Institute for Professional Studies in Education Professional Learning Community Certificate Program Procedures

Transcription

1 Institute for Professional Studies in Education Professional Learning Community Certificate Program Procedures 1. Certificate program proposals will originate with an academic department; all affected departments must endorse proposals. Each proposal will include the following: a. A clear statement of the purpose of the program and the anticipated benefits to the department(s), school/college, university, and students. The Institute for Professional Studies in Education (IPSE), a freestanding institute with departmental authority housed in the College of Liberal Studies, is proposing a 12-credit Professional Learning Community Certificate Program in both a face-to-face, blended, and online delivery format. The purpose of the program is to address the needs of students, school districts, the community, and the university and to build competency in the Professional Learning Community philosophy. The Professional Learning Community Certificate Program benefits IPSE, the College of Liberal Studies, and UW-La Crosse by improving content and pedagogical knowledge, improving PK-16 student learning, and supporting PK-16 student development and self-efficacy of teachers. In addition the certificate addresses the mission of IPSE: To build a Master Teachers Community dedicated to improving the craft of teaching in order to help all students reach their highest potential. The certificate also addresses UW- L s mission of fostering curiosity and life-long learning through collaboration, innovation, and the discovery and dissemination of new knowledge. School district administrators in Wisconsin want content specific emphasis programs for their teachers. A Professional Learning Community Certificate Program fits because the assumption of the Department of Public Instruction s (DPI) Wisconsin Personnel Development Model is that schools function as a Professional Learning Community (PLC). In addition, for teachers there are real incentives to earn additional credits through the proposed certificate program. First, the certificate program will expand teachers knowledge in a Professional Learning Community philosophy. Also, the program will train teachers to become teacher leaders and reinforce many of the best practices in teacher education including constructivism, reflective practice, and transformation. Additionally, getting an online certificate in professional development in a content specific emphasis area often results in a raise in pay. b. Identification of target audience(s) and evidence of long term or short term need as appropriate.

2 Target Audience: The target audience will be teachers and educational professionals in P-16 grade levels, and school administrators throughout Wisconsin, the region, nationally, and internationally. Long Term or Short Term Need: UW-La Crosse has a very successful Master of Education-Professional Development (ME-PD) Learning Community program through the Institute for Professional Studies in Education (IPSE) that is delivered off-campus throughout the State of Wisconsin. Most of the students in this off-campus program are working PK-16 educators. In the Spring of 2012 IPSE began its first Online ME-PD Learning Community. Demand for the online degree is increasing throughout Wisconsin as well as nationally and internationally. With the passage of Act 10 in Wisconsin, school district needs are changing. Several Superintendents and Curriculum and Instruction Directors throughout the State are requesting content specific areas of emphasis for their teachers. In response to the needs of school districts in Wisconsin, IPSE is proposing new learning community certificate programs. In collaboration with school districts and the School of Education at UW-La Crosse we are proposing four content specific face-to-face, blended, and online certificate programs. The four content areas include: math education, English Language Arts, Global and Cultural Competency, and Professional Learning Community (PLC). This proposal is for a Professional Learning Community Certificate Program. Wisconsin s Department of Public Instruction developed Guiding Principles as part of the Wisconsin Personnel Development Model. This model describes how school districts in Wisconsin need to operate. The overall assumption of the Model is that schools will function as a Professional Learning Community (PLC) as described in DuFour and Eaker s book, Professional Learning Communities at Work (1998). Within the context of a professional learning community, professional development and support activities are identified following a collaborative analysis of needs. Professional development activities are directed at improving skills needed to enhance instructional effectiveness, particularly for those students most likely to experience failure. Additionally, administrators, staff and family members are included in the planning process. The traditional UW-La Crosse ME-PD Learning Community program has seen great success in Wisconsin. One of the major reasons for now offering a hybrid and online Professional Learning Community Certificate Program is the changing climate for teachers in the State and nationally. Since the basic tenets of the new certificate program are based on best practices in education and closely match 21 st Century Skills it will be a perfect fit at a national and even international level. The key elements of 21st century learning are student outcomes (i.e., Life and Career Skills; Learning and Innovation Skills; Information, Media, and Technology Skills; and Core

