College of Education. Proposed Organizational Structure for AY 2012/2013. February 10, 2012

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1 Challenge and Opportunity College of Education Proposed Organizational Structure for AY 2012/2013 February 10, 2012 In the near term, the College of Education cannot sustain its AY 2011/2012 program and course offerings in AY 2012/2013 without using all of its reserve funds. Enrollment in many of our degree and credential programs over the past several years has been volatile and declining; Fiscal constraints facing the CSU, SDSU, and the College offer limited ability to replace experienced faculty who retire, resign or end FERP appointments in the coming years. We must stabilize our base, bringing program and course offerings into balance with enrollment demand, available faculty expertise, and bottom line cost. In the long term, we must revise our program and course offerings to be more effective and efficient without sacrificing program quality. For example: we must combine the economies offered by shared courses and instructional technology applied to clinical practice with the value they add as cross discipline experiences for faculty and students in closely affiliated areas of professional practice to teach and learn and work together. In addition, we must recognize and plan for the increasingly large role that Foundation based Centers, Institutes and Clinics must play in providing resources to support the core work of the College. I am proposing a new organizational structure for the College of Education to meet the near term budget challenge posed by the persisting crisis in California and CSU funding while capitalizing on our long term program opportunities. It is a new organizational structure that will enable the College to meet successfully the current budget challenge while: Building stronger and innovative campus based degree and credential programs of professional practice; and Crafting a College wide strategy for extending to all our professional practice programs the success of the Foundation based programs for professional development, technical assistance and distance delivery of SDSU degree programs pioneered by the Interwork Institute. Background In November 2011, after months of shared planning and listening to the many voices of the College of Education and reflecting on the importance of finding common ground where the College can build a sustainable future, I proposed a new organizational structure for AY 2012/2013. It was made up of three Schools based on the professional communities of practice represented in the academic programs offered by the College. College of Education Proposed Organizational Structure Page 1 of 7

2 In December 2011, in accordance with University Policy, I established an Ad Hoc Committee on College Restructuring to review the proposal and report its recommendations. In January 2012, the Ad Hoc Committee submitted its report which, subsequently, was discussed (1) by the College leadership team, (2) by faculty and staff at department meetings, and (3) at an all staff College meeting. In February 2012, after reviewing the Ad Hoc Committee report and receiving feedback from College departments and other College units, the College Policy Council met and reported their recommendations on the proposal. Throughout this formal review process, I have listened carefully to all of the recommendations, suggestions, and concerns offered for consideration. After much reflection, I am submitting a revised proposal for a new organizational structure for the College for AY 2012/2013. The revised proposal balances the readiness for change of College faculty and staff with the compelling need for timely action by the College to meet both the professional practice and fiscal challenges of the coming years. The revised proposal requires no reduction in permanent faculty or permanent staff. Proposed (Revised) Organizational Structure for AY 2012/2013 The proposed (revised) organizational structure for AY 2012/2013 is made up of three new Schools based on professional communities of practice represented in the academic programs offered by the College. Additionally, the proposed (revised) organizational structure retains two current departments whose mission and work support all of our College programs. See Attachment A for a chart depicting the proposed (revised) organizational structure of the College. Three New Schools The three new Schools are: School 1 which includes academic programs that prepare professionals for roles as counselors, school psychologists, and closely related professionals (i.e., Rehabilitation Counseling, Marriage and Family Therapy Counseling, Community Based Counseling, and School Psychology). School 2 which includes academic programs that prepare professionals for roles as leaders, with a particular emphasis on educational organizations (i.e., P 12 Educational Leadership, Postsecondary Educational Leadership, and School Counseling). School 3 which includes academic programs that prepare professionals for roles as educators who teach primarily in K 12 settings (i.e., all K 12 Teacher Preparation programs accredited by the California Commission on Teacher Credentialing). The three new Schools will: College of Education Proposed Organizational Structure Page 2 of 7

