Teacher Education Council Conceptual Framework

Transcription

1 Teacher Education Council Conceptual Framework Revised: Summer 2009

2 Table of Contents Link I. Shared Vision 1 II. Philosophical Justification and Knowledge Base 3 III. Candidate Performance Outcomes 5 Table CF-1 TECCAS Outcomes and Related Dispositions 6 Table CF-2 Conceptual Framework Outcomes for All Programs 7 IV. Description of the Assessment System 10 Table CF-3 TECCAS Assessment System Overall Structure and Key Assessments 11 Table CF-4 Required Courses & Descriptions for Advanced Teaching Programs 15 (aligned to TECCAS Outcomes) Table CF-5 Required Courses & Course Descriptions for Programs for Other 18 School Professionals (aligned to TECCAS Outcomes) Endnotes and References 23 Appendix: Alignment of Institutional, State and National Standards 31

3 I. Shared Vision As the oldest public coeducational teacher education institution in the nation, Westfield State College, founded in 1839 as the Westfield Normal School, has an historical and abiding commitment to serving the educational needs of all students in the Commonwealth of Massachusetts. We offer programs across a range of professional disciplines and degrees, including initial teaching licensure programs at the baccalaureate, post baccalaureate and master s levels; advanced preparation for licensed teachers who are advancing their knowledge and skills in the area of their license, or seeking an additional license; as well as master s and specialist programs for reading specialists, guidance counseling and education administration. Therefore we have needed to develop and maintain a conceptual framework that is broad enough to meaningfully unite a diverse group of programs that prepare professionals for a wide range of roles, while allowing programs to maintain individualized approaches and tenets within the overarching framework. Consequently, the shared vision of all education programs at WSC, and coordinated under the leadership of the School of Education is articulated as Educators as Leaders Building Learning Communities. Our shared vision is the outgrowth of community discussions among education faculty of both initial and advanced programs, liberal arts and science faculty, candidate, P-12 teachers and administrators. The vision represents the joining of two key concepts leadership and learning community as we define those concepts below: Leadership: Whether a candidate leaves WSC as a fledgling teacher with a first degree, or as a seasoned administrator with an advanced degree, we expect graduates to view themselves as leaders, as advocates for children and adolescents, and as professionals who work effectively with colleagues, administrators and parents to create a supportive and stimulating environment for learners. 1 We also expect our graduates to recognize the value of scholarship and professional development as an important tool in the further development of their capacities as advocates and leaders. Learning Community: Learning communities are vibrant social systems characterized by a high level of member dialogue and interaction, and by a shared commitment to the creation of knowledge. Learning communities are motivated by shared goals, values, and responsibilities and they are also respectful of the contributions of all community members. Learning communities encourage the development of leadership qualities and participants who can participate effectively in collaborative settings specifically and more generally in democratic society. Initial Teacher Preparation Programs In our initial teacher preparation programs, which prepare candidates for their first teaching license, learning communities are perceived to be environments where learners share skills and experiences that enhance individual and common goals. Recognizing that leadership takes many forms, we prepare our candidates to serve learning communities in a variety of ways: in the classroom, on committees, with parents, and through mentoring and professional development. This preparation is grounded in an awareness of the professional self together with an integration of fundamental theory and practice. 2 And, this knowledge, in turn, supports the development of subsequent relationships: with colleagues, with students, and with the communities our teachers seek to build or change. These professional relationships will define the nature of the learning communities our graduates help to create and the context for their community leadership. 1

4 Advanced Programs for Teacher Preparation Professional Licensure Programs WSC offers a full range of professional licensure programs for teachers who possess an initial license. These 33-hour M.Ed. programs are designed for teachers with an initial license who are serving as practitioners in classroom settings. As such, candidates in these programs are already situated within complex, pluralist, learning communities that include students, teachers, administrators, staff, parents and representatives of the surrounding city or town. Their initial licensure documents their mastery of entry level requirements and standards. Master s programs in this category aim to hone and augment skills and understandings that have been acquired, and they do so in the context of practitioners who are in the process of testing, deepening, and expanding upon their initial preparation with professional experience. Advanced study, research, collegial experience, and a deeper understanding of factors that influence student learning and growth inform our offerings of programs in this category. Candidates in our advanced teaching programs are engaged in becoming leaders, not only within the learning community of their classroom and colleagues, but leaders within their profession, as well as potential mentors and advisors to new and candidate teachers. Our aim is to transform neophyte educators into reflective practitioners who can link theory, research, practice and policy in order to influence best practice in their own classroom, their school, and the profession itself. Concentration Programs (Non-Licensure) In addition to advanced teaching preparation programs that lead to professional licensure, WSC offers a Master of Education for teachers who have already earned their professional license, but who wish to explore their teaching field in greater depth. With their advisor, candidates in these programs design a program of study that must include at least 21 credit hours in the area of concentration, and 12 credit hours in 600-level graduate education courses. Reading Specialist Program In most respects, the conceptual framework and concept of the learning community as applied to the Reading Specialist program is consistent with that of other advanced programs for teachers, in that the program builds upon the knowledge, skills and developing experience of licensed teachers to create specialists who can teach both students and teachers in reading related skills. Recent and increased efforts to meet the coaching requirements of the national International Reading Association (IRA) standards have made it imperative to provide our candidates with the confidence, ability and authority to coach classroom teachers and paraprofessionals in reading techniques and methodology. The role of the Reading Specialist requires yet a different configuration of a learning community that uniquely applies to the context of a profession which is teaching and classroom-based, but also requires the development of skills to teach teachers as well as students. 2

