Fall 2006 Retreat Leland

1
Fall 2006 RetreatLeland Clarice C. Bagwell
College of Education
2
Welcome
Dr. Yiping Wan Dean Bagwell College of
Education Unit Head Professional Teacher
Education Unit
3
New Graduate Education Academic Programs
Dr. Foster Watkins Associate Dean for Graduate
Programs Bagwell College of Education
http//www.kennesaw.edu/education/grad/
4
MASTER OF EDUCATION MASTER OF ARTS IN
TEACHINGDEGREES IN EDUCATIONNEW PROGRAMS IN
2005-2006 ACADEMIC YEAR

• MASTERS DEGREE PROGRAMS IN EDUCATION
• Department of Early Childhood Elementary
  Education
• M.Ed. in Early Childhood Elementary Education
  Montessori Education Concentration (2.5 6
  years of age)
• Department of Secondary and Middle Grades
  Education
• M.A.T. (Master of Arts in Teaching) in Secondary
  English (6-12)
• M.A.T. (Master of Arts in Teaching) in Secondary
  Mathematics (6-12)
• Department of Inclusive Education
• M.Ed. in TESOL (Teaching English to Speakers of
  Other Languages) (P-12)
• M.A.T. (Master of Arts in Teaching) in (Teaching
  English to Speakers of Other Languages) (P-12)
  (Pending Approval)
• Department of Educational Leadership
• M.Ed. in Educational Leadership Special Education
  Administration Concentration (P-12)
• (Pending Approval)
• Endorsements Add-on Programs
• Reading Endorsement (was discontinued but
  reformed in fall 2006)

5
MASTER OF EDUCATION MASTER OF ARTS IN
TEACHINGDEGREES IN EDUCATIONNEW PROGRAMS IN
2005-2006 ACADEMIC YEAR

• DOCTOR OF EDUCATION IN LEADERSHIP
• FOR LEARNING CONCENTRATION AREAS
• Early Childhood and Elementary Education
• Inclusive Education
• Instructional Technology
• Adolescent Education Mathematics

6
New KSU Initiatives

• Dr. Mark Warner
• Associate Dean for Undergraduate Programs
• Bagwell College of Education

7
GPS Backward Mapping Initiative
8
GPS Backward Mapping Initiative

• What is the alignment between course content in
  each teacher preparation program and the content
  teachers need to teach the GPS?
• What is the alignment between clinical and field
  experiences and the new GPS?
• How are general education requirements and
  teacher preparation curricula designed and
  integrated to ensure teachers content knowledge
  is sufficient to get all pupils in their
  classrooms to meet the new GPS?

9

• How does the program help teacher candidates
  learn how to teach in standards-based classrooms?
• How does the program help teacher candidates
  differentiate instruction for individuals and
  groups within the classroom toward helping all
  pupils they teach to meet the new GPS?
• How does the program help teacher candidates
  assess the performance of each individual pupil
  on each GSP? Keep track of each pupils
  performance in relation to each GPS?

10
Break

• Refreshments
• Compliments of
• KSU
• Foundation

11
Mapping Area F Changes

• Why are there proposed changes in Area F?
• When do changes in Area F take effect?
• What are the changes in Area F?
• What is impact on program areas?
• What are courses in new Area F?
• Where do we go from here?
• How are program area changes made?

12
Why?

• University System of Georgia Board of Regents
  (USG BoR)
• April 2004 Reformulation of the University System
  of Georgia's 2002-2007 Strategic Plan Includes
• Improve transferability and transfer processes
  between USG institutions.

