College of Education Student Success and Retention Report. Womack Educational Leadership Department

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1 v Proven Strategies v Established Graduate off campus weekend cohort programs. Currently delivering 28 graduate cohort programs in 20 locations in MTSU area. The off campus programs save students money by eliminating the need to commute to campus. The off campus cohorts have achieved a 98% graduation rate. We have recently added a graduate assistant to help foster communication with off campus students and we are adding a halftime secretary to assist with administration of the programs.

2 v Proven Strategies v Developed online graduate degree programs to provide a means for students to obtain a graduate degree in their homes without having to travel to campus to complete courses. Developed an online Masters of Education Curriculum and Instruction degree with a specialization in English as a Second Language. Developed an online Master of Education Administration and Supervision degree with a specialization in Library Science. Developed an online Education Specialist (Ed.S.) Curriculum and Instruction degree with a specialization in Culture, Cognition, and the Learning Process. These programs provide access to students living considerable distances from campus.

3 v Proven Strategies v The, in collaboration with the College of Basic and Applied Sciences, implemented the MTeach program to increase the number of STEM education teacher candidates at MTSU. The program provides early experience opportunities in the public school classrooms for math and science students to allow them to test their interest in teaching in secondary schools. A number of courses in the program are co-taught by faculty from the Educational Leadership Department and faculty from science or math departments in CBAS. The MTeach program has been very successful in increasing the number of students choosing to pursue preparation for teaching math and science.

4 v Proven Strategies v The implemented a support plan for providing help and assistance to students in the education minor that are experiencing difficulty in progressing through their education coursework and/or the student teaching semester. If a student in the secondary education minor is flagged by two faculty members as being weak on any disposition, that student is referred to a team of faculty members that will address and attempt to remediate the weakness. The faculty team meets with the student as many times as is necessary to provide advice, support, skill, and attitude development in an effort to correct the cause of the difficulty the student is experiencing.

5 v New and Innovative Strategies v Implement the Ready2Teach initiative for the purpose of improving the effectiveness of teacher preparation in the secondary education minor. Revise the secondary education minor to reflect less seat time in classes and increased residency time in public school settings. A primary emphasis of the Ready2Teach program will be the utilization of problem based learning methodologies.

6 v New and Innovative Strategies v Utilize multiple sources of data to strengthen the pre-residency and residency courses so as to enhance the effectiveness of those courses in meeting expected outcomes. Use such data to identify competencies that are not being mastered by students. Revise coursework, seminars, instruction, and clinical experiences to address and strengthen identified areas needing improvement.

7 v New and Innovative Strategies v Provide support and assistance to students on an individual basis that are experiencing difficulty in mastering competencies as they progress through their courses. Develop means of monitoring student progress on critical performances as they proceed through their pre-residency and residency courses. Work with students on an individual basis that have weaknesses on critical performances to provide assistance to them in strengthening those weaknesses as they progress through the pre-residency and residency courses.

8 v New and Innovative Strategies v The department will conduct ongoing regular meetings and communication between Educational Leadership faculty advisors and the advisors and key faculty of the major departments of our secondary education students. This process should increase communication and understanding between the secondary education students major advisor from their discipline department and their minor advisor from the Educational Leadership Department. These meetings should also allow for discussion of particular students that might need assistance from either the major or minor advisor.

9 v New and Innovative Strategies v The will work at publicizing and communicating curricular maps and course rotation schedules to students and to the major departments of the students. This will allow our undergraduate students to navigate the teacher education minor more effectively. Graduate students in the Educational Leadership Department will experience less difficulty and will progress more effectively through their graduate degree program.

10 v New and Innovative Strategies v Promote the establishment of new off campus graduate cohort programs throughout the MTSU service area to increase the accessibility of our programs to students throughout the University s service areas. Department representative will hold interest meetings throughout the Middle Tennessee geographic area. Students will be able to complete work to obtain a graduate degree in an 18 month period by attending a graduate program provided in an off campus weekend format.