5 Educational Administration Programs WSC offers programs for the initial and professional preparation of school principals at the Master s and Certificate of Advanced Study levels. School principals with a professional license * may also pursue a M.Ed. in Educational Administration.. Our program candidates are practitioners already established in the Commonwealth s learning communities, and are licensed practicing educators who have an understanding of the factors that influence student learning and growth and recognize the demands placed on them by society. Candidates in this program are prepared to become leaders in a learning community with a different set of parameters, requiring management and leadership and above all, the maintenance of a school environment that is conducive to learning. Guidance Counselor Program The guidance counselor program trains school-based counselors who will provide services for the changing educational and interpersonal needs of a diverse student body. Candidates in this program are trained to serve as counselors to students as well as to become leaders, team members, consultants, and advocates for the fulfillment of students potential, and have the skills to work with children, teachers, administrators, parents/guardians and the community. In all of these roles, the goal of training is to prepare school counselors who facilitate educational equity and promote the highest level of student success, academic achievement and personal/social development. The program s vision embraces the vision statement of the unit, put is uniquely framed by the program as School Personnel as Advocates of Student Development and Academic Achievement in Learning Communities. Candidates are prepared to work within a framework of social responsibility and to promote mutual respect and support at all levels. II. Philosophical Justification and Knowledge Base Our faculty is committed to the creation of learning communities that encourage the sharing of critical educational understanding among members of the community. This is accomplished by embedding the themes of community building, reflective practice, and diversity into the learning experiences of our candidates. These themes are captured and evaluated by the Dispositions Statements that support the ten core outcomes that form the basis of our assessment system (see Table CF-1 below). Community Building Before our candidates can aspire to become leaders in learning communities, they must have an awareness of the complexity of membership in learning communities. Our vision, Educators as Leaders Building Learning Communities, requires immersing candidates in the complex dynamics of community activity and discourse, to develop critical perspectives that encourage the distinguishing and deconstructing of competing educational narratives and paradigms. We consider this an essential step in learning to link educational theory and practice. It is our intent that the understanding of teaching and learning of candidates in our programs is informed by the belief that all education is fundamentally and inherently social, and that in a democratic society, education must aim at both cultural replication and social reconstruction (Spring, 1997). Given this intention, we believe that learning communities must be both diverse and democratic * The purpose of the program is to provide a means to an advanced degree for the few principals in the state who have obtained professional licensure (under an older set of regulations) but still hold only a baccalaureate degree. 3

6 (Gutmann, 1987); the former because diversity of perspective and rhetoric is the primary source of a learning community's intellectual and moral vitality, and the latter because authoritarian communities must necessarily sacrifice the well-being and growth of some of their members to the advantage of others (Freire, 1990). Given our commitment to democratic educational outcomes, we invite our candidates to participate in intellectual discourse in a variety of settings and contexts. 3 Our candidates are expected to activate this awareness of community through outreach to the broader College audience and to the institutions that serve children and adolescents. This outreach may take the form of internships, pre-practica, practica, and/or volunteerism. Whatever the venue is, the objective of the outreach is the activation of the concept of community that is part of their theoretical foundation. Faculty of teacher education programs at Westfield State College have well established ties with other academic departments, and to area school systems in surrounding towns and cities. We continue to sponsor and participate in retreats and workshops at which we discuss and reflect upon our aims and concerns, to consider campus-wide initiatives to improve the literacy skills of all students, and to refine and revise our programs. We have also participated in state and regional conferences with faculty from other colleges and universities to address issues of teacher preparation, standards and licensure. We have worked closely with area teachers and administrators in the areas of student field placements and professional development, and we have sought the advice and support of community leaders and alumni to the benefit of our students and our programs. Reflective Practice Our faculty believes in reflective practice as the key to continuing intellectual and professional growth. This expectation of the practitioners who graduate from our programs is expressed in our candidate outcomes as well as in the design of programs and program assessments. Candidates are consistently expected to reflect on their performance (whether it is working with individual students, microteaching to peers, teaching a lesson or a full unit to students, or keeping a diary in the educational administration program). The habits of reflective practice are fundamentally dispositional and can only be acquired over time through initial engagement with learning communities that encourage member participation and contribution. We envision ourselves as becoming such a community. In our technologically complex society our learning community encourages and supports the acquisition of skills and understandings that promote the effective use of technology in a learning environment. We also encourage candidates to use available technologies to enhance their own professional development through communication with colleagues and experts in their chosen field of study. Diversity Our faculty considers human diversity as an asset within a learning community, and it is this belief that guides our preparation of educators across programs. Whether completers of our programs pursue their careers locally or in other parts of the country, they will be responsible for educating students from an increasingly broad range of cultural and language backgrounds as well as a wide and diverse range of learning needs. The inherent opportunities as well as the challenges of multicultural education are strongly featured in pedagogical coursework as well as field experiences, especially as WSC is advantageously located for access to rural, suburban, and urban communities and schools. Our Leaders Building Learning Communities vision requires immersing students in the complex dynamics of community activity and discourse, to develop critical perspectives that encourage the distinguishing and deconstructing of 4