3 Subjects and 21 st Century Themes) and 21st century skills support systems (i.e., Standards and Assessment; Curriculum and Instruction; and Professional Development and Learning Environments). National Needs According to the latest data in the Occupational Outlook Handbook, Edition from the Bureau of Labor Statistics (BLS), there were 3.5 million jobs for K-12 teachers in Of these about 179,500 were kindergarten teachers, 1.5 million were elementary school teachers, 659,500 were middle school teachers, and 1.1 million were secondary school teachers. Teaching opportunities vary with geographic location, grade level, and subject taught. The majority of job openings will result from the need to replace the large number of teachers who are expected to retire over the period. Also, many beginning teachers, especially those employed in poor, urban schools, decide to leave teaching for other careers after a year or two, creating more job openings for teachers. Job prospects should be better in inner cities and rural areas than in suburban districts. Many inner cities, overcrowded with high poverty rates, and remote rural areas with lower salaries have difficulty attracting and retaining enough teachers. Currently, many school districts have difficulty hiring qualified teachers in some subject areas such as mathematics, science, bilingual education, and foreign languages. Increasing enrollments of ethnically diverse students, coupled with a shortage of minority teachers, should increase the need for minority teachers. Also, the number of non- English-speaking students will continue to grow, creating demand for bilingual teachers and for those who teach English as a second language. The number of teachers is expected to increase in response to reports of increased job prospects, better pay, more teacher involvement in school policy, and greater public interest in education. In addition, more teachers may be drawn from a reserve pool of career changers, substitute teachers, and teachers completing alternative certification programs. In recent years, the total number of bachelor's and master's degrees granted in education has been increasing slowly. Many States are implementing policies encouraging even more students to become teachers due to the shortage of teachers in certain locations and in anticipation of the loss of a number of teachers to retirement. Median annual wages of K-12 teachers ranges from $47,100 to $51,180 in May According to the American Federation of Teachers, beginning teachers with a bachelor's degree earned an average of $33,227 in the school year. According to the U.S. Census Bureau (2006) there are 6.8 million teachers in the United States. Of these teachers 51% are over the age of 50 and have a masters or doctorate degree. Since 1961 the number of teachers acquiring a master s degree has consistently increased with the majority of

4 teachers now having master s degrees. Given that these numbers have been increasing over time, the projection is good in terms of teachers returning to get their masters degree. Additionally, projections continue to be high for growth at both the elementary and secondary levels of PK-12 education. c. Description of the academic component including: i. Goals The primary objectives of the Professional Learning Community Certificate are to 1) develop and increase teachers knowledge and understanding of the Professional Learning Communities (PLCs); 2) develop and increase teachers knowledge of and expertise with instructional strategies, including technology, to implement the Professional Learning Community Learning outcomes effectively; 3) design and evaluate assessments that inform their instruction of the Professional Learning Community Learning outcomes. The certificate program consists of four graduate courses that include content in the foundational framework and history of PLCs, essential components of PLCs, research on PLCs, the role of assessments, evaluations and grading within a PLC framework, analysis of various forms of assessments, identification and evaluation of instructional practices that lead to higher student achievement, designing assessments that inform practice, examining various school cultures, and developing a plan to improve a school s culture. ii. Statement of admission requirements that are at least equal to the appropriate admissions requirements of the university for degree seeking individuals. Where a certificate program anticipates a student population that would not normally fall into one of the university admissions categories the proposal should describe the anticipated student background and explain how the proposed admission requirements are appropriate and consistent with overall university admissions requirements. Professional Learning Community Certificate Program Admissions Requirements: 1. A baccalaureate degree from an accredited institution. 2. (a) An overall undergraduate grade point average of at least 2.85 on a 4.00 scale, or (b) an average of at least 3.00 in the last half of all undergraduate work, or (c) an average of at least 3.00 for no fewer than 12 semester credits of graduate study at another accredited graduate institution. It is anticipated that two categories of students, those with a baccalaureate degree and those with a graduate degree.

