WKU Education Program: Faculty Contribitions, Courses, and Dispositions - Prof. Judy C. Da, Exams of History of Education

Download WKU Education Program: Faculty Contribitions, Courses, and Dispositions - Prof. Judy C. Da and more Exams History of Education in PDF only on Docsity! Professional Education Unit Program Review Document 3: Program Experiences (Version 05/07/08) Preparation Program: Name of Program Certification Level: 8-12 (Secondary) Certification Option: Initial, Advanced, Additional, or Endorsement* *Initial = Graduate receives FIRST teaching certificate; Advanced = Adds to initial certification knowledge base; Additional = Adds NEW knowledge base to person ALREADY certified in another area; Endorsement = special additional certificate recognized by EPSB . Date Submitted: February 15, 2009 Link to Undergraduate Catalog: Undergraduate Catalog State Regulation governing this program: 16 KAR 2:010 The following WKU faculty and staff have contributed to the development of this document: Judy Davison, John Moore qkd7re-352431-2741174-prd3-wku-program-experiences-seced-template-doc.doc Page 2 of 25 Introduction Program Relationship to Unit Conceptual Framework and Continuous Assessment Plan WKU’s Conceptual Framework represents beliefs and values that are shared by all programs that prepare university students to enter education professional fields. These fields include:  Teachers in elementary, middle, and high schools  Library media specialists  Principals and superintendents  School counselors  School nurses  School psychologists  Speech pathologists All these education professional preparation programs are considered by the National Council for Accreditation of Teacher Education (NCATE) and Kentucky’s Education Professional Standards Board (EPSB) to represent WKU’s Professional Education Unit. Faculty representatives from each of the education fields in the Unit were involved in various aspects related to the development and approval of the Conceptual Framework. An abridged version of the Conceptual Framework is attached to this document as Appendix A. It is important to note that during the development of the Conceptual Framework, committee members thought it important to delineate all essential beliefs, ideas, and implications even if they were difficult to measure or live out. Thus, many beliefs, ideas, or implications reflect what the unit aspires to accomplish over time. At this point, program representatives have worked together in the current assessment cycle of the unit to focus on the following key values: Diversity, Reflection, Knowledge, Skills, and Dispositions, and Technology. Based on these values, the Professional Education Council adopted the unit-wide Continuous Assessment Plan. From this plan, each program developed a Program Assessment Plan (Appendix B). As can be seen from our plan, the first “Continuous Assessment Matrix” maps out how our program attempts to live out the unit-wide assessment vision. The “Critical Performance Assessment Alignment Matrix” describes the assessments that our program uses to measure candidate progress toward the Kentucky Teacher Standards, which include technology and reflection. Unless noted, all these assessments are collected within the unit’s Electronic Portfolio and Accountability Systems and are used to guide decisions as indicated in the Transition Points described earlier. The “Other Key Data Collection Matrix” identifies where other unit-wide data related to the unit Conceptual Framework are collected within our program. Furthermore, to ensure that all our program candidates work with diverse students, we have identified the clinical field placement associated with SEC 352 - Planning for Diversity as the designated experience where candidates are placed in diverse settings. We determined our most diverse settings by averaging the ethnic diversity of the schools in our service area (about 11%) and selecting schools as diverse that exceed this percentage. The following courses, assessments, and experiences provide additional opportunities for our program candidates to address topics related to diversity: SEC 351 Critical Performance – Lesson Planning SEC 352 Critical Performance - Planning for Student Diversity SEC 427-484 Critical Performance – Practice Teacher Work Sample EDU 489 Critical Performance – Teacher Work Sample qkd7re-352431-2741174-prd3-wku-program-experiences-seced-template-doc.doc Page 5 of 25  Core Content Courses For this section, use the course descriptions in the current WKU undergraduate or graduate catalog. 