7 competing educational narratives and paradigms. We consider this an essential step in learning to link educational theory and practice. III. Candidate Performance Outcomes Based on the Leaders Building Learning Communities focus of our conceptual framework, and the subthemes of community building, social justice, reflective practice and diversity, the WSC education community has developed a series of outcomes that we expect graduates of all of our education programs to possess and that undergird our assessment system. Candidate Performance Outcomes for Initial Teacher Licensure Programs Originally, we attempted to work with 27 outcomes organized under the three headings of knowledge, skills and dispositions. As it proved unwieldy to reliably evaluate candidates on such a large number of proficiencies, we have condensed those expectations to a set of ten core outcomes. For those outcomes, we have further defined the dispositions that are related to each outcome, with each outcome having between one and six related dispositions, for a total of 20 dispositions (see Table CF-1 below). Candidate Performance Outcomes for Advanced Programs Faculty have developed four sets of performance outcomes to better reflect professional expectations in the following four program areas: (1) advanced teacher preparation programs, (2) educational leadership, (3) guidance counseling, and (4) reading specialist. However, these program-specific outcomes are aligned to the 10 TECCAS core outcomes. See Table CF-2 for the all outcomes statements and their alignment to the ten core outcomes. Alignment of Performance Outcomes with Professional, State and Institutional Standards Assessment and evaluation of candidate performance are guided by national standards the preparation of initial and advanced, teachers, the disciplined-based professional organizations, and the Regulations for Licensure of Educational Personnel in the Commonwealth of Massachusetts, as listed below: National Standards: NCATE, INTASC, NBPTS State Standards: The Commonwealth of Massachusetts has five Professional Standards for Teachers and five Professional Standards for Administrators Professional Standards: As part of the NCATE process and in accordance with the partnership between NCATE and the Commonwealth of Massachusetts, WSC submits program reports to the following national professional associations for review and recognition: ACEI, CEC, ELCC, IRA, NAEYC, NASPE, NCSS, NCTE, NCTM, and NSTA. At present, all of our programs are either nationally recognized or nationally recognized with conditions by those bodies. In addition, the curriculum and outcomes for our School Counseling program are aligned to CACREP standards. 5

8 Table CF-1. TECCAS Outcomes and Related Dispositions The following table lists the 20 dispositions that have been developed to support the 10 TECCAS outcomes. The dispositions are formally applied, via the Dispositions Survey, to initial licensure candidates only. TECCAS Outcomes 1. The candidate can describe/explain the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 2. The candidate can describe and discuss how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. 3. The candidate can describe/explain how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners. 4. The candidate uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. 5. The candidate creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 6. The candidate uses a variety of instructional media to foster student learning and collaboration. 7. The candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 8. The candidate uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. 9. The candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. 10. The candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being. Related Dispositions The candidate takes responsibility for learning the content and recognizes the importance of knowing content in order to design comprehensive learning experiences for students. A. The candidate believes that all children are capable of demonstrating proficiency with appropriate instruction and demonstrates this belief by constructing learning experiences that are sensitive to the needs of all students. B. The candidate establishes an environment of respect and self-direction that supports student development The candidate demonstrates enthusiasm, respect, and genuine concern for the individuality and diversity of all students, which is reflected in lesson planning, teaching, and interactions with students, family and community. The candidate believes in the importance of using/adopting diverse teaching strategies in order to promote learning, academic achievement, and student development. A. The candidate listens empathetically and actively to students and validates their perspectives, promoting reciprocal discourse. B. The candidate encourages student participation in classroom governance as is evidenced through discussions and interactions. C. The candidate relates lessons to students personal interests and allows students to have choices in their learning The candidate enhances learning through the comprehensive use of technology incorporating methods to promote access for all students. The candidate considers the various constituencies and demonstrates this by aligning lesson goals and objectives with District and State standards while incorporating the resources of the community and the abilities and interests of students. A. The candidate understands the value of using a variety of assessment tools for evaluation and demonstrates this by recording and articulating the progress of each learner in all areas of development. B. The candidate uses data for continued instructional improvement A. The candidate understands the expectations of professional behavior and demonstrates this through proper attendance, punctuality, dress, and language. B. The candidate demonstrates an understanding of the ethics of teaching by adhering to the rules of confidentiality and abiding by the legal regulations of the profession. C. The candidate values and considers the input of others (including students and parents) to continuously self assess as is evidenced in reflective journals, classroom behaviors, and personal conversations. D. The candidate solicits suggestions/feedback from colleagues and supervisors and uses data for continuous instructional improvement to ensure success for all learners. E. The candidate demonstrates enthusiasm for subject matter through passionate and energetic delivery of lessons. F. The candidate demonstrates a commitment to continued scholarship through participation at professional meetings and events A. The candidate initiates positive contact with parents/guardians, colleagues, and community agencies to enhance learning opportunities for students. B. The candidate responds in a timely and courteous manner to requests from parents and community agencies to ensure the well-being of students. 6