11 Reten%on Goal Revise Teacher Educa/on Program Reflec/ng Ready2Teach and MTeach College of Education Reten%on Plan for Academic Majors Strategy Expected Outcome By what date Deconstruct Exis/ng Teacher Educa/on Minor Build a new minor reflec/ng less seat /me in classes and increased residency /me in public schools u/lizing Problem Based Learning Methodologies BeCer Prepared Beginning Teachers Selec/on of A Teacher Educa/on Candidate More Likely to be Successful in the Teacher Educa/on Minor A 20% Increase in Number of Students Op/ng to Teach Math and Science BeCer Reten/on (80%) of Students Entering the Teacher Educa/on Program A Higher Rate (80%) of Students Successfully Comple/ng the Teacher Educa/on Program Implementa/on Completed in Academic Year Student Success Outcome 80% of Students Successful on Teacher Performance 80% of Students Successful in Comple/ng Residency II and Mee/ng Requirements for Teacher Licensure 90% of Students Successful in Obtaining Professional Teaching Posi/on 90% of Students Successful in TEAM Evalua/ons Once They Begin Teaching Person(s) Responsible Teacher Educa/on Faculty Department Chair Coordinator Secondary Teacher Educa/on Minor

12 Reten%on Goal Improve effec/veness of professional educa/on courses by integra/ng and aligning Pre- residency courses for expected student outcomes College of Education Reten%on Plan for Academic Majors Strategy Expected Outcome By what date U/lizing mul/ple sources of data to strengthen pre- residency courses as to enhance effec/veness of courses in mee/ng expected outcomes Students will benefit from the revision and strengthening of pre- residency courses based on an analysis u/lizing mul/ple data sources Implementa/on in Academic year and con/nuing each semester therea^er Student Success Outcome Teacher educa/on students will improve their performance on key assessments as a result of Con/nuous Improvement of Courses in the Teacher Educa/on Minor Person(s) Responsible Teacher Educa/on Faculty Department Chair Coordinator of Secondary Teacher Educa/on Minor

13 Reten%on Goal Improve Academic Advising of Students in the Secondary Educa/on Minor Improve Communica/on and Collabora/on Between Educa/onal Leadership Advisors and Faculty and the Major Departments Advisors and Faculty College of Education Reten%on Plan for Academic Majors Strategy Expected Outcome By what date Conduct Ongoing Mee/ngs and Communica/on Between Educa/onal Leadership Faculty Advisors and Major Department Advisors and Faculty Improved Communica/on and Collabora/on Between Educa/onal Leadership Advisors and Faculty and the Major Departments Advisors and Faculty Which Will Create Improved Advising of Students in the Secondary Educa/on Minor Beginning in Academic Year and Con/nuing Each Semester Therea^er Student Success Outcome Students Will Encounter Fewer Difficul/es and Be More Successful in Progressing Through the Secondary Teacher Educa/on Minor as a Result of Improved Advising By Both the Educa/onal Leadership Department and their Major Departments. This Will Posi/vely Impact Reten/on and Gradua/on so That 80% of Students Will Be Retained and will Graduate Person(s) Responsible Teacher Educa/on Faculty Department Chair

14 Reten%on Goal Improve Internal Advising and Clarify and Communicate Timely Curricular Progress Toward Comple/on of Degree Programs College of Education Strategy Department Will Conduct Workshops on Advising To Improve Communica/on and Consistency Between Faculty AdvisorsDepartment Will Work At Publicizing and Communica/ng Curricular Maps and Course Rota/on Schedules To Students and To Other Departments Reten%on Plan for Academic Majors Expected Outcome Students Will Experience Fewer Difficul/es and Will Progress More Effec/vely Through Their Educa/on Minor or Through a Graduate Program in a Timely Manner By what date Will Begin in Academic Year and Con/nue Therea^er Student Success Outcome Undergraduate Students Will Navigate The Teacher Educa/on Minor More Effec/vely and 80% Plus Will Complete the Program in a Timely Manner Graduate Students will Experience Less Difficulty and Will Progress More Effec/vely Through Their Graduate Degree Programs With a 90% or Higher Comple/on Rate Person(s) Responsible Teacher Educa/on and Graduate Program Faculty Chair Coordinators of the Various Degree Programs

15 Reten%on Goal Increase the accessibility of our Graduate Programs to off- campus students College of Education Reten%on Plan for Academic Majors Strategy Expected Outcome By what date Hold Interest Mee/ngs in Surrounding Coun/es for establishing new off- campus Cohort Programs Students Will Con/nue to be Able to Obtain Graduate Degrees Without Commu/ng to campus On- Going Student Success Outcome Students Will be Able to Obtain Graduate Degrees in 18 Months Through the Cohort Program without having to come to campus Person(s) Responsible Department Chair Cohort Coordinator Increase student mastery of competencies by monitoring their progress and providing individualized support Monitor and iden/fy students having difficulty as they progress through coursework and provide an individualized support plan A higher number of students will master required program competencies Implement in academic year and con/nue each semester a^er More students will demonstrate mastery of program competencies Faculty Department Chair Secondary Educa/on Minor Coordinator