13
Educator Preparation Academic Advisory Committee
(EPAAC)
The Educator Preparation Academic Advisory
Committee (EPAAC) serves the Board of Regents on
issues of policy related to the preparation of
educators for the P-12 schools. The primary
purpose of this committee is to assist each Board
of Regents institution that prepares educators to
meet and exceed the Board of Regents "Principles
for the Preparation of Educators for the Schools"
and to work toward further continued improvements
over time. EPAAC does not serve as a curriculum
committee to approve or disapprove courses or
Programs at any individual institution instead,
EPAAC serves to assist in interpreting policies
and suggest guidelines which affect all system
institutions, such as those related to the
University System Core, P-16, Board of Regents
Policies on educator preparation, and
recommendations to the Professional Standards
Commission from the Board of Regents.
14
December 2004 - EPAAC

• Approved new framework for Area F in teacher
  preparation
• Charged faculty committees to shape new courses
• Provide pre-service educators with an engaging
  and innovative format to explore and learn about
  relevant issues in education
• Attract new teachers candidates in the field of
  education to meet double number/ double diversity
  goals

15
When?

• New Area F Guidelines
• Effective Fall 2007
• http//www.usg.edu/academics/core_curriculum/areaf
  /teacher.phtml

16
Advising Admission to TE

• Students who have already completed an earlier
  Area F for education majors or parts of it will
  have those courses honored through Fall 2009.
  After that time, beginning in Spring 2010,
  students desiring admission to teacher
  preparation programs will be expected to satisfy
  the new Area F.

17
Advising Transition

• Because of timing, some students will have a
  combination of courses from an earlier and the
  new Area F. In these cases, as a guide, the
  following courses are considered comparable
  during this transition for these students EDUC
  2110 and the Introduction to Education course
  (EDUC 2201), EDUC 2120 and the Exceptional
  Children course (transfers only), and EDUC 2130
  and the Human Growth and Development Course (EDUC
  2202 or 2204).

18
What are the changes?

• New AREA F
• Professional Education Courses
• EDUC 2110 Investigating Critical Contemporary
  Issues in Education
• EDUC 2120 Exploring Socio-Cultural Perspectives
  on Diversity in Educational Contexts
• EDUC 2130 Exploring Learning Teaching

19
What is impact on program areas?

• The Area F for programs that lead to educator
  certification in early childhood education and
  middle grades education is described below
  Secondary programs and P-12 programs such as
  special education and physical education must
  include the following professional education
  courses somewhere in their programs of study.

20
What is impact on program areas? Secondary

• A Bachelor of Arts or a Bachelor of Science
  degree with a major in an academic discipline,
  with certification, is required for all students
  seeking certification as secondary teachers.
  Students seeking certification as secondary
  teachers are required to complete the Area F
  required for their major.

21
What is impact on program areas? Secondary

• The three professional education courses will be
  required of students desiring to teach a
  discipline at the high school level for which a
  BS or BA degree is required. The courses are to
  be taken outside of Area F (unless an elective
  slot allows one or more course to be taken in
  Area F).

22
What is impact on program areas? Secondary
Double majors are automatically exempt from the
120 credit hour cap. Secondary teacher
preparation programs are considered double majors
by the BOR in that students will get a BS or BA
in the discipline and they must complete the Area
F requirements in the discipline. They also meet
all of the hours and field experiences in
education. Therefore they are called double
majors.

23
What is impact on program areas? Middle Grades

• The three professional education courses listed
  above will compose nine hours of the Area F core
  curriculum for students majoring in Middle Grades
  Education. In addition, the Area F for these
  majors will include two academic courses in one
  area of their required concentration and one
  academic course in the second area of their
  required concentration.

24
What is impact on program areas? P-12

• The three professional education courses listed
  above will be required of students desiring to
  complete a program allowing them to teach P-12
  students. The courses may be taken in Area F or
  elsewhere in the program of study.

25
What is impact on program areas? P-12
The only P-12 certification program that is
considered a double major is foreign language. A
student seeking to become a Spanish teacher, for
example, will complete the BS or BA degree
program (including Area F) in Spanish as well as
all of the coursework and field experiences in
education. Hence, the P-12 program in foreign
languages is considered a double major and it is
therefore, by definition, exempt from the 120
credit hour cap. The other P-12 certification
programs do not lead to a BS or BA in a
discipline they lead to BSED degrees. Therefore
they do not require an additional Area F in the
discipline. As such they are not considered
double majors. The 120 credit hour cap applies
to them.