2. Standard Alignment Matrices  Program Alignment to Kentucky Teacher Standards Appendix B contains our Program Assessment Plan. The “Critical Performance Assessment Alignment Matrix” describes the assessments that our program uses to measure candidate progress toward the Kentucky Teacher Standards.  Program Alignment to Learned Society Standards: NAME YOUR STANDARDS HERE Table 1 demonstrates the alignment of our content courses with our learned society standards. qkd7re-352431-2741174-prd3-wku-program-experiences-seced-template-doc.doc Page 6 of 25 LEARNED SOCIETY STANDARDS (NAME SOCIETY HERE) Table 1. Content Course Alignment to Learned Society Standards Course 1 Course 2 Etc. Standard 1 Standard 2 Etc. For this “Content Course Alignment to Learned Society Standards” table, go to the NCATE website to identify your program’s learned society (SPA) (http://www.ncate.org/institutions/programStandards.asp. If you click on your SPA’s report template, you can go to section III to view your SPA standards. Type or cut and paste these standards into the far left column of the table. Then type in your core content course names across the columns. Place X’s in the boxes where society standards and course curriculum/experiences connect. It is strongly cautioned that you do NOT place X’s in boxes where you would not be readily prepared to substantiate by syllabi, course descriptions, and/or assessments that particular courses do indeed cover the learned society standard. qkd7re-352431-2741174-prd3-wku-program-experiences-seced-template-doc.doc Page 7 of 25 3. Courses/Experiences that Address the Professional Code of Ethics In order for candidates to be admitted into WKU’s initial teacher preparation programs, they must first attend a Teacher Orientation during which the EPSB’s Professional Code of Ethics is discussed. At the conclusion of the orientation, candidates must sign that they have read and are committed to upholding the code of ethics. In addition, the introductory education foundations courses, EDU 250 and MGE 275, provide opportunities for candidates to discuss professional ethics. B. KERA Initiatives The Combined Curriculum Document (CCD), located at the following url: http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Teaching+Tools/Combined+Curriculum+Documents/, is a resource created by the Kentucky Department of Education to show the connection between the Academic Expectations (what students should know and be able to do as a result of their school experience), the Program of Studies (the minimum required content standards students shall be taught to meet the high school graduation requirements), and the Core Content for Assessment (the content that is appropriate to be included on the state assessment). The CCD subsumes these three Kentucky P-12 curriculum requirements under the umbrella of “Big Ideas.” Table 2 describes how we introduce our candidates to the CCD and to each of the “Big Ideas” associated with our education preparation program, as well as how we ensure our candidates are prepared to teach these concepts to meet the KDE P-12 curriculum requirements in their future P-12 classrooms. Table 2: Program Alignment to KERA Initiatives (“Big Ideas”) for Secondary Education Course Academic Expectations Core Content for Assessment Program of Studies EDU 250 Students are required to document evidence of teachers meeting KERA expectations from their 15 hours of observations. Students are required to document evidence of teachers meeting KERA expectations from their 15 hours of observations. Students are required to document evidence of teachers meeting KERA expectations from their 15 hours of observations. SEC 351 Students design a unit (including assessment) based on standards for their discipline from the AE, CC, or POS. Technology is incorporated in the unit. Students write lesson plans and document assessment of content Students