9 Table CF-2. Conceptual Framework Outcomes for All Programs The table below represents a crosswalk of the five sets of candidate outcomes that have developed by our programs. The basic premise that we have adopted as a faculty is that programs are free to develop their own sets of outcomes, in order to be closer in line with the expectations of the professional standards that guide their fields. However, the expectation is also that programs must also align their outcomes to the ten WSC core outcomes (TECCAS outcomes) for teacher education programs, which is what is demonstrated in the table below. The numbering of standards in each column reflects the actual numbering for each set of outcomes, which are presented here according to their alignment to the Core Outcomes for Initial programs. The Educational Leadership has four outcomes that integrate knowledge, skills and dispositions into four categories: Strategic leadership, instructional leadership, organizational management, and political and community leadership. (See actual outcomes below the chart.) Customized Conceptual Framework Outcomes for Other School Personnel Programs WSC Core Outcomes for Teacher Education Programs Initial (ITP) and Advanced (ATP) Educational Leadership (EL) Reading Specialist (RS) Guidance Counselor (GC) (Core Outcome #1) ITP #1 Describes/explains the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. ATP #1 Demonstrates a knowledge of subject at the professional level. ATP #6 Analyzes current educational practice and policy in the context of philosophical, social, historical, and political foundations. (Core Outcome #2) ITP #2 Describes and discusses how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. [knowledge of] Instructional Leadership: student personnel services, professional development. Organizational Management: understanding school operations and operational plans, manage financial resources. Pol. & Community Leadership: legal provisions, statutory requirements, standards, ethical guidelines, implications of policy initiatives on student welfare, political contexts of education Instructional Leadership: design curricula and programs RS #1 Can describe current theories and recommended oral and literacy (reading and writing) practices for K-12 learners including ELL and atrisk learners. GC #2 Can describe and discuss how children learn and develop, and can provide counseling opportunities that support their intellectual, social, and emotional development. (Core Outcome #3) ITP #3 Describe/explain how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners. ATP #3 Evaluates and assesses policies, programs and/or practices for equity and access for all learners. (Core Outcome #4) ITP #4 Uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. (Core Outcome #5) ITP #5 Creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Instructional Leadership: develop learner centered school cultures Strategic Leadership: identify contexts, develop with others vision and purpose, exercise RS #2 Uses approaches to curriculum and pedagogy that treat all children equitably and demonstrate respect for cultural and linguistic differences RS #5 Employs a variety of instructional practices that reveal knowledge of current theories and best practices in the teaching of literacy including effective use of technology and multimedia RS #4 Organizes and maintains a safe caring, and stimulating environment for GC #4 Can describe/explain how students differ in their approaches to learning and social and emotional development; create counseling and consultative strategies that are adapted to diverse needs and styles. 7

10 Customized Conceptual Framework Outcomes for Other School Personnel Programs WSC Core Outcomes for Teacher Education Programs Initial (ITP) and Advanced (ATP) Educational Leadership (EL) Reading Specialist (RS) Guidance Counselor (GC) ATP #4 Employs appropriate, equitable and stimulating instructional practices in a safe and caring environment for all. (Core Outcome #6) ITP #6 use a variety of instructional media to foster student learning, and collaboration. leadership to achieve common goals learning. RS #7 Promotes the development of higher order thinking skills, including critical thinking, informed decisionmaking, creativity, and knowledge construction. See RS #5 above. ATP #5 Demonstrates knowledge of current developments in educational technology and uses educational technology for professional development and research. (Core Outcome #7) ITP #7 Plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals. (Core Outcome #8) ITP #8 Use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. ATP #7 Uses various assessment tools and methods to evaluate programs, curricula, environments, and instruction Strategic Leadership: identify context, exercises leadership to achieve goals Instructional leadership: design appropriate curricula and instructional programs. Instructional leadership: work with others to assess outcomes and to plan prof. dev. activities aimed at improving instruction. RS #6 Uses a variety of approaches to assess oral language and literacy skills, and makes instructional recommendations based on the results of assessment. GC #5 Demonstrates formal and informal assessment strategies to evaluate and facilitate the intellectual, social and emotional development of the student. (Core Outcome #9) ITP #9 Reflect on his/her choices and the effects of his/her actions on others (students, parents, and other professionals in the learning community) and actively seeks out opportunities to grow professionally. ATP #8 Pursues continual professional growth through a demonstrated familiarity with important professional publications, and participation in professional organizations. (Core Outcome #10) ITP #10 Foster relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being. ATP #9 Demonstrates an understanding of the importance of collaboration with colleagues, other professionals, parents, community members and other educationally concerned people to improve curriculum and enhance the performance of the school and its services. Unique outcome for Reading Specialists: Strategic Leadership: act ethically for educational communities. Pol. & Community Leadership: involve citizens and service agencies, develop effective staff communications and public relations programs. RS #8 Can pursue knowledge of literacy, reflect on practice, participate in decisionmaking processes, write for publication and make professional presentations RS #3 Can design and provide effective professional development opportunities for classroom teachers and paraprofessionals in the field of literacy instruction and assessment. GC #1 Understands and acts in accordance with the professional role of the school guidance counselor. GC #3 Demonstrates effective relationship/communication skills in his/her role as school guidance counselor. 8