3 Reduce formal organizational boundaries and informal interpersonal barriers that, in too many cases in our current organizational structure, limit (or prevent) faculty and staff cooperation and collaboration; Increase opportunities for our students to engage in interdisciplinary practices where they share learning experiences with the professional peer groups they will partner with in the workplace; Benefit from full time, year round leadership charged by the Dean with improving academic management practices and academic programs within each School. In each of the three new Schools, faculty will: Participate in the process to appoint a Director including identifying essential professional qualifications and critical position responsibilities. Collaborate with the Director to: Develop a vision, mission statement, and goals for their School that are aligned with the vision, mission statement, and goals of the College; Choose an appropriate name for their School; Articulate a multifaceted research plan for their school that adds to the knowledge base in their related fields; is consistent with the vision, mission, and goals of the College; and supports the College commitment to a culture of inquiry. Work to continuously improve academic programs and academic management practices in their School. For example: Prepare an academic program plan that incorporates all pre service and in service professional preparation programs delivered by their School and all community and/or campus partnerships entered into by their School; Establish a common core of course work within their School; Innovate in the design, delivery and evaluation of the clinical experiences offered by their School; Identify, design, and implement interdisciplinary coursework across appropriate disciplines in their School (and with other Schools/departments) to improve the ability of their graduates to communicate and collaborate more effectively across closely affiliated specialties. Two Current Departments The two current departments are: Child and Family Development which prepares professionals for roles in public and private settings critical to the healthy development of children, their families, and communities. Educational Technology which prepares professionals who enable performance improvement through instructional technology applied in both educational and non educational settings (public and private, business and government). A work group will be charged to develop options for how the Child and Family Development department can best serve the reorganized College as an undergraduate portal to our professional programs in full recognition of the value they have added since joining the College and will add in the coming years. Also, a work group will be charged to develop options for how the Educational Technology department can best serve the reorganized College in relationship to (1) our other academic units (e.g., to ensure all College of Education graduates are tech savvy as it pertains to their discipline), (2) the Center for College of Education Proposed Organizational Structure Page 3 of 7

4 Distance Learning (part of the Interwork Institute, based in the SDSU Research Foundation), and (3) Instructional Technology Services (part of Academic Affairs). Centers, Institutes and Clinics Centers, Institutes, and Clinics based in the SDSU Research Foundation play an important role in the College and its programs. Near term, they will continue to fulfill their missions and serve their constituents without interruption. They will: Conduct research; Deliver degrees, credentials, and certificates; Provide professional development and technical assistance. Long term, they will play an increasingly important role for the College and its faculty as Research and Demonstration and Technical Assistance centers to help College programs and faculty remain relevant and responsive to our communities of practice. We can expect our communities of practice to look to us for timely, targeted and readily accessible professional development and technical assistance to (1) maintain the quality of their workforce given the rapid evolution of professional practices, and (2) meet more rigorous performance accountability standards. We want to be sure we are their preferred provider of this professional development and technical assistance. It is a role that will be critical to maintain our reputation for excellence as a professional College. In addition, the supplemental revenue the professional development and technical assistance services provide will help the College manage at a time when traditional funding for the CSU and the College faces an uncertain future. Given this, we need to recognize and plan for the increasingly significant part that Centers, Institutes and Clinics will play in providing resources to support the core work of the College. Therefore, a work group will be charged to develop options for how the Centers, Institutes and Clinics can best serve the reorganized College, including (1) how they can be integrated more fully into College academic program planning and budgeting, and (2) how they can be used to pursue opportunities to provide: Professional development, custom training, technical assistance and program evaluation for public and private, business and government clients on a grant and/or contract basis; Degree and credential programs to new audiences nationally and internationally using distance learning technology. College Policy and Governance A work group will be charged to review and recommend changes (as needed) to the College policy file (and related procedures), consistent with the reorganized College structure and mindful of concerns raised in the Ad Hoc Committee report. College of Education Proposed Organizational Structure Page 4 of 7

5 This work group will review and advise regarding: Faculty governance, including the role and composition of all current College committees. Academic program and curriculum development, including steps to facilitate development of foundation courses for the College as a whole; core courses for the several professional practice areas in the College; interdisciplinary courses; and innovative clinical practices. RTP process to ensure a fair and consistent transition for faculty whose tenure and promotion will span this change in College structure. Building and sustaining communication and collaboration across the reorganized College (including steps to facilitate joint faculty appointments), as well as with our community partners and students. Administrative and Logistical Support A work group will be charged to review and recommend changes required to conduct College and School/department administrative and logistical support activities effectively and efficiently within the reorganized College structure. Mindful of concerns raised by staff during the formal review process, the work group will review and advise regarding the following: Alignment of core administrative work activities within the College consistent with: Primary customers served by different College units (e.g., faculty and students, other campus units and administrative staff); Impact of recently applied technology within the College (e.g., the admissions process). Alignment of staff and other resources within the College consistent with: Operational needs of the different College units based on consistent and appropriate criteria across the College (e.g., number of faculty, students served, programs administered); University policies and procedures; Relevant Collective Bargaining Agreements. (Anticipated) Time Line February 2012 Dean Hovda submits the proposed new organizational structure for the College of Education to the Provost. March 2012 Provost Marlin submits, with her comments, the proposed new organizational structure to the Senate Committee on Academic Policy and Planning and the Senate Committee on Academic Resources and Planning. College of Education Proposed Organizational Structure Page 5 of 7