design a unit (including assessment) based on standards for their discipline from the AE, CC, or POS. Technology is incorporated in the unit. Students design a unit (including assessment) based on standards for their discipline from the AE, CC, or POS. Technology is incorporated in the unit. SEC 352 Students document contextual factors and plan differentiated lessons based on AE, CC, and POS. Students document contextual factors and plan differentiated lessons based on AE, CC, and POS. Students document contextual factors and plan differentiated lessons based on AE, CC, and POS. SEC 453 Students develop abilities to solve problems in classroom situations. Students develop abilities to solve problems in classroom situations. Students develop abilities to solve problems in classroom situations. qkd7re-352431-2741174-prd3-wku-program-experiences-seced-template-doc.doc Page 10 of 25 Table 4: Education and Content Faculty Information Faculty Name Highest Degree, Field, & University Assignment: Indicate the role(s) of the faculty member1 Faculty Rank2 Scholarship3, Leadership in Professional Organizations, and Service4: List up to 3 major contributions in the past 3 years5 Teaching or other professional experience in P-12 schools Status to institution & education unit6 Cooksey, Elizabeth EdD, Ed, U Louisville Faculty Other Scholarship: Editorial Board member - Worked on programs for NAME 2008 & 2009. Submitted chapter for NAME publication 2009. Submitted individual proposal to NAME. Leadership: Chair- Delta Sigma Theta Scholarship Committee. WKU International Committee member. Helped to develop ongoing program modules for course to update and define. Service: Helped develop ongoing program development for beginning education courses EDU 250 and development of a course in diversity. Worked on graduate program development. Work with high school English teachers and school curriculum committee at Bowling Green High School. Also curriculum work with language arts teachers at Warren East Middle School. Co-sponsor of Kappa Delta Pi Honor Society. FT/FT Davison, Judy EdD, Ed, U Northern Iowa Faculty Assistant Professor Scholarship & Awards: Davison, J.C. & McCain, T. (2007). Developing multicultural sensitivity through international student teaching: The challenges faced by a southern university. Growing a Soul for Social Change: Building the Teaching or Professional Experience in Schools: Developed & delivered FT/FT 1 For example, faculty, clinical super clinical supervisor, department chair, etc. 2 For example, professor, associate professor, assistant professor, adjunct professor, instructor, administrator, etc. 3 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation. 4 Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission. 5 For example, three contributions of scholarship, leadership, and service might be 1) Scholarship - article published in a specific journal, 2) Leadership - officer of a state or national association,and 3) Service - an evaluation of a local school program. NOTE: You MUST provide evidence of SCHOLARSHIP. 6 Use these codes: FT/FT – full time to the university and full time to the unit/program; FT/PT – full time to the university and part time to the unit/program; or, PT/ PT – part time to the university and part time to the unit/program. qkd7re-352431-2741174-prd3-wku-program-experiences-seced-template-doc.doc Page 11 of 25 Knowledge Base for Social Justice. Charlotte, North Carolina: Information Age Publishing. Blaisdell, M.J., Bohning, K., Davison, J, Duerstock, B. et al. (contributors). In Stefanich, G. (Ed.). (2007). Classroom and laboratory modifications for students with disabilities. In G.P. Stefanich (Ed.), Science Teaching in Inclusive Classrooms: Models & Applications (pp.1-60). Washington, DC: National Science Foundation. Fulbright Senior Specialist appointments: University of Greenwich, England (May-June 2004) & National College of Ireland, Dublin, Ireland (Oct-Nov, 2007). Leadership: 6 year Academic Review Chair, NCATE steering committee, International Student Teaching co-chair. Service: International: WKU representative to COBEC. Fulbright Assn. International Education Task Force member. 2006-present. Fulbright Assn. International Arts Task Force member. 