5 iii. Number and array of courses including specification of any required courses. If electives are allowed within the certificate program, an explanation of the proposed electives in light of the need for program cohesion should be included. IPSE is proposing a 12-credit Professional Learning Community Certificate Program in a face-to-face and online format. The Professional Learning Community (PLC) Certificate Program will consist of four, 3-credit courses with content based on the best practice research by DuFour, DuFour, and Ecker (2004). Faculty and staff at UW-La Crosse (Sarah Dixen, Ed.S., Billie Finco, ME-PD and Nationally Board Certified [NBC]), and Amy Stoeckly, ME- PD will help develop the Professional Learning Community content areas of the program. Curriculum Professional Learning Community Certificate Program Four 3-credit Courses EDU 735 Foundations of Professional Learning (3) Communities EDU 736 Assessments, Grading, and (3) Professional Learning Communities EDU 737 Teacher Leadership - (3) Professional Learning Communities EDU 738 Professional Learning Communities (3) in the Content Areas iv. A statement that identifies program prerequisites There are no prerequisite courses required for admission. v. GPA requirements for certificate completion (2.5 minimum for undergraduate and 3.0 for graduate certificate programs). 2. In order to complete the requirements for the certificate program, students must earn a cumulative grade point average of at least i. A statement outlining the certificate program's relationship to and articulation with existing degree programs and the select mission of UW-La Crosse. IPSE offers a 30-credit Master of Education-Professional Development (ME- PD) Learning Community program. Students who complete the Professional Learning Community Certificate Program will be able to transfer 12-credits into the ME-PD Learning Community program. b. Description of the administration, staffing, and budgeting for the program including the following:

6 Administration: The Director of IPSE will oversee all aspects of the Professional Learning Community Certificate Program including hiring qualified Instructional Academic Staff (IAS) or faculty to teach within the program. Teaching Faculty and Staff First priority will be given to the content development experts in Professional Learning Community including Sarah Dixen, Ed.S., Billie Finco, ME-PD, NBC, and Amy Stoeckly, ME-PD. The next priority will go to current and former graduate faculty facilitators with expertise in Professional Learning Community from the ME-PD Learning Community program including but not limited to Deb Buswell, Laura Way, John Weiland, and Janet Woodward (NBC). The last option is to recruit doctoral and master level teachers with expertise in a Professional Learning Community philosophy. Budgeting: The budget for the certificate program is part of the 131 revenue generating account for IPSE. All IAS hired to teach in the program will be paid $1,104 a credit. i. Evidence that the faculty/staff in the department(s) and other qualified personnel are willing to teach the courses in the certificate program at the times/locations necessary for completion of the certificate. The IPSE Administrative Team unanimously approved moving forward with the development and implementation of a Professional Learning Community Certificate Program. Dean Ruthann Benson of the College of Liberal Studies approved the development of the certificate program. Additionally, IPSE met with Interim Provost, Betsy Morgan, Dean Bruce Riley of the College of Science and Health, and SOE Director Marcie Wycoff-Horn. All were supportive of the professional Learning Community Certificate initiative. The Master of Education-Professional Development (ME-PD) Learning Community program has a history of over 14 years and 3,000+ graduates in the State of Wisconsin and is based on a learning-in-community, constructivist philosophy. The program is an innovative field-based master s degree program combining elements of university master s degree work with components of field-based staff development. Additionally, we deliver our program in a PLC format. Learners work together in groups to meet district and individual goals as part of their Professional Development Plans. Educators in the same district or common specialty areas can work together towards district goals through their master s work. The ME-PD Learning Community program staff is experts in PLC. There are a number faculty and staff interested in teaching courses in the certificate program. IPSE hires teachers from all over the State of Wisconsin as well as Minnesota for the ME-PD Learning Community program. We try to match IAS with a learning community based on their area of expertise and their geographic location. This will also be the process for hiring instructors to teach in the certificate program. In terms

7 of teaching courses in the certificate program the first priority will be given to the content development experts in Professional Learning Community philosophy at UW-L including Sarah Dixen, Billie Finco, and Amy Stoeckly. The next priority will go to current and former graduate faculty facilitators from the ME-PD Learning Community program with Professional Learning Community expertise including Deb Buswell, Laura Way, John Weiland, and Janet Woodward. The last option is to recruit doctoral and master level experts in Professional Learning Community. ii. Proposed frequency of course offerings for courses included in the certificate program. The Professional Learning Community Certificate Program is a two-academic term program. It s anticipated that new cohorts will start every academic term, including summer. Below is an example for the first three academic offerings of the certificate. Spring 2013 Summer 2013 Fall 2013 Courses 1 & 2 Courses 1 & 2 Courses 1 & 2 Courses 3 & 4 Courses 3 & 4 iii. Proposed arrangements for ongoing advising for students in the certificate program. Graduate Faculty Facilitators with expertise in Professional Learning Communities will be hired to teach in the Professional Learning Community Certificate Program. These facilitators will act as advisors for enrolled students. iv. Anticipated need for other student support services for students enrolled in the certificate program. Technical support services will be provided by ITS at UW-La Crosse. The ITS Support Center offers online help to faculty and staff at UW-La Crosse. All graduate faculty facilitators receive this information at the start of employment in the ME-PD Learning Community Staff Handbook. Any other additional or new information is communicated through ITS s. ITS Online Help Topics include: A 24 hour Solution Center, , Enterprise System (CAS); Assistance with Desire2Learn (D2L), Using the Qualtrics survey instrument, Web Development, Web Accessibility, Wireless (Vista, XP, OS X), Individual File Storage, UW-L Web Templates, and SPSS tutorial (Valparaiso University).

