Evangel University Education Department. Performance Improvement Plan ( ) Planning Council

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1 Evangel University Education Department Performance Improvement Plan ( ) Planning Council Spring 2011 Strategic Planning Report to Campus Planning Council 1 Report to Campus Planning Council March 22, 2011

2 Table of Contents Introduction 1 Purpose and Process.. 1 Affirmation 2 Mission and Objectives. 3 Customers and Markets. 4 Current Position and 3-Year Objectives Enrollment. 4-5 Course Evaluations 6 National Standardized Tests.. 7 Strategies for Improvement... 8 a

3 Introduction Evangel University is a co-educational, Christian learning-centered community of faith that confers baccalaureate and master s degrees. Evangel is accredited by the North Central Association of Colleges and Schools Higher Learning Commission. The Education Department has been accredited by the National Council of Accreditation of Teacher Education (NCATE) for over 30 years. The Education Department offers degrees leading to certification in early childhood, elementary, and middle school education. The department works with six other departments on campus to offer degrees leading to certification in secondary education. The Education Department works in conjunction with the Graduate School to offer masters programs in education including those leading to certification in school counseling, the principalship, and reading. The Education Department boasts an exceptional faculty that serve as mentors to students and leaders in the classroom and in the community. Currently the professional education unit consists of seven full time faculty members and two half time faculty. Of these nine faculty members, seven teach courses in the graduate program. Eight of the nine faculty members hold a terminal degree and have over 200 years of collective experience in PK-12 public schools. The department is supported by two administrative assistants and numerous student workers. The first-rate instruction, a positive campus climate reflective of authentic Christian love, and a reputation for producing quality teachers is a hallmark of the University. Purpose and Process The purpose of this report is to inform and request approval from the Campus Planning Council (CPC) and university administration of the Education Department s Performance Improvement Plan (PIP) for the school years. The academic department PIP is focused on setting 3-year objectives for enrollment by majors, course satisfaction ratings by students, and performance of seniors on national standardized tests or other measures of content mastery that are comparable to student performance at other institutions. In addition to the objectives, the PIP provides an outline of the strategies to move from our current performance to the projected outcomes. The process of seeking approval from the CPC and administration and providing annual progress reports helps to create a culture of accountability for continuous performance improvement. The Education Department received enrollment and national standardized test data from the Office of Institutional Advancement and course evaluation data from the Assessment Council during December 2010 and January The department faculty met as a whole to review and discuss the Performance Improvement Plan. The department chair used the feedback and suggested changes that evolved from the discussion to draft the final report. The faculty had another opportunity to review, amend, and approve the final report. 1

4 Affirmation The signatures of the regular faculty members and staff below affirm support of the Education Department s Performance Improvement Plan for and commitment to its implementation. Joan Cargnel Fred Drake Bud Greve Becky Huechteman Colleen Hardy Diana Hawkins Marilyn Kingsriter Darla Pritchett Peggy Reed Matt Stringer Debra Yonke 2

5 Mission and Objectives The primary purpose of the Evangel University Education Department is to prepare caring, committed, competent teachers that shape the future. In order to achieve this, the Education Department has designed and evaluated programs based on the following knowledge and dispositions: 1. Academic Preparation: A teacher is academically prepared in the following areas: A. General Education: The prospective teacher explores new areas of interest, broadens his or her intellectual background, and integrates areas of knowledge through the understanding of similarities and differences in various fields of study. B. Pedagogy: An effective teacher demonstrates appropriate pedagogical competencies involved in planning, using resources, utilizing time, maintaining a behavior management plan, providing a safe and positive learning environment, demonstrating sensitivity to differences, communicating effectively, using effective teaching strategies, and using appropriate assessment techniques. C. Content Area: An effective teacher has expertise in one (or more) specific content area(s). 2. Human Relations/Personality: A teacher communicates with others effectively, understands and appreciates the differences of others, and develops a social awareness and compassion for human need. A teacher conveys an enthusiasm for the subject content and learning in a warm, caring, and understanding way. 3. Value System/Professionalism: A teacher is a positive role model, acts in ways that respect the values of the subject matter and students he or she teaches, and demonstrates high ethical standards as a professional. 4. Wellness: A teacher demonstrates a lifestyle that evidences physical, emotional, intellectual, and spiritual wellness. 5. Multicultural Awareness: A teacher exhibits an appreciation and tolerance for cultural diversity and possesses a social awareness and compassion for human need. THE TEACHER EDUCATION GRADUATE OF EVANGEL EHIBITS THE FOLLOWING: 1. Has enthusiasm for the discipline 2. Appreciates multiple perspectives 3. Appreciates and respects diversity and individuality and believes that all students can learn 4. Is prepared for class 5. Is a thoughtful and responsive listener 6. Recognizes professional responsibility to engage in appropriate professional practices and development 7. Respects privacy and confidentiality 8. Is a life-long learner committed to continuous learning 9. Is sensitive to community 10. Is willing to give and receive help and is willing to work with others 11. Makes others feel valued 12. Encourages and supports colleagues 3