11 Customized Conceptual Framework Outcomes for Other School Personnel Programs WSC Core Outcomes for Teacher Education Programs Initial (ITP) and Advanced (ATP) Educational Leadership (EL) Reading Specialist (RS) Guidance Counselor (GC) Unique outcomes for Reading Specialists and Professional Licensure for Teachers programs ATP #2 Reads, interprets, designs, presents, and evaluates educational research. RS #9 Can apply research for improved literacy, conduct research with a range of methodologies, and facilitate teacher- and classroom-based research. Educational Administration program outcomes: Strategic Leadership: The knowledge, skills and attributes to identify contexts, develop with others vision and purpose, utilize information, frame problems, exercise leadership processes to achieve common goals, and act ethically for educational communities. Instructional Leadership: The knowledge, skills and attributes to design with others appropriate curricula and instructional programs, to develop learner centered school cultures, to assess outcomes, to provide student personnel services, and to plan with faculty professional development activities aimed at improving instruction. Organizational Management: The knowledge, skills and attributes to understand and improve the organization, implement operational plans, manage financial resources, and apply decentralized management processes and procedures. Political and Community Leadership: The knowledge, skills and attributes to act in accordance with legal provisions and statutory requirements, to apply regulatory standards, to develop and apply appropriate policies, to be conscious of ethical implications of policy initiatives and political actions, to relate public policy initiatives to student welfare, to understand schools as political systems, to involve citizens and service agencies, and to develop effective staff communications and public relations programs. 9

12 IV. Description of the Assessment System The Teacher Education Council Candidate Assessment System (TECCAS) is organized under three to five sequential categories (dependent on program) that mark candidate transition from entry into a program through post-program completion. For all licensure programs at the initial or advanced level that require a clinical experience there are three or four transition points; for other programs there are two transition points. The fifth category of the assessment system includes both follow-up surveys of candidates and employers as well as other forms of assessment of unit operations. The table and diagram on the following pages illustrate the basic structure and key assessments within the assessment system that are used to ensure candidates meet the WSC TECCAS outcomes. The alignment of the TECCAS outcomes to specific state, national, and professional standards is demonstrated in a chart available in the exhibit room. The specific transition point requirements for each program category may be found in Table 6 under Standard 2. 10

13 Table CF-3. TECCAS Assessment System Overall Structure and Key Assessments Program Category Baccalaureate (4-year teaching programs) Assessment of TECCAS Outcomes (see Table CF-2) Post- Baccalaureate programs leading to an initial teaching license Key Requirements for Admission to Program (Candidacy) 1 - Completion of core content courses with an overall GPA of Pass state entry level exam for teachers (MTEL Communication & Literacy) - take/pass two introductory teacher education courses with field experiences Requisite entry level knowledge and dispositions to be successful in teaching are demonstrated by GPA, passing score on state test, and passing grades on introductory education courses, including EDUC 0380: Multicultural Education (TECCAS #3) Completion of undergraduate core content courses (TECCAS #1) - Baccalaureate degree, minimum GPA Pass state entry level exam for teachers (MTEL Communication & Literacy) - Transcript analysis to determine gaps in content knowledge coursework required for teaching area Key Requirements for Entry to Clinical Practice - Take and pass required professional education courses, including discipline specific methods courses - Pass state (MTEL) content area exam - Key assessments of instructional planning take place in methods courses that include extensive field experience and micro-teaching opportunities (TECCAS #7) - State content exam (TECCAS #1) - Successful completion of coursework in child development or educational psychology, classroom management, and assessment and evaluation - actual required courses vary across some programs (TECCAS #2, #3, #4, #5, #6, #7, #8) - Take and pass professional education courses, including discipline specific methods courses - Pass state (MTEL) content area exam Key Requirements for Program Completion - Pass student teaching and requisite requirements, including passing score on the state PPA evaluation - Successful performance on unit dispositions survey* - Teacher work sample as well as supplementary discipline-based evaluation of student teaching, required in many programs - PPA is a comprehensive evaluation of both teaching performance and artifactbased evidence based on state standards (TECCAS #1-#10) - Dispositions survey (TECCAS #1-#10) - Teacher Work Sample as required (TECCAS #7, #8) - Take and pass all content remediation courses identified in transcript review at admission to program. - Pass student teaching and requisite requirements, including passing score on the state PPA evaluation - Successful performance on unit dispositions survey* Assessment of Unit Operations and of Program Graduates Follow-up surveys of alumni & employers (TECCAS #1-#10) National and state program reviews and accreditation report (Music) 1 Admission to education programs is selective; candidates who declare an education major (or secondary concentration in education) at admission to Westfield State College are held to higher entry level grades and scores than other students who are admitted to the College. The transition points for the baccalaureate programs actually include four stages (Admission, Advanced Standing, Entry to Practicum, and Program Completion) but for simplicity s sake, the first two stages have been collapsed into one category for this table. 11

