individuals are also members of COE advisory councils There has been a documented increase in the McNair graduate scholarships for advanced candidates of color
With all items considered there is a good faith effort to address student diversity on the UCM campus
4d Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools ndash Initial Teacher Preparation
Acceptable
Experiences Working with Diverse Students in P-12 Schools ndash Advanced Preparation Acceptable
Summary of Findings for Initial Teacher Preparation
Currently there is no formal tracking of candidate placement with regard to diversity At the initial level field experiences are arranged by candidates with professor approval of the sites The director and assistant director of the Office of Clinical Services and Certification meet with each prospective student teacher individually to discuss herhis early field experiences and use information concerning those sites to help select an appropriate student teaching assignment thereby ensuring experience with diverse populations The Office of Clinical Services and Certification is in the process of developing a formal system that will track all candidate placements This system is scheduled to begin fall 2009
A review of demographic data from P-12 school sites interviews with candidates and team observations indicate that candidates at the initial level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Coursework at the initial level
Page 26
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
requiring field experiences in diverse settings includes EDCI 2100--Foundations of Education and Field Experience EDCI 2110--World Diversity in America and EDSP 2100--Education of the Exceptional Child
Summary of Findings for Advanced Teacher Preparation andor the Preparation of Other School ProfessionalsA review of demographic data from P-12 school sites interviews with candidates and team observations indicates that candidates at the advanced level are given opportunities to work with P-12 students from a variety of diverse backgrounds including students with exceptionalities Interviews reveal that candidates in advanced programs are required to have at least one field experience in a setting different from their own school or district
Overall Assessment of StandardThe unit has identified five diversity principles for the initial programs At the advanced level with the exception of the MSE and EdS Curriculum and Instruction the MA TESL the MS Career and Technical Education Leadership and the EdS Technology and Occupational Education programs each program has identified proficiencies and dispositions related to diversity and assesses those A review of data indicates in general that candidates perform well on diversity measures at both the initial and advanced levels Follow-up survey findings however identify the need to expand candidate understanding of cultural diversity
Candidates have limited experiences working with ethnically and racially diverse faculty Faculty do have a wide variety of teaching experiences in diverse settings however It appears the unit has made a good faith effort to increase the diversity of the faculty
Candidates have limited experiences working with ethnically and racially diverse candidates The unit has made a good faith effort to increase the diversity of the candidates including scholarship opportunities and recruitment efforts in St Louis and Kansas City
Candidates at both the initial and advanced levels take coursework that includes field experiences in at least one diverse setting Currently there is no formal tracking of candidate placement with respect to diversity however a tracking system has been designed to be used beginning fall 2009
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
Page 27
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Recommendation for Standard 4
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 5 Faculty Qualifications Performance and DevelopmentFaculty are qualified and model best professional practices in scholarship service and teaching including the assessment of their own effectiveness as related to candidate performance they also collaborate with colleagues in the disciplines and schools The unit systematically evaluates faculty performance and facilitates professional development
Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews (If not provide an explanation)Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
5a Qualified Faculty
Qualified Faculty ndash Initial Teacher Preparation Acceptable
Qualified Faculty ndash Advanced Preparation Acceptable
Page 28
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
There is a total of 149 Professional Education Faculty at UCM 101 (68) have completed a terminal degree and 94 (63) comprise the tenured and tenure-track faculty (90 have terminal degrees and four are ABD) Based on a review of vitae all faculty members have expertise in their assigned areas as well as documented experiences in professional and clinical settings Faculty members in supervisory roles either hold current licenses in the fields they supervise or have been licensed in the areas previously Even though UCM and DESE do not require teacher educators to be certified 115 of the PEF (77) have public school experience as teachers administrators or other school professionals
Part-time faculty members show relevant and contemporary experience in the field to which they are assigned as well as knowledge of the content in their areas These faculty members have had experience working in schools and agencies