6 Our primary customers are: Customers and Markets year-old traditional students with the primary goal of earning an education degree at an Assemblies of God liberal arts college as preparation for pursuing a successful career in education as part of God s vocational calling on their life. Graduate students whose goals relate to fulfilling personal and family responsibilities and improving income and quality of life by completing a masters degree in an environment that promotes a Christian world view. Our primary markets are: Christian youth throughout the US with an interest in education. Teachers with initial certification that wish to complete a masters program at a Christian university. Throughout their educational experience, our students expect: A distinctly Christian atmosphere that encourages spiritual as well as academic development. Professors who will motivate them to learn. Guidance in refining their call as an educator. Meaningful job opportunities as they complete their education. A respected degree or certification. A supportive relationship with faculty and others. High quality service when interacting with education faculty and staff. A quality education from a well respected university program that enables them to succeed in the workplace or graduate school. A faculty reference for good performance. Current Position and 3-Year Objectives We have examined our current and past results to identify current trends and direction that are important to us, our customers, and our performance. The three-year objectives presented in this section represent goals that are based on a number of assumptions. The process of moving towards these goals may require adjustments to the strategies and may reveal that the goals are not realistic. Even so, it is more important to set goals that motivate us to explore causes and develop innovative solutions than it is to set goals that are easily achieved. Expecting excellence from our students requires the expectation of excellence from ourselves. 4

7 Enrollment: Based on data provided by the Assemblies of God (AG) Commission of Christian Higher Education ( ), Evangel ranks 1st in number of education degrees granted among A/G schools. Evangel has 33% of the market share with the closest competitor being Southeastern and Southwestern with 22% and 20% respectively. Southeastern and Southwestern grant more elementary education degrees than Evangel for the years 2004-present. Evangel grants more Early Childhood, Special Education and Secondary Degrees than any of the other A/G schools. Historically, the Education department experienced its highest enrollment in the 1990 s with 266 majors in elementary, early childhood and special education. Elementary education was the largest program in 2000 with 174 majors. The Education Department has maintained 10% of total enrollment at EU; 18% enrollment including secondary education majors since Within the department, the largest major is elementary education. The largest major in secondary education is music and in recent years, physical education. According to Fall Enrollment report trends, early childhood education majors decline from freshman to senior year, while elementary education increases from freshman to senior year. The number of transfer students increased greatly within the past two years. This trend can be attributed to the rise in popularity of community colleges and the implementation of two-year AA degrees being offered at these institutions and the emphasis placed on transfer students by the admissions office The following chart shows the number of traditional education majors in the fall Data from 2006 was not included due to a variance in the collection method from 2006 to Special Education changed from a major to a minor in Fall Students still receive certification in Cross Categorical Special Education K-12. Three year goals are based on a minimum 10% growth in enrollment each year from the highest number reported in the past four years. Goals are identified in the chart below: Fall 2010 Fall 2009 Fall 2008 Fall 2007 Elementary Education Early Childhood Education Special Education Middle School Education Child Care Development (AA) Yr. Goal Secondary Education Total Education Majors Total Education (Elementary and Secondary) Majors

8 Course Evaluations: The following table represents current, comparative, and projected performance for course evaluations by students. The current data (first three columns) is based on the spring 2010 surveys. The performance scale is 1-5 with 5 being best. Based on the nature of the courses and the course evaluation questions; all field experience courses were removed from the data set prior to evaluation. Item # Dept. Avg. Univ. Avg. Dept. Best 3 Yr. Goal 20. Overall, this has been a good course I would take another course with this professor The professor's explanations were clear. (.70) The professor's manner of presentation was conducive to learning (.75) Class time was productive. (.71) As a result of this course, my knowledge in the subject has increased. (.75) The professor stimulated me intellectually. (.79) The overall average of students' responses to education department courses is shown in the department average (Dept. Avg.) column. The University average (Univ. Avg.) column shows the overall average of students' responses for the entire university. The Department Best (Dept. Best) is the average of the averages for the 10% of the courses with the best scores. This represents an opportunity for improvement. The three year goal (3 Yr. Goal) is the objective for the fall 2013 results. The first statement (#20) represents the students' overall satisfaction with the course. The second statement (#21) is a "loyalty" question based on behavioral intent. Statements #2, #4, #5, #11, and #6 are the statements that had the highest correlation to the overall satisfaction. The correlation coefficient is shown in parenthesis following the statement. While other statements on the survey should be considered, these statements matter most and have been selected to set three year improvement objectives. Three year goals were calculated by averaging the department average and the Department Best. 6