14 Program Category Key Requirements for Admission to Program (Candidacy) 1 Key Requirements for Entry to Clinical Practice Key Requirements for Program Completion - Teacher work sample as well as supplementary discipline-based evaluation of student teaching, required in many programs. Assessment of Unit Operations and of Program Graduates Assessment of TECCAS Outcomes (see Table CF-2) Initial Master s Programs leading to an initial teaching license Assessment of TECCAS Outcomes (see Table CF-2) Advanced Master s Programs in Teacher Education See undergraduate programs Transcript review ensures candidate acquisition of requisite content knowledge (TECCAS #1) - Baccalaureate degree, minimum GPA Pass state entry level exam for teachers (MTEL Communication & Literacy) - Transcript analysis to determine gaps in content knowledge coursework required for teaching area - Completion of other WSC requirements for admission to graduate study See undergraduate programs Transcript review ensures candidate acquisition of requisite content knowledge (TECCAS #1) - Baccalaureate in teaching major and initial license - Prerequisite courses (vary by program) See undergraduate programs (TECCAS #1 through #8) - Take and pass professional education courses, including discipline specific methods courses - Pass state (MTEL) content area exam See undergraduate programs (TECCAS #1 through #8) See undergraduate programs (TECCAS #1 through #10) - Take and pass all content remediation courses identified in transcript review at admission to program. - Pass student teaching and requisite requirements, including passing score on the state PPA evaluation - Successful performance on unit dispositions survey 2 - Teacher work sample as well as supplementary discipline-based evaluation of student teaching, required in many programs. - Additional coursework required for completion of master s degree. See undergraduate programs (TECCAS #1 through #10) - 33 hrs of coursework divided about equally between advanced study in the major and in graduate level pedagogy 12

15 Program Category Assessment of TECCAS Outcomes (see Table CF-2) (professional licensure) Key Requirements for Admission to Program (Candidacy) 1 - Meet entrance reqs. for WSC graduate study (bachelors degree with 2.6 GPA, GRE or MAT scores, narrative statement, letters of recommendation) Key Requirements for Entry to Clinical Practice Key Requirements for Program Completion - comprehensive exam taken after completion of all req courses and minimum of 27 hrs. - completion of course-based research project - Completion of other WSC requirements for conferral of a master s degree may be required See Table CF-4 below. All nine advanced teacher preparation outcomes are addressed in program coursework. Assessments: - Overall exit GPA, of which approx 50% represent adv level subject area coursework: TECCAS ATP #1) - Grades in req. pedagogy courses listed in Table CF-4 (TECCAS ATP #2-#10) - Comprehensive exam (TECCAS ATP #1 and #2) Assessment of Unit Operations and of Program Graduates Alumni & Employer Survey (TECCAS ATP Outcomes #2, #3,# 4, #6, #7, #9) Advanced Programs for Other School Personnel (licensure) Program specific requirements Meet entrance requirements for graduate study (see above) Ed Administration - teacher s license plus min 3 yrs classroom experience - passing score on MTEL communications and literacy test - prereq. courses in special education, educational measurements, and technology Ed Administration: completion of requisite coursework and field experiences Ed Administration - Completion of internship - Comprehensive examination Alumni & Employer Surveys: (TECCAS Ed Admin Outcomes #1- #4) 13

16 Program Category Key Requirements for Admission to Program (Candidacy) 1 Reading Specialist - teacher s license plus min of 1 yr classroom experience - prereq courses in special education, computer apps, & multicultural education Guidance Counselor in 15 hrs min of previous psych coursework - prereqs in gen psych, child or adolescent psych, theories of personality, abnormal psych, and statistics Key Requirements for Entry to Clinical Practice Reading Specialist: Pass state (MTEL) Reading Specialist Test; completion of requisite coursework and field experiences School Guidance: completion of requisite coursework and field experiences Key Requirements for Program Completion Reading Specialist - Completion of Practicum I & II - Comprehensive examination School Guidance - Completion of practicum - Completion of professional portfolio Completion of other WSC requirements for conferral of a master s degree may be required Assessment of Unit Operations and of Program Graduates (TECCAS Reading Specialist Outcomes #2- #6) (TECCAS School Guidance Outcomes #1, #3-#5) 2 Dispositions survey is based on the 20 dispositions delineated under the ten TECCAS outcomes, and is an instrument used in the ITP programs only. Dispositions in other programs are evaluated formally by follow-up surveys, as well as by program based measures. 14

17 Table CF-4. Required Courses Advanced Teaching Programs (aligned to TECCAS Outcomes for Advanced Teachers) ATP Outcomes Evaluated in Courses ATP Outcome #1 Early Childhood and Elem Education Secondary (Bio, Gen Sci, Hist, Math Physical Education hrs required in subject matter coursework ATP Outcome # ATP Outcome #3 632; prerequisite course in Multicultural Ed & Sp Ed. 622, 632; prereq course in Multicultural Ed & Special Ed. ATP Outcome #4 502, 510 (ECE), 629 (ELED) ATP Outcome #5 510 (ECE), 629 (ELED); prereq technology course Special Education K-8, ; prereq course Multicultural Ed ; prereq technology course 635; prereq tech courses including adaptive PE 624; prereq technology course ATP Outcome # ATP Outcome # , 587, 622, ; prereq assessment course ATP Outcome # ?? 612???? ATP Outcome #9 510 (ECE), 629 (ELED) Outcomes #1 Demonstrates knowledge of subject at the professional level. #2 Reads, interprets, designs, presents, and evaluates educational research #3 Evaluates and assesses policies, programs and/or practices for equity and access for all learners. #4 Employs appropriate, equitable and stimulating instructional practices in a safe and caring environment for all. #5 Demonstrates knowledge of current developments in educational technology and uses educational technology for professional development and research. #6 Analyzes current educational practice and policy in the context of philosophical, social, historical, and political foundations. #7 Uses various assessment tools and methods to evaluate programs, curricula, environments and instruction. #8 Pursues continual professional growth through a demonstrated familiarity with important professional publications, and participation in professional organizations. #9 Demonstrates an understanding of the importance of collaboration with colleagues, other professionals, parents, community members and other educationally concerned people to improve curriculum and enhance the performance of the school and its services. 15