2006-present. National : UK Fulbright Teacher Exchange Liaison Project. Mentor for 2 UK educators. Rockford High School, Rockford, OH. & Boston College, Boston, MA., 2005-2006. on-site graduate course (EDU522) to assist in establishing graduate student cohorts. Supervised 18 Alternate Route interns. Region II FBLA Conference Judge. 2005 & 2006. Franklin Middle School Science Fair Judge. 2005. Kacer, Barbara PhD, Ed, U Iowa Faculty Associate Professor SCHOLARSHIP: Serious games and deep learning: Is it possible?, The Professional and Development Network in Higher Education, The Professional and Development Network in Higher Education, Reno, NV. Faculty engaging faculty with five minute facets of teaching, The Professional and Development Network in Higher Education, The Professional and Development Network in Higher Education, Reno, NV. Five minute facets of teaching, 'The Scholarship of Teaching and Learning: Challenging Students to Think Critically and Learn Deeply', The Kentucky Council on Postsecondary Education, Lexington, KY. PROFESSIONAL ORGANIZATIONS: National Association for Multicultural Education, Program Committee. SERVICE:Treasurer and Chair of Finance Committee for Bowling Green/Warren County NAACP. University, Parking and Transportation Services, Committee Member, College, International Committee, Committee Member, College, FaCET Teaching Resource Faculty, Committee TEACHING: I coordinate the dual credit EDU 250 course. This involves visits to all schools/classrooms. FT/FT qkd7re-352431-2741174-prd3-wku-program-experiences-seced-template-doc.doc Page 12 of 25 Member, College, FaCET Advisory Committee, Committee Member McDonald, Michael PhD, Ed, U Missouri- Columbia Faculty Assistant Professor Served as President of the National Association of Business Teacher Education (NABTE) 2006-2007 • Served as Past-president the National Association of Business Teacher Education (NABTE) 2008-present • Published in a nationally distributed yearbook with is blind- peer reviewed: McDonald, Michael L., LaBonty, Dennis, & Lacy, Richard C., (2007). Assessment for Teacher Certification/Licensure. NBEA Yearbook. National Business Education Association. Reston: VA. Serve as the WKU Event Coordinator for the Region II FBLA District Competitions. • Arranged for Business & Marketing Education students to teach economics classes in P- 12 schools in cooperation with junior achievement. FT/FT Metzgar, Vicki Faculty Assistant Professor * National Academy for Science and Mathematics Educational Leadership (2006-2007) WestEd Regional Educational Laboratory Participant * School for Science and Mathematics at Vanderbilt-Development team and Liaison for School for Science and Math with Metro Nashville Public Schools * Improving Teacher Quality Grant recipient Tennessee Dept. of Education for Teacher Training Summer 2008 (Managing yoUr Science Classroom Lab Efficiently) * Courage to Teach: Facilitated a two-year series of retreats for David Crockett High School faculty in Washington county, Tennessee. March 2007-January 2009 Middle School, High School teacher and Science Coordinator Metro Nashville Public Schools; 10/1975- 6/2004 FT/FT Moore, John PhD, Ed, U Kentucky Faculty Associate Professor Publications: Moore, J.A. (2007). Civic engagement in teacher preparation: Standards, school/university partnership, and issues in the news, In K. Murtadha & R. Helfenbein (Eds.). Democracy and Civic Engagement: Implications for Teacher Preparation and a National Agenda for Inquiry (pp71-74). Washington, D.C: American Association of State Colleges and Universities. Moore, J.A. (2007). Constitution Day: Learning experiences for middle level interdisciplinary teams, Kentucky Middle School Journal 8(1) 51-56, Kentucky Middle School Association/Eastern Kentucky University. National Presentations:2007 What Social Studies Urban Educators Should Know and Be Able to Do, National Council for the Social Studies, San Diego CA. 2007 Identifying Civic Engagement Opportunities in Teacher Education, American Association of State Colleges and Universities, Philadelphia, PA. Teacher Certification:Kentucky Middle Grades Social Studies (life) Kentucky High School Social Studies (life) North Dakota High School