8 v. For certificate programs involving more than one academic department, identification of an administrative unit for the program. All courses for the Professional Learning Community Certificate Program will be developed and housed within the Institute for Professional Studies in Education.

9 4 September 2012 To: From: Re: CLS Academic Programs Committee UW-L Academic Programs Committee UW-L Faculty Senate Ruthann Benson, Dean College of Liberal Studies a) Proposal for Math Education Elementary Certificate Program b) Proposal for English Language Arts Elementary Certificate Program c) Proposal for Global and Cultural Competency Certificate Program d) Proposal for Professional Learning Community Certificate Program I am writing to indicate my full support for the proposals listed above submitted by the Institute for Professional Studies in Education (IIPSE). IPSE Director Dr. Patricia Markos has consulted with me throughout the planning phase for these certificate programs. All four certificate programs clearly are in response to the professional development needs of PK-12 teachers and school districts to build competency in a) math education at the elementary level, b) English language arts at the elementary level, c) global and cultural education at multiple levels, and d) Professional Learning Community philosophy. The student learning outcomes for these certificate programs are based on outcomes identified by a) The National Council of Teachers of Mathematics, b) The National Council of Teachers of English, c) The United Nations and the World Health Organization, and d) the Department of Public Instruction s (DPI) Wisconsin Personnel Development Model The proposals for all four certificate programs describe the purpose of the programs and the anticipated benefits; the target audience; and evidence of state, region, and national needs; as well as other details of the academic component (goals, admission requirements, number and array of courses, prerequisites, administration/staffing/budget, personnel, advising and student support service needs). These 12-credit certificate programs have either two or three delivery options (face-to-face, hybrid or online) in order to meet the needs of working teachers in earning certificate credits. The certificate programs would be delivered within the learning community format and special program revenue model. Because of the long and successful history of providing masters level education to teachers by the Masters of Education-Professional Development (ME-PD) Learning Community Program (now housed within the Institute for Professional Studies in Education), I am very confident that these certificate programs will be of high quality and will contribute greatly to our array of educational offerings.

10 University of Wisconsin LA CROSSE September 9, 2012 To Whom It May Concern: I am writing this letter to express my full support for the four certificate programs (Math, English Language Arts, Professional Learning Communities, and Global and Cultural Competence) that are being submitted by The Institute for Professional Studies in Education (IPSE). These certificate programs are designed to meet the needs of local teachers, as school districts and state assessments begin to require ongoing growth and development in content areas. As the Director for the School of Education, I meet with area school district administrators a few times throughout the year and it has been very clear articulated that they are seeking content specific programs like these for teachers in their school districts. The IPSE will continue to work to meet professional development needs and I believe the four certificates submitted by IPSE are just the beginning. Many districts are now requiring that teachers extend their content knowledge in the Common Core State Standards (CCSS), certainly in math and English language arts; however, science and social studies will be naming them something other than CCSS. For example, the new science standards will be called the Next Generation Science Standards. Teachers of science and social studies will be required to extend their content knowledge in 2013 or shortly thereafter. The IPSE has a longstanding history of helping teachers grow and develop in meaningful areas. These certificate programs will train teachers to become teacher leaders and reinforce many of the best practices in teacher education including constructivism, reflective practice, and transformation. I can t stress enough how much these four certificate programs will assist school districts as the demands of teachers continue to increase. I hope you will give this proposal strong consideration as you note the impact such a program could have on Wisconsin school districts and ultimately the children in PK-16. If you have any questions, please do not hesitate to connect with me via or mwycoffhorn@uwlax.edu. Sincerely, Marcie Wycoff-Horn, Ph.D. Director, School of Education School of Education Graff Main Hall, 1725 State Street, La Crosse, WI (608) , Fax: (608)

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