Based on the criteria required in the Office of Clinical Services and Student Teaching and through interviews all school faculty members serving as district supervisors have licenses in the areas they teach and have at least three years of teaching experience They are employed as full-time teachers possess subject matter proficiency and the qualities of a master teacher and demonstrate exceptional competence in teaching
5b Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Teaching ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) Faculty members have aligned course syllabi with state and professional standards Assignments and assessments used by faculty engage the candidates in the practice of reflection by thinking analytically practically and creatively Candidates are asked to review analyze integrate reflect and investigate their own ideals and philosophies This is accomplished through instructional strategies such as experimental lessons discussions journal writing portfolios collaborative problem solving and inductivedeductive learning Syllabi indicate that faculty use varied resources within their classes to adapt instruction and provide models for the candidates In interviews of candidates it was confirmed that instruction in the unit is carried out using various materials and methods of instruction and assessment It was also noted that instruction reflects solid content knowledge and that there are positive attitudes and rapport between candidates and faculty
Syllabi represent the integration of diversity and technology throughout the programs of professional study It is a goal of faculty to prepare individuals who believe everyone is worthy of the opportunity to learn and to act on the belief that diversity is to be valued Technology is incorporated into unit courses in a variety of ways online newspapers audio and video podcasts instant messaging Skype Blackboard Adobe Acrobat Connect Professional Microsoft Breeze PowerPoint and online resources to name a few Computer usage is required in courses for the writing of lesson plans interdisciplinary unit plans papers and most work submitted for evaluation
5c Modeling Best Professional Practices in Scholarship
Page 29
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
Modeling Best Professional Practices in Scholarship ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Scholarship ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The unit expects faculty to develop sound and relevant applied research including creative activities related to teaching learning and leadership in their fields of specialization Faculty engage in a broad range of scholarly activity including systematic inquiry into areas related to their teaching and learning and the education of teachers and other school personnel Faculty members have made these activities public through journals (refereed national as well as regional and state) books grants and presentations Over the past two years unit faculty have published three books 13 book chapters and 38 articles in professional journals The PEF presented 207 times at national regional and state meetings and received $12968757 in external funding through grants The publications and presentations listed by faculty include rigorous and systematic study of pedagogy the application of current research findings in new settings as well as pragmatic and applied information for all professions Many of the scholarship activities reflect faculty engagement in the improvement of schools teaching and learning Based on a review of the vitae most of the faculty members are engaged in some form of scholarship
5d Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service ndash Initial Teacher Preparation Acceptable
Modeling Best Professional Practices in Service ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
All faculty members in the unit are expected to provide meaningful service which is defined in the Faculty Guide as ldquothe provision of academic and program support at department college and university levels as well as participation in professional discipline-related organizations at state regional national and international levelsrdquo It is similarly expected that faculty be engaged in various P-12 educational activities Because the PEF represents multiple colleges interaction and collaboration are encouraged and nurtured Faculty from all colleges represented in the unit serve on various committees and work together collaboratively on curricular changes leadership sharing ideas regarding the unit and proposal writing and grant activities Faculty members from other colleges also chair PEU committees (eg the Teacher Education Council is chaired by a faculty member in English)
As part of the process of improving learning faculty members are engaged in partnerships with schools and agencies which go beyond traditional workshops thereby assuring contemporary professional experience Examples included in the exhibits are Professional Development School collaborative project UCM-sponsored charter schools and consultation training and oversight activities for charter faculty and board members as well as supervisors for student field experiences and other leadership capacities
Faculty are engaged in a wide range of service activities that include assuming the role of editor reviewer for a professional journal andor officer or board member of a professional association Also faculty hold membership on a full range of department college and university committees Based on a
Page 30