Social Studies (life) FT/FT qkd7re-352431-2741174-prd3-wku-program-experiences-seced-template-doc.doc Page 15 of 25 Fredrick Siewers, Michael Carini, Richard Gelderman, Charles McGruder, Julia Roberts, Rico Tyler, and Andrew Wulff “Deep Time and Rates of Change in the Middle Grades Classroom: An Effort to Increase Student Understanding Through Professional Development Workshops for Teachers” Presented at 2005 annual meeting of the Geological Society of America (October 16, 2005) Leadership in Professional Associations: Board Member-Ky Science Teachers Association Vice-president- Barren River Imaginative Museum of Science Director of the Middle Grade Science Teachers Circle. Service: • Project Manager for the Sextant Program. • Director of the Hilltopper Teaching Fellows Program. • Lead Science adviser for the MS‐TEAMS Program. three years) Clinical supervisor for middle grade and secondary science students teaching in Western Ky University Super Saturday programs for P-6 students. qkd7re-352431-2741174-prd3-wku-program-experiences-seced-template-doc.doc Page 16 of 25 E. WKU Curriculum Contract Below is a sample Curriculum Contract. Replace highlighted areas with information that corresponds to your program. Note that your Program Assessment Plan “Transition Points” chart is copied into this section as well. The typical chart for initial preparation program has already been inserted for you, but if it does not work for your program, delete it, and replace it with the one in your Program Assessment Plan. Bachelor of Music - Option in Music Education - Instrumental Track Leading to the Provisional Certificate for Teaching Instrumental Music Grades P-12 Contact Information: Last, First Middle WKU ID Number Street Home Phone Number City State Zip Code E-mail Address Specific degree requirements with advisement sheets attached. qkd7re-352431-2741174-prd3-wku-program-experiences-seced-template-doc.doc Page 17 of 25 WESTERN KENTUCKY UNIVERSITY --- CURRICULUM CONTRACT Bachelor of Music - Option in Music Education - Instrumental Track Leading to the Provisional Certificate for Teaching Instrumental Music Grades P-12 MUSIC COURSES ___ MUS 100 Theory I* 3 ___ MUS 101 Theory II* 3 ___ MUS 200 Theory III 3 ___ MUS 201 Theory IV 3 ___ MUS 203 Music Technology 2 ___ MUS 407 Orchestration & Arranging 3 ___ MUS 214 String Techniques 1 ___ MUS 215 Brass Techniques 1 ___ MUS 312 Teaching Music Elementary 3 ___ MUS 315 Clarinet/Sax Tech. 1 ___ MUS 316 Flute/Double Reed Tech. 1 ___ MUS 319 Percussion Techniques 1 ___ MUS 412 Teaching Music Middle School 3 ___ MUS 416 Instrumental Methods 3 ___ MUS 417 Marching Band Techniques 2 ___ MUS 326 Music History I 3 ___ MUS 327 Music History II 3 ___ MUS 328 Music History III 3 ___ MUS 153 Applied Principal* 2 ___ MUS 155 Performance Attendance (P/F) 0 ___ MUS 153 Applied Principal* 2 ___ MUS 155 Performance Attendance (P/F) 0 ___ MUS 153 Applied Principal 2 ___ MUS 155 Performance Attendance (P/F) 0 ___ MUS 153 Applied Principal 2 ___ MUS 155 Performance Attendance (P/F) 0 ___ MUS 353 Applied Principal 2 ___ MUS 155 Performance Attendance (P/F) 0 ___ MUS 353 Applied Principal 2 ___ MUS 155 Performance Attendance (P/F) 0 ___ MUS 353 Applied Principal 2 ___ MUS 155 Performance Attendance (P/F) 0 ___ MUS 162 Group Voice or Choir 1 ___ MUS 160 Group Piano I 1 ___ MUS 161 Group Piano II 1 ___ MUS 260 Group Piano III 1 ___ MUS 261 Group Piano IV 1 ___ Ensemble (major) 1 ___ Ensemble (major) 1 ___ Ensemble (major) 1 ___ Ensemble (major) 1 ___ Ensemble (major) 1 ___ Ensemble (major) 1 ___ Ensemble (major) 1 ___ MUS 317 Conducting I 2 ___ MUS 318 Conducting II 2 TOTAL = 72 PROFESSIONAL EDUCATION ___ EDU 250 Intro Teacher Ed. K-12 3 ___ EXED 330 Intro Special Ed. 3 ___ PSY 310 Ed. Psychology 3 ___ SEC 490 Music Student Teaching 10 ___ EDU 489 Student Teaching Seminar 3 TOTAL = 22 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - GENERAL EDUCATION A. Organization & Communication of Ideas [12] ___ ENG 100 Freshman English** 3 ___ ENG 300 Junior English 3 ___ Foreign Language 3 ___ SCOM 145 Fund. Public Speaking** 3 B. Humanities [9] ___ Literature Course (ENG 200?) 