26
What is impact on Program Areas Early Childhood

• The three professional education courses and the
  following three courses will compose the Area F
  core curriculum for students majoring in Early
  Childhood EducationISCI 2001 Life / Earth
  ScienceISCI 2002 Physical ScienceMATH 2008
  Foundations of Numbers Operations

27
What are courses in Area F?

• Courses developed by USG faculty committees
• Courses refined by KSU PTEU committees

EDUC 2110 Investigating Critical Contemporary
Issues in Education Dr. Beth Marks SMGE EDUC
2120 Exploring Socio-Cultural Perspectives on
Diversity in Educational Contexts Dr. Barry Bogan
SPE EDUC 2130 Exploring Learning Teaching Dr.
Loretta Howell EECE
28
Course Development Process

• Consensus building
• Course overview
• Develop objectives
• Sample content
• Sample activities
• Resources
• Align with standards
• Backwards design

29
Where do we go from here?

• Map out standards
• Identify overlap
• Identify missing pieces
• Modify existing syllabi
• Develop new syllabi
• Update advising sheets
• Submit changes for curriculum review

30
How are changes made?

• Forms http//www.kennesaw.edu/upcc/forms.html
• Department committee
• Department chair
• College committee/ TEC http//www.kennesaw.edu/edu
  cation/tec/
• Dean
• UPCC http//www.kennesaw.edu/upcc/

31
Backwards Design (Wiggins McTighe, 1998)

• Big Idea
• Essential Question
• Assessment
• Real World Problem
• Activity

32
EDUC 2130 Exploring Learning Teaching

• How have I myself (i.e., the teacher candidate)
  learned in school, and how do I learn most
  effectively?
• How do student factors (e.g., motivation, family
  and cultural and environmental influences,
  temperament and learning preferences, prior
  knowledge and experiences) impact student
  learning in educational settings?
• How do teaching practices and instructional
  structures impact student learning in educational
  settings?
• How do other factors in the learning environment
  impact student learning in educational settings?
• How may I use this knowledge as a future
  educational professional to inform my
  professional planning and decision-making so as
  to maximize learning of all types in all
  students?
• How does early experiences in life impact
  adolescent development and attitudes towards
  learning (Mothers or familys response to
  holophrasic language influence childs language
  acquisition and the communicative aspects of
  literacy?
• How does storytelling and storybook reading to
  children help to establish literacy skills and
  competencies that continue to develop all during
  life?

33
Small Group Activity

• Work in small groups to map out the impact of the
  changes in Area F for your program area
• Assign committee to complete redesign, forms,
  etc.

34
Reports

• EECE
• SMGE
• SPE
• EDL
• TEAC
• OFE

35
Area F Sign Up Sheet

• If you are interested in working on these
  courses, please sign up for an Area F course in
  your area of expertise

36
Announcements of Coming Events

• Ms. Anne Marie Fenton
• Associate Director
• BCOE
• Center for
• Service, Outreach
• Partnerships

http//www.kennesaw.edu/education/bagwellball/
http//www.kennesaw.edu/education/soap/studentsfi
rst.html
37
Fall 2006PTEU Retreat
38
Lunch
39
Special Guest

• Dr. Dan Papp
• President
• Kennesaw State University

40
New Faculty Introductions
41
GPS Backward Mapping Initiative
42
GPS Backward Mapping Initiative

• What is the alignment between course content in
  each teacher preparation program and the content
  teachers need to teach the GPS?
• What is the alignment between clinical and field
  experiences and the new GPS?
• How are general education requirements and
  teacher preparation curricula designed and
  integrated to ensure teachers content knowledge
  is sufficient to get all pupils in their
  classrooms to meet the new GPS?

43

• How does the program help teacher candidates