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
review of vitae all faculty members are engaged in some form of service
5e Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance ndash Initial Teacher Preparation
Acceptable
Unit Evaluation of Professional Education Faculty Performance ndash Advanced Preparation
Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) All faculty members in the unit full- and part-time are evaluated by the candidates in each course they teach All tenured faculty members are required to be evaluated every fall and all non-tenured faculty are evaluated each semester Tenured faculty members may choose to be evaluated every semester as well The departments in the COE have decided that all faculty members will be evaluated each semester starting in the fall semester of 2009 Per Missouri law students registering for a class are entitled to see the results of the faculty memberrsquos student evaluations from the previous semester No student evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
During the annual review the administrator and the faculty member collaborate on determining the goals and potential areas for improvement in teaching scholarship and service Faculty members reflect upon their self-established teaching goals each year A key document for review is the evaluation of instruction which is submitted to the department chair as part of the appraisal process All faculty members submit the documentation annually and are formally evaluated on a yearly basis No chair person evaluations were made available to team members due to the privacy of faculty records However the associate dean provided the portfolio she submitted for her promotion review
5f Unit Facilitation of Professional Development
Unit Facilitation of Professional Development ndash Initial Teacher Preparation Acceptable
Unit Facilitation of Professional Development ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Professional development is directly connected to the evaluation of faculty Faculty members develop expectations and goals each year which are listed in the Annual Report for professional development in the areas of teaching scholarship and service
Faculty members regularly participate in professional development activities both on and off campus Confirmed in the review of the exhibits and in meetings with faculty members campus activities for faculty and staff include many opportunities in the Center for Teaching and Learning (CTL) Individual programs are geared toward both junior and senior faculty members The Center provides extensive programming for faculty development teaching tools $600 toward the cost of speakers with specialized expertise a faculty fellows program for integrating learning technology in the classroom and instructional research and design grants for faculty to obtain release time The CTL also provides
Page 31
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
funding for technology travel grants at $500 per request and $500 grants for pedagogical study travel
Faculty members can also solicit travel funds for presentations at conferences from the department and college budgets All faculty are given $600 from the Scholarly Activity fund for travel to conferences when presenting research papers Additional funding is available to the faculty based on overall contributions to the university
In addition to hosting formal professional development sessions the CTL also works closely with the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) to promote the scholarship of teaching and learning at UCM Sponsored activities include Faculty Research Days each year where UCM faculty are recognized for their achievements and research within their various disciplines A Peer Review program is also available for faculty members needing assistance in transforming their instructional methods and attempting new techniques as well as a Teaching Consultants group that is available for collaboration to form team building relationships with other colleagues in or out of their disciplines Faculty may secure funds for purchasing multimedia equipment and help to develop online classes All faculty members who develop online courses receive $600 per credit hour
Overall Assessment of StandardThe Professional Education Faculty of UCM possess the qualifications and experience required to implement effective educator preparation programs Unit faculty members meet the Standard 5 criteria for qualified faculty who collaborate routinely and model best practices in teaching scholarship and service Faculty members collaborate with local partners providing leadership and service in the educational community Furthermore faculty are systematically and comprehensively evaluated for performance and have policies in place for professional development
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
New AFIs
AFI Number amp Text AFI Rationale
Page 32
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
Recommendation for Standard 5
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
Standard 6 Unit Governance and ResourcesThe unit has the leadership authority budget personnel facilities and resources including information technology resources for the preparation of candidates to meet professional state and institutional standards
Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews (If not provide an explanation)
Yes No
nmlkji nmlkj
If your answer is No to above question provide an explanation
6a Unit Leadership and Authority
Unit Leadership and Authority ndash Initial Teacher Preparation Acceptable