3 ___ MUS 120 Music Appreciation (majors/fr.) 3 ___ Humanities Elective (non-Music) 3 C. Social & Behavioral Science [9] ___ HIST 119/120 Western Civilization 3 ___ PSY 100 Intro to Psychology** 3 ___ Social & Behavioral Elective(3rd Field) 3 D. Natural Sciences & Math [9] ___ MATH 109 General Math (116) 3 ___ PHYS 130 Acoustics (DL) 3 ___ BIO 113 General Biology** 3 E. World Cultures [3] ___ Cultural Diversity course 3 F. Health and Wellness [2] ___ Activity Course (MUS 347?) 1 ___ Activity Course (MUS 347?) 1 (PH 100 Personal Health can also fulfill this @ 3 hrs) TOTAL = 44(45) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Summary: Music Courses 72 Professional Education 22 General Education 44 TOTAL = 138 (139) qkd7re-352431-2741174-prd3-wku-program-experiences-seced-template-doc.doc Page 20 of 25 APPENDIX A Professional Education Unit Conceptual Framework Core Beliefs qkd7re-352431-2741174-prd3-wku-program-experiences-seced-template-doc.doc Page 21 of 25 Conceptual Framework (03032008 version) Mission  The professional education unit of Western Kentucky University recruits, prepares, and supports school practitioners and education leaders who can facilitate the learning of all children and empower them to achieve at high levels as they become life-long learners and productive citizens in a global society. Vision  The professional education unit aspires to become a nationally recognized community of scholars who apply the best that theory, research, and experience can contribute to teaching and learning and create new knowledge that makes teaching, learning, and the operation of school more efficient and effective. Beliefs About Children & Schools BELIEF 1 All children can learn at high levels. BELIEF 2 All children have a right to a quality education that empowers them to meet high expectations for learning as defined by a democratic society. Beliefs About Education Professionals BELIEF 3 Diversity in our schools adds richness to the learning environment and provides enhanced opportunities and possibilities for teaching and learning. BELIEF 4 Highly effective education professionals require high levels of ability, rigorous training, and on- going development of teaching/leadership skills that include reflective decision-making. BELIEF 5 Highly effective education professionals know, apply, and reflect on the effectiveness of a variety of theories, models and strategies in order to produce maximum learning for all students in all types of school contexts and cultures. BELIEF 6 Highly effective education professionals interact with the home and/or community of their students to facilitate teaching and learning. BELIEF 7 Highly effective education professionals have a strong content knowledge, sound pedagogical knowledge and skills, and essential dispositions for facilitating learning and functioning as team members in schools.  WKU has adopted the following knowledge and skills as key to the success of education professionals: qkd7re-352431-2741174-prd3-wku-program-experiences-seced-template-doc.doc Page 22 of 25 Kentucky’s Teacher Standards Standard 1 – Content Knowledge: Demonstrates a current and sufficient knowledge of certified content areas to develop student knowledge and performance in those areas Standard 2 – Designs/Plans: Designs/plans instruction and learning climates that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge Standard 3 – Learning Climate: Creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge Standard 4 – Implements/Manages: Introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge Standard 5 – Assessment: Assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge Standard 6 – Technology: Uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research Standard 7 – Reflection: Reflects on and evaluates specific teaching/learning situations and/or programs Standard 8 – Collaboration: Collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge Standard 9 – Professional Development: Evaluates his/her overall performance with respect to modeling and teaching Kentucky's learning goals, refines the skills and processes necessary, and implements a professional development plan Standard 10 – Leadership: Provides professional leadership within the school, community, and education profession to improve student learning and well-being