18 Course Descriptions, ATP Programs Program Course # Course & Description from Catalog ECE, ELED EDUC 0502 INSTRUCTIONAL PRACTICES: MATERIALS AND CLASSROOM PROCEDURES (Elementary and Early Childhood) This course is designed to present advanced concepts and methods in elementary education. New approaches, innovative materials, and procedures will be presented. Designed for provisionally or fully certified ECE ECE, ELED, SEC, SPED SEC SPED PE PE PE SEC EDUC 0510 EDUC 0513 EDUC 0587 EDUC 0624 MOVP 0605 MOVP 0610 MOVP 0615 EDUC 0622 teachers. DEVELOPMENTAL DESIGNS IN EARLY CHILDHOOD The seminar is designed to examine considerations in structuring learning experiences and environments for young children. Included will be research studies of 19th and 20th century leaders and their influence on curriculum. Specific attention will be given to the study of the changing techniques in order to meet the developmental needs of children 9 mos. - 3-years-old as well as 4-7 year-old children with a variety of handicapping conditions. EVALUATION TECHNIQUES IN EDUCATION Appraisal of the development and significance of educational measurements. Emphasis is on uses and limitations of standardized tests; construction, validation, and limitations of classroom tests, analysis, interpretation, and utilization of test results. INSTRUCTIONAL PRACTICES: MATERIALS & CLASSROOM PROCEDURES IN MIDDLE AND SECONDARY EDUCATION This course will present advanced concepts and methods of middle and secondary classroom instruction. It is designed to allow educators to expand their repertoire of methods, materials, skills, and strategies to meet the needs of all students. TECHNOLOGY APPLICATIONS IN SPECIAL EDUCATION Students will demonstrate fluency in describing pedagogical approaches to incorporating technology into the instruction of exceptional learners, particularly students with learning disabilities, emotional disturbance, and cognitive disorders. The course will address the various factors associated with providing assistive technology services and devices in the educational setting. Students will be introduced to various technologies ranging from non-electronic solutions to low technology to sophisticated high technology strategies for implementation within any curriculum. Students will demonstrate competence in using application software and hardware and the Internet. Course participants will demonstrate technology competencies through projects, papers, presentations, and the development of an instructional unit on learning disabilities. (Teacher of Students with Moderate Disabilities APPLIED QUANTITATIVE METHODS This course is designed to provide an overview of descriptive and inferential statistics, both parametric and nonparametric. Students will be expected to demonstrate competency in : 1) Knowledge of statistical techniques and measurement procedures in order to develop and administer valid testing and evaluation programs in physical education, and 2) the application of statistical methods to current research problems in physical education. ANALYZING PHYSICAL EDUCATION AND SPORT INSTRUCTION The purpose of this course is to provide information with which to critically analyze the instructional process in physical education. The processes of collecting meaningful information on instruction and objectively evaluating teacher behavior and the effect of such on student learning will be examined. RESEARCH METHODS IN PHYSICAL EDUCATION This course is designed to provide the student with basic knowledge of research techniques, terminology and methodology in order to apply research findings to physical education teaching. Topics include the nature of research, interpretation of data, design of research and formulation and completion of a research project. CASE STUDIES IN MIDDLE AND SECONDARY EDUCATION This course seeks to integrate theories of effective teaching and the practice of teaching through the use of case studies. The primary objective of the course is to encourage learners to examine the practice of teaching, to apply theory to the practice of teaching, to facilitate process whereby teachers learn to reflect on their practice, and to encourage the use of research to inform practice. These objectives will be met by analyzing case studies in which participants must come to terms with the ambiguity of school and classroom situations and develop problem solving methods in response to those situations. ELED EDUC 0629 EXPERIENTIAL CURRICULUM DEVELOPMENT WORKSHOP: ELEMENTARY Designed to develop within the participants the capacity to make effective use of an action-oriented, experience-based curricular approach. Participants work together to gain knowledge of curricula, including process/content aspects. The course provides opportunities for students to engage in activities relating to curriculum development, implementation and evaluation. PE MOVP CURRICULUM DEVELOPMENT IN PHYSICAL EDUCATION. This course will provide an in-depth examination of 16