6 April 2012 Senate Committees present their recommendations on the proposed new organizational structure to the Senate which, in turn, makes its recommendation to the President. May 2012 Should the President approve the proposal, the new organizational structure for the College of Education will be formally established and implemented for fall College of Education Proposed Organizational Structure Page 6 of 7

7 Attachment A Proposed Organizational Structure of the College of Education February 10, 2012 College of Education Proposed Organizational Structure Page 7 of 7

8 Proposed Organizational Structure of the College of Education Dean School 1 School 2 School 3 Child and Family Development Educational Technology Educational Specialist Ed.D Ph.D Master's Master's Ed.S School Psychology Educational Leadership (Concentrations in Democratic Schooling and Social Justice Child Development (MS) Educational Technology, Educational Computing Community College and P12) within Educational Technology Concentration (MA) Master's Master's Credentials Educational Technology, Educational Technology Rehabilitation Counseling (MS) Master's Elementary Curriculum and Instruction (MA) Child Development Permits, Multiple Levels Concentration (MA) Counseling Community Based Block (MA) School Counseling (MS) Mathematics Education, K 8 (MA) Educational Technology, Workforce Education Marriage and Family Therapy (MS) Educational Leadership, Post Secondary Policy Studies in Language and Cross Cultural Ed (MA) Certificates and Lifelong Learning (MA) Education (MA) Reading Education (MA) Early Childhood Socio Emotional and Behavior Credentials Educational Leadership, Student Affairs in Post Secondary Curriculum and Instruction (MA) Regulation Intervention Specialist Certificates Pupil Personnel Services: School Psychology Secondary Education (MA) Master of Arts in Teaching Degree, Elementary Ed (MA) Distance Learning Educational Leadership, PreK 12 (MA) Master of Arts in Teaching Degree, Secondary Ed (MA) Undergraduate Majors Instructional Design Certificates Master of Arts in Teaching Degree, Child Development Workforce Education and Lifelong Learning Rehabilitation Administration Credentials Reading/Language Arts Instruction (MA) Cognitive Disabilities Administrative Services (Tier 1 and Tier 2) Master of Arts in Teaching Degree, Mathematics Ed (MA) Undergraduate Minors Undergraduate Minors Psychiatric Rehabilitation Pupil Personnel Services: School Counseling Master of Arts in Teaching Degree, Science Ed (MA) Child Development Educational Technology Supported Employment and Transition Master of Arts in Teaching Degree, Language Arts Certificates Education (MA) (Summer Only) Undergraduate Minors Community College Teaching Certificate Special Education (MA) Counseling and Social Change Educational Facility Planning Special Education, Mild/Moderate Disabilities (MA) Institutional Research, Planning and Assessment Undergraduate Minors Leadership Development Special Education, Moderate/Severe Disabilities (MA) Special Education, Autism (MA) Special Education, Developing Gifted Potential (MA) Special Education, Early Childhood (MA) Special Education, Vocational Transition (MA) Credentials Multiple Subject, Elementary Education Multiple Subject (BCLAD), Elementary Ed (Spanish) Single Subject, Secondary Education* Single Subject (BCLAD), Secondary Ed (Spanish)* Ed Specialist, Bilingual Cross Cultural Specialist Ed Specialists, Reading Language Arts Specialist Education Specialist, Special Education (Preliminary) Education Specialist, Special Education (Clear) Multiple Subject (BCLAD), Special Education (Prelim & Clear) (Spanish) * English Language Arts, Science, Mathematics, Music, Physical Education, Social Science Certificates Academic Literacy Development for English Language Learners Dual Language Bi literacy Primary Grade Writing Instruction Reading Behavior Analysis Early Childhood Special Education Bilingual (Spanish) Special Education PROPOSED WORKGROUPS CHARGED: 1.to develop options for how the Child and Family Development department can best serve the reorganized College as an undergraduate portal to our professional programs. 2. to develop options for how the Educational Technology department can best serve the reorganized College in relationship to (1) our other academic units (e.g., to ensure all COE graduates are tech savvy ), (2) the Center for Distance Learning, and (3) ITS. 3. to develop options for how Centers, Institutes & Clinics can best serve the reorganized College, including (1) how to integrate more fully into College academic program planning and budgeting and (2) how they can be used to identify and pursue as a College new revenue opportunities. 4. to review and recommend changes to College policy and procedures consistent with the reorganized College structure. Issues to be addressed: Faculty governance, Program and curriculum development, RTP process, and building/sustaining communication/ collaboration. 5. to review and recommend changes to administrative and logistical support activities within the reorganized College structure. (e.g., the impact of applied technology, alignment of staff and other resources, and the operational needs of the different units.) February 10, 2012

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