9 National Standardized Test Scores: The following table identifies Praxis II scores for all education majors. Students must take the exam prior to the student teaching semester. Subject Area Year Early Childhood 87.5% (7/8) 89% (8/9) 100%(4) 100% (11) 92%(12/13) 100%(10) 100%(9) Elementary Ed. 100% (21) 95%(20/21) 96%(25/26) 96%(26/27) 100%(17) 100%(22) 100%(11) Special Ed. 91.6%(11/12) 100%(10) 80%(4/5) 100%(5) 100% (4) 100%(8) 100% (3) MS (Science) N/A 100%(1) N/A N/A N/A N/A MS (Soc Stu) N/A N/A N/A N/A N/A N/A MS (Lang. Arts) N/A N/A N/A 100% (1) N/A N/A MS(Math) N/A N/A N/A 100% (1) N/A 100% (1) Ed Department Totals 95% (39/41) 98%(39/40) 94%(34/36) 98%(42/43) 97%(35/36) 100%(40/40) 100%(23/23) ART 100% (2) 100% (1) 100% (2) N/A 100% (2) 100% (4) 100% (1) BIOLOGY N/A N/A N/A N/A N/A 100% (1) N/A BUSINESS 100% (3) 100% (2) 100% (2) 100% (2) N/A 100% (2) 100%(2) CHEMISTRY N/A N/A N/A N/A N/A N/A N/A ENGLISH 100% (2) 100% (9) 100%(3) N/A 100%(4) N/A 100% (6) MATHEMATICS 66.6% (2/3) 100%(1) 100%(1) 100%(8) 100%(2) 50% (2/4) 100% (3) MUSIC 100% (7) 100%(4) 100% (8) 100% (9) 100%(8) 100%(7) 100% (1) PHYS ED 100% (2) 80%(4/5) 83% (5/6) 100% (5) 100%(3) 100% (4) 82%(9/11) SOC STU 80% (4/5) 50% (2/4) 100%(7) 78%(7/9) 100% (8) 100%(8) 100% (6) SPANISH 100% (2) 100%(1) 100%(1) 100%(2) 100% (1) 100%(1) 100% (1) SPEECH/THEAT N/A 100% (1) N/A 100% (1) 100% (1) N/A N/A UNIF SCIENCE 100% (1) N/A N/A 100% (1) 66% (2/3) N/A N/A All Majors Totals 94%(64/68) 93%(63/68) 95%(62/65) 96%(77/80) 97%(66/68) 97%(70/72) 96%(53/55) Within the past seven years, the Education department has had a consistent pass rate on the Praxis II exam. Middle school education has the highest pass rate, but the lowest number of exams taken. The majority of middle school certification is available as an add-on certification; therefore, many students receive middle school certification without having to take the Praxis II exam. Elementary education majors have a pass rate of 98% (142/145) from This is followed by special education majors at 96% (45/47) and early childhood education majors at 95% (61/64). The three year goal is to sustain Praxis II scores above 90% in all areas of certification. 7

10 Strategies for Improvement The following strategies have evolved from analysis and discussion of the data presented. Strategies have been developed to reach the 3-year objectives. Each strategy indicates the semester targeted (TRGT) for implementing the project or action. An is placed in the column or columns that represents the area of greatest impact (ENR = Enrollment. EVL = Course Evaluations, NST = National Standardized Test). Strategies for Improvement TRGT ENR EVL NST 1. Systematically identify and promote involvement of education majors on the student recruitment team in admissions. 2. Update admissions counselors of changes in department; state and national changes in teacher education FA12 Ongoing 3. Maintain national accreditation (NCATE) FA11 4. Develop promotional materials/web communications that enhance the ability of the university recruiters to recruit prospective education majors. 5. Promote the Teacher Education Alliance as a nationally innovative program in teacher education. 6. Develop systematic protocol to recruit undecided majors with high ACT scores. 7. Establish with admissions a targeted visit day each semester for prospective students and develop special activities that promote the education department. 8. Increase endowed scholarship with matching funds from the Cargill Foundation monies. 9. Identify multiple processes to improve success of education majors who are struggling academically. FA11 FA13 SP12 SP12 FA Increase online summer course offerings of education courses. SU Identify education majors who are not program completers, and assign an appropriate faculty advisor to assist them in completing their degree. 12. Identify professors with highest course evaluations and identify best practices to be shared. 13. Assist professors with lower performance to utilize student feedback teams who can identify how to improve ratings. 14. Department chair will work with each professor to review course evaluations and set meaningful improvement objectives and strategies. 15. Study enrollment for elementary education at Southeastern and Southwestern to ascertain reason for students electing to attend these institutions rather than Evangel. 16. Recruit high quality faculty with a track record of instructional excellence for positions that become available. FA13 FA12 SP12 SP12 FA11 FA12 Ongoing 17. Promote global internship program SP Investigate possibility of alternate field placements (beyond 50 mile radius) for student teaching SP Create a formal articulation program with OTC for AAT program FA Sustain Praxis II scores (+90% in all certification areas) by working with Ongoing 8

11 academic support center on test taking skills and departments with areas of certification. 21. Increase student interaction with minority faculty through recruitment and guest lecturers Ongoing 22. Identify specific minority markets to target for student recruitment FA Investigate best practices at CCU schools (Lee, Azusa Pacific) in teacher education in order to replicate and implement successful practices. SP13 9

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