Unit Leadership and Authority ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
The Division of Academic Affairs went through a significant reorganization two years ago (2007) that resulted in the formation of the new College of Education The professional education unit at the UCM is led by the dean of the College of Education who has the authority and responsibility for its overall administration and operation
The unit is governed by the Guidelines and By-laws of the Professional Education Faculty The authority of the PEF is exercised through the Teacher Education Council which is the executive board of the PEF The TEC serves the PEF and is collaboratively representative of the campus-wide PEF The TEC is comprised of ten elected voting members from the full-time faculty that teach professional
Page 33
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
education courses supervise student teachers or administer departments with teacher education programs Ex-officio members of the TEC include the dean associate dean and the four department chairs from the COE During the past two years the dean has created two new committees to broaden the representation and the community perspective for the college They include the College Leadership Team and the College Advisory Committee
Printed materials such as calendars catalogs and publications appear to be accurate and current
6b Unit Budget
Unit Budget ndash Initial Teacher Preparation Unacceptable
Unit Budget ndash Advanced Preparation Unacceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The budget as allocated through the university General Fund is not sufficient for operating the COE According to the dean of the COE his counterparts in the four other colleges and the provost recognize that General Fund allocations are not sufficient Colleges departments and offices across all divisions at UCM operate with the entrepreneurial possibility of generating additional revenue from (1) a revenue sharing model from Extended Programs (2) a salary savings model from unfilled personnel lines off loading of grant personnel and external funding opportunities and (3) a carry forward sum at the end-of-year close which enables the respective budget manager to offset or ldquobackfillrdquo unallocated General Fund lines
Page 157 of the IR states ldquoThe Lectureship line in the budget is currently $117161 The COE spends three times this much in hiring adjunct instructors to teachhelliprdquo This budget amount was confirmed with the dean in an interview along with the projected costs of hiring adjuncts and clinical faculty as well as paying for faculty overloads The additional revenue generated and collected from the three entrepreneurial models noted above pays off this ldquoLectureship linerdquo deficit The overall budget process for 2008 led to significant college surpluses that were later taxed 10 percent by the vice president of administration and budget The VPAB reported that the combined operational reserve for the five colleges was in the $12 million range
The COE budget is not proportional when compared to other colleges With regard to the exhibit titled Comparative College Data for 2008 the COE ranks fourth in credit hours produced second in number of declared majors second in degrees granted fourth in faculty FTE and fifth in total budget Reasons surrounding this discrepancy include examples such as the costs associated with equipment intensive programs (ie aviation) and class size restrictions (ie nursing) It is generally thought that proportional representation can not be achieved due to the diverse variables associated with various programs and that when faced with budget reductions they will be addressed strategically versus proportionately
6c Personnel
Personnel ndash Initial Teacher Preparation Unacceptable
Personnel ndash Advanced Preparation Unacceptable
Page 34
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The COE faculty teach an inordinate number of overloads The faculty workload is clearly articulated on page 159 of the IR with the statement that the ldquoinstitutional workload policy for tenured and tenure-track faculty includes 12 credit hours per semester for undergraduate instructionrdquo According to the dean there are 61 faculty in the COE and eight full-time lecturers In the COE exhibit titled Fall 2008 Course Sections by Faculty Type the table lists that 133 sections or 14 of the classes were taught as overload while adjunct faculty taught 174 sections or 18 of the classes Raw division of the overload figures translates into every COE full-time faculty member teaching 19 sections of overload during that fall semester The dean stated that most full-time faculty teach an overload but only two faculty taught double overloads
The team requested additional workload data from the three surrounding semesters (Spring 09 Spring 08 and Fall 07) on Sunday morning The dean was able to produce faculty workload data for only the Spring 09 semester before the team left campus on Tuesday afternoon Those data indicate that adjunct faculty are teaching 37 of the total credit hours and full-time faculty are teaching 63 of the total credit hours including supervision of student teaching Examination of this table for Spring 09 supports the above statement regarding full-time faculty teaching an inordinate number of overloads
6d Unit Facilities
Unit Facilities ndash Initial Teacher Preparation Acceptable
Unit Facilities ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation) The team finds that the IR (p 162) accurately describes the facilities Facilities including classrooms and private faculty offices in Lovinger Hall are adequate to support teaching and learning Classrooms are well equipped and many include full electronicmultimedia equipment The construction of the new Child Development Lab in Lovinger Hall was completed a week before the team arrived it provides a welcomed addition to the early childhood practicum space The team worked out of the state-of-the-art Incubator Lab which will go online in the fall as an instructor technology development laboratory
Additionally the college teaches a significant portion of several programs through Extended Programs at the Summit Center in Leersquos Summit This building is a state-of-the-art multimedia instructional space for the university
6e Unit Resources including Technology
Unit Resources including Technology ndash Initial Teacher Preparation Acceptable
Unit Resources including Technology ndash Advanced Preparation Acceptable
Summary of Findings for ALL Levels (Initial Teacher Preparation andor Advanced Preparation)
Instructional technology purchased by the COE is sufficient but slightly disproportionate when compared to other collegesrsquo instructional technology resources The dean stated that he believes the
Page 35
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
college is not ldquotechnologically deprived or disadvantagedrdquo His statement is primarily based on the heavy use of technology by COE faculty at the Summit Center
Faculty members have computers in their offices and these are refreshed on a three-year cycle Current program candidates confirm the use of technology in their classes
Sufficient library and curricula resources exist at the institution and are adequately described in the IR (p 164) The general operating budget for the library is $13 million annually and it was said the library ldquosmiles on the collegerdquo
Overall Assessment of StandardThe dean of the COE provides the leadership and authority to plan deliver and operate the programs of study The overall governance for the unit is appropriate The unit provides a mechanism and facilitates collaboration among COE faculty and faculty in other colleges that are involved in the preparation of professional educators
The unit does not receive a sufficient budget as allocated through the universityrsquos General Fund Budget UCMrsquos three-way revenue producing model creates multiple entrepreneurial opportunities for the unit to generate additional revenue and reserves However if any one of these opportunities were eliminated the unit would not have adequate resources to deliver its current programs
The COE faculty teach an inordinate number of overloads Minimally most COE faculty voluntarily teach overloads and a couple teach double overloads
The unitrsquos facilities are adequate Furthermore the unit has adequate instructional technology and library resources
Strengths [Note A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit A strength can be cited regardless of whether the entire element is deemed ldquotargetrdquo or ldquoacceptablerdquo However strengths should clearly indicate outstanding practice]
Areas for Improvement and Rationales
AFIs from last visit Corrected
AFI Number amp Text AFI Rationale
6c Heavy reliance on adjunct faculty in the Family and Consumer Sciences program the Recreation program and the Gifted and Talented Endorsement area has compromised the unitrsquos ability to monitor the quality and guide the growth of these programs
In fall of 2005 the Family and Consumer Science program moved from the Department of Health and Human Performance in the former College of Education and Human Services to the Department of Career and Technical Education in the former College of Applied Sciences and Technology In January of 2007 the Department of Career and Technology Education (including the Family and Consumer Science program) became part of the new College of Education A full-time tenure-track faculty member was hired After two years she returned to public education and an adjunct was hired to replace her A search is presently under way for a tenure-track faculty member The Recreation program was placed in abeyance The courses leading to the Missouri Gifted and Talented
Page 36
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
Endorsement have been revised and converted to an online format by a full-time faculty member in collaboration with a local educator who serves consistently as an adjunct Both the Family and Consumer Science and Gifted and Talented programs have been in compliance since 2004 when DESE conducted a focused review
AFIs from last visit Continued
AFI Number amp Text AFI Rationale
None
New AFIs
AFI Number amp Text AFI Rationale
6b The General Fund allocation for the unit budget is not sufficient If any portion of the three-way entrepreneurial revenue enhancing model were eliminated there would be inadequate resources for the unit to deliver its current programming
Recommendation for Standard 6
Initial Teacher Preparation Met
Advanced Preparation Met
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report This includes important information such as corrections to tables percentages and other findings which may have been inaccurately reported in the Institutional Report]
None
IV SOURCES OF EVIDENCE
You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed
Page 37
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
Documents Reviewed
Persons Interviewed
See Attachments panel below
(Optional) State Addendum
Page 38
