The Organization: Leadership, Resources, Faculty and Staff Worksheet

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1 Sponsoring Organization University of Massachusetts Amherst Required Documents Exhibit ORG 1: Exhibit ORG 2: Exhibit ORG 3: Exhibit ORG 4: Exhibit ORG 5: Organizational charts for: Sponsoring Organization at large Organizational charts for: Sponsoring Organization educator preparation unit (with faculty/staff names) Copy of last 3 annual budgets, including the most recent Memorandum of Understanding for all alternate delivery model programs (satellite/hybrid/online) List of faculty and staff (use ESE provided template) Prompt 1: Describe the systems/structures within your organization that ensure collaboration within departments and across disciplines. *The university s commitment to the promotion of a culture of evidence for decision making provides the foundation for the unit s continuous improvement (CI) and data based evaluation which is woven into the Unit Assessment Framework UAF (2.4a) and requires collaboration at all levels as evidenced in the list of committees/working groups (ORG 6). *The dean exercises authority and responsibility for the coordination of educator preparation programs through ELAC the Educator Licensure Advisory Council (6.4l) which: includes unit program representatives who keep faculty informed and involved; is the vehicle for systematic information/data dissemination and assessment and licensure processes review; includes the Unit Evaluation Committee (UEC) which meets annually to review and analyze data and reports to ELAC as exemplified in Exhibit 2.4d.11. *Departments conduct regular self studies through the University s Academic Quality and Assessment Development (AQAD) system of quality control/program assessment. faculty collaborate to assess and improve teaching and learning, research and public service. *Program faculty hold regular CI review meetings. data are used to make decisions about assessment and program quality, improvements and impact on candidate learning. The meetings are documented annually through submission of program Data Response Forms, an example of which is in Exhibit ORG 7. Potential supplemental documents: List of committees/working groups 1 2 exemplar meeting minutes/agendas Prompt 2: Provide specific examples of how collaboration within and across 250 words Educator Preparation Review 1

2 the organization has contributed to effective preparation. *As shown in CI 1, the university s strategic plan requires collaboration across the university and focuses on quality from beginning to end of candidates programs. *The UEC includes teaching and other school professionals representatives; data and field experience specialists; licensure officer; assistant dean, and associate dean for academic affairs. The UEC collaborated with ELAC to develop the UAF to systematize ongoing data collection from multiple sources using multiple assessments and evaluation tools. The triangulation of data has improved program quality and candidate preparation. *A teacher licensure coordinators (TLC) committee collaborated to improve licensure processes and timelines such as: mandatory candidate licensure orientations; hiring of data specialist to improve Tk20 implementation; hiring a field experience specialist to improve clinical practice/partnerships; restructuring ELAC to include working sub committees (e.g., the UEC and the Conceptual Framework Committee CFC). These changes have resulted in increased means on exit and supervising practitioner surveys such as those in advising in ORG 8. *Collaboration informs program quality through annual reviews for CI. For example, faculty in early childhood collaborated with each other, candidates and P12 partners to examine assessment data and made program changes such as sharing syllabi among faculty to support learning of objectives across courses; increased communication with school based mentors; and increased faculty presence in schools. Program focal assessment (FA) data show candidate improvements from mid point to end of program and between cohorts on some items. Those items that showed little improvement across time point out the need for continued emphasis and are reflected in the program goals. Prompt 3: Provide a few key examples of how the budget supports the organization s current or prior years goals. 250 words *Despite reductions in state funding for UMass Amherst, the College has been able to adopt efficiencies, develop new revenue streams, and increase external funding sufficiently to continue to fund its educator preparation programs (ORG 3). The majority of the College's base budget is used for the salaries of full time faculty and staff. Examples of recent initiatives are: *Funded the Innovation Instructional Fellowship Program (IIF), to support faculty as they pursued innovative instructional practices, particularly the development of on line or hybrid courses. The College purchased computer equipment and software, upgraded wireless capability; and hired a lecturer with expertise in educational technology and pedagogy to offer comprehensive workshops and ongoing individual support for IIFs. *The College collaborated with the Provost's Office and Student Affairs to develop a grant proposal to support the academic success of first generation college students. College faculty are collaborating on a proposal for a campus wide Institute for Student Success. Educator Preparation Review 2

3 *The College and Provost jointly funded a Director of Urban Education faculty position to enhance collaborative partnerships with Springfield and Holyoke school districts. The College supports course offerings and professional development outreach at the UMass Center at Springfield. *Furcolo Complex Renovation to create One Building, One College, One Learning Community. *General upgrades: new office and classroom furniture to create team based classroom learning environments; upgraded computer labs and classrooms; renovated space for grant funded projects. *Hiring of new field experience specialist; data specialist; communications and marketing; business staff; personnel assistant (in progress), unit data coordinator, and associate director for information technology. Prompt 4: What is the process for recruiting and selecting new faculty and staff? The university has clear search/hiring procedures. Sample forms are in ORG 9; details are at: faculty and staff search procedures supplemental search instructions affirmative action and non discrimination policy statement Brief Overview: 1. Search Proposal Memo submitted to Equal Opportunity and Diversity Office (EO&D) includes: a. List of race, gender and rank/working title of proposed search committee members b. Critical Needs/Authorization to Search/Personnel Requisition Form (details of the position and recruitment procedures) c. Position Description d. Advertisement 2. EO&D authorizes recruitment and provides: a. Representation of protected groups in the current workforce b. Availability estimates for qualified protected group members c. Affirmative action goals for the unit, if applicable 3. Recruiting level depends on factors such as job title/salary range, advertising budget, and availability of qualified applicant pool. 4. If search approved: EO&D reviews advertising copy before the Employment Office processes. 5. The adequacy of the interview pool is evaluated through paper screening according to affirmative action goals for the position and recency of appointments in the labor pool. 6. If the search moves forward, applicants are invited for on campus interviews. Search committee makes recommendations to appointing authority who submits recommended appointment to EO&D. If approved, a formal offer is made. Educator Preparation Review 3

4 Potential supplemental documents: Hiring guides/rubrics Prompt 5: How does the organization: a) Support the professional growth of faculty and staff? *The College provides workshops to mentor faculty development. Exemplary topics include "nuts & bolts" for new faculty, preparing for performance reviews, advising/mentoring graduate students, and developing as an instructor. *Department chairs mentor faculty individually to discuss progress, research agendas, courses, advising and professional development (PD). The dean meets annually with chairs and department and college personnel committees to clarify expectations for various reviews. *Faculty use the Center for Teaching and Faculty Development s Mid Semester Assessment Program (MAP) for independent expert feedback to enhance their teaching and candidate learning. *Since 2012 the College has offered Innovative Instruction Fellowship (IIFs) providing resources and PD support for faculty to integrate technology, develop on line and hybrid courses; and develop certificate programs. *Critical, current, content knowledge issues & best professional practices are strengthened through faculty participation in numerous PD opportunities across all disciplines, on and off campus. The College and university have numerous options available (5.4g). *Faculty are awarded funds for PD in teaching from the university and have access to university support services from the Center for Teaching & Faculty Development (CTFD), the UMass Amherst Libraries, Office of Information Technology (OIT) Academic computing, and Scientific Reasoning Research Institute. Resources include workshops, grants and fellowships. b) Know that supports for professional growth impact preparation? * Exit survey ratings show continuous improvement since 2004 and are robust due to the 100% response rate since For example, before 2012, survey ratings indicated a need for improved technology instruction. The IIF began and programs increased focus on technology in courses and practice; the unit increased technology in classrooms and improved wireless infrastructure. Exit survey means in technology preparation increased across time (2012=3.52; ; 2014=4.08) and SPs report better preparation in technology. *As new faculty are provided support for improvement of instruction, candidates report being better prepared in content, inquiry methods and meeting diverse needs of students and show improved ratings on FAs. Exit survey results on candidate preparation can be found in Exhibit 2.4d.2. Educator Preparation Review 4

5 *A representative program example: Supported by a faculty fellowship and professional development from the Center for Engagement and Service Learning (CESL), ESL faculty have increased CESL sites in Holyoke/Springfield. Courses were revised to meet five major CESL criteria and involve candidates in a substantive, ongoing community service that is directly integrated into the course curriculum. Outcomes are to increase candidate abilities to apply classroom knowledge to develop teaching skills in practice and engage actively in diverse communities, collaborating with community partners to meet specific district needs. Prompt 6: What evidence does your organization have to demonstrate that faculty and staff at your organization are effective? 250 words *Faculty effectiveness is evaluated through data dashboards at the unit level, through the unit s candidate exit survey and through surveys administered by the Office of Academic Planning and Assessment (OAPA) National Survey of Student Engagement (NSSE); Senior Survey; and Student Response to Instruction (SRTI) Evaluations. Data are utilized in annual faculty evaluations; for merit, tenure and promotion decisions; and in ongoing reviews of programs. Data reports such as those in ORG 10 show that candidates are consistently satisfied with teaching quality; faculty contact and engagement; learning and high impact practices. *Every 5 7 years the unit interviews employers of our graduates who continue to be quite satisfied with the level of preparation that our graduates have in most areas (2.4d.6). *The ESE mandated Pre service Performance Assessment (PPA) is rated by the supervising practitioners (SP) and program supervisors (PS) and data are aggregated across the unit and disaggregated by program. The PPA mean of means over the past three years shows that candidates score highest on indicators related to planning curriculum and instruction (m=2.71), promoting equity (m=2.70), and meeting professional responsibilities (m 2.68). Standards in delivering effective instruction (m=2.62) and managing classroom climate and operation (m 2.61) fall in the acceptable range. The FA and PPA data provides evidence that our candidates possess the content knowledge, skills and professional dispositions to ensure all students can learn. SP and candidate survey data validate that candidates meet expectations of acceptable or above and are well prepared to take on the role of a teacher. Optional: Provide additional context pertaining to the leadership, resources and/or faculty and staff at your organization. 250 words Educator Preparation Review 5

6 *Staff are supported for professional growth through workshops which include certificate programs such as leadership, technologies/software, communication and diversity. Release time is provided to attend courses and tuition waivers are granted. For example the data specialist is enrolled in a master s program for program assessment and evaluation. Staff are supported to attend conferences that build knowledge and skills and are invited to attend events that engage the community around issues such as social justice. *All candidates have equitable and consistent access to resources (6.4d; 6.4i; 6.4j). This will be further ensured by the new Diversity, Recruitment and Retention Committee which will conduct a data based needs assessment in Fall 2014 to guide benchmarks and a 3 year plan for increasing candidate diversity and expanding recruitment and retention efforts. *Faculty are highly qualified to teach assigned courses, conduct research, provide service and model current best professional practices in their areas of expertise. All tenure system faculty hold terminal degrees and eight of the nine full time lecturers hold terminal degrees. Faculty have exceptional expertise in their fields and professional experiences in school settings. There are 10 part time lecturers who teach courses and all hold a minimum of a master s degree, have appropriate licenses and significant years of experience in P12 settings. Clinical faculty includes in service teachers and/or doctoral students who co teach methods courses, facilitate pre practicum and serve as program supervisors. Clinical faculty have content area expertise and contemporary experiences in school settings at the level they supervise. EXHIBITS: Domain 1: Organization Exhibit ORG 1: Exhibit ORG 2: Exhibit ORG 3: Exhibit ORG 4: Exhibit ORG 5: Exhibit ORG 6: Exhibit ORG 7: Exhibit ORG 8: Exhibit ORG 9: Exhibit ORG 10: Organizational charts for: Sponsoring Organization at large Organizational charts for: Sponsoring Organization Educator Preparation Unit Copy of Last 3 Annual Budgets, Including the Most Recent Memorandum of Understanding Information List of Faculty and Staff List of Committees/Working Groups Example of Data Response Form Candidate Exit Survey Ratings on Advising Examples of Hiring Guides Rubrics Faculty Effectiveness Data Educator Preparation Review 6

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