19 Program Course # Course & Description from Catalog 630 curriculum design and planning for K through 12 physical education programs in schools. ECE, ELED, SEC EDUC 632 RESEARCH IN EDUCATION Stresses the use of appropriate research and evaluation methodology in education. Structured to aid school personnel in the preparation and understanding of educational research. Points of emphasis will include the nature of research, selection and delimitation problems, appraisal of educational literature, necessary ECE, ELED, PE, SEC PE SPED SPED SPED SPED EDUC 633 MOVP 635 EDUC 0652 EDUC 0664 EDUC 0665 EDUC 0690 statistical concepts as well as participant observer approaches and research design. SOCIAL CULTURAL THEORIES: FOUNDATIONS OF EDUCATION A comprehensive survey and critical analysis of the philosophical, sociological, historical and economic foundations of current major views regarding the nature and aims of education, curriculum design and validation, school organization and policy, and teaching-learning. The foundations of current proposals for school reform will be examined in depth. TECHNOLOGICAL APPLICATIONS IN PHYSICAL EDUCATION An exploration of computer and video technology with applications to physical education. This course will encompass the development and production of materials as well as the evaluation of equipment and software. RESEARCH ISSUES AND PROBLEMS IN SPECIAL EDUCATION Current issues in the field of special education as well as discussion of some of the basic underlying assumptions. Focus is also placed on action research findings relative to professional development, and mentoring of teachers in the clinical experience. Research project is required. BEHAVIOR MANAGEMENT & CONSULTATION FOR ELEMENTARY AND SECONDARY STUDENTS This course focuses on solving classroom management problems through an analysis of interactional factors that contribute to behavior problems (i.e. school, home, student). Emphasis is on maintaining students in general education through preventive discipline practices and planned interventions in both special and general education for students with chronic behavior/emotional problems. CONSULTATION AND PREVENTION OF LEARNING PROBLEMS Many learning problems can be solved at their point of origin in the regular classroom. Using a consultation model as a base, this course identifies effective collaboration practices and describes how special educators can utilize consultation skills to help maintain students with mild-moderate disabilities in the regular classroom. Curriculum, behavior management, and community based strategies that support full inclusion of students with disabilities will be highlighted. CURRICULUM & INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDS IN LEAST RESTRICTIVE ENVIRONMENT This course will discuss curriculum approaches in core academic areas and development of activity based lessons. An in-depth view of the teaching-learning process, instructional strategies and evaluation methods for elementary and secondary students with special needs will be included. 17

20 Table CF-5. Required Courses in Programs for Other School Professionals (Educational Administration, Reading Specialist, and School Guidance) Program/Outcomes Educational Administration Strategic Leadership: The knowledge, skills and attributes to identify contexts, develop with others vision and purpose, utilize information, frame problems, exercise leadership processes to achieve common goals, and act ethically for educational communities. Instructional Leadership: The knowledge, skills and attributes to design with others appropriate curricula and instructional programs, to develop learner centered school cultures, to assess outcomes, to provide student personnel services, and to plan with faculty professional development activities aimed at improving instruction. Organizational Management: The knowledge, skills and attributes to understand and improve the organization, implement operational plans, manage financial resources, and apply decentralized management processes and procedures. Political and Community Leadership: The knowledge, skills and attributes to act in accordance with legal provisions and statutory requirements, to apply regulatory standards, to develop and apply appropriate policies, to be conscious of ethical implications of policy initiatives and political actions, to relate public policy initiatives to student welfare, to understand schools as political systems, to involve citizens and service agencies, and to develop effective staff communications and public relations programs. Reading Specialist RS Outcome 1: Can describe current theories and recommended oral and literacy (reading and writing) practices for K-12 learners including ELL and at-risk learners. RS Outcome 2: Uses approaches to curriculum and pedagogy that treat all children equitably and demonstrate respect for cultural and linguistic differences RS Outcome 3: Can design and provide effective professional develop-ment opportunities for class-room teachers and para-professionals in the field of literacy instruction and assessment. Courses EDUC 0663, 0604, 0621, 0633, 0611/12/13, 0616/17/09 EDUC 0621, 0633, 0635, 0629/81/82, 0616/17/09 EDUC 0663, 0604, 0608, 0621, 0630, 0629/81/82, 0616/17/09 EDUC 0663, 0604, 0630, 0636, 0629/81/82, 0616/17/09 EDUC 0601 EDUC 0657 EDUC 0623 RS Outcome 4: Organizes and maintains a safe caring, and stimulating environment for learning. EDUC 0645/0646 RS Outcome 5: Employs a variety of instructional practices that reveal knowledge of current EDUC 0656 & 0645/0646 theories and best practices in the teaching of literacy including effective use of technology and multimedia RS Outcome 6: Uses a variety of approaches to assess oral language and literacy skills, and makes EDUC 0648 & instructional recommendations based on the results of assessment. 0645/0646 RS Outcome 7: Promotes the development of higher order thinking skills, including critical EDUC 0662 thinking, informed decision-making, creativity, and knowledge construction. RS Outcome 8: Can pursue knowledge of literacy, reflect on practice, participate in decisionmaking EDUC 0650 processes, write for publication and make professional presentations RS Outcome 9: Can apply research for improved literacy, conduct research with a range of methodologies, EDUC 0650 and facilitate teacher- and classroom-based research. School Guidance GS Outcome 1: Understands and acts in accordance with the professional role of the school PSYC 0613, 0691, 0692 guidance counselor. GS Outcome 2: Can describe and discuss how children learn and develop, and can provide counseling opportunities that support their intellectual, social, and emotional development. GS Outcome 3: Demonstrates effective relationship/communication skills in his/her role as school guidance counselor. GS Outcome 4: Can describe/explain how students differ in their approaches to learning and social and emotional development; create counseling and consultative strategies that are adapted to diverse needs and styles. GS Outcome 5: Demonstrates formal and informal assessment strategies to evaluate and facilitate the intellectual, social and emotional development of the student. PSYC 0630, 0523, 0623 PSYC 0613, 0635 PSYC 0645 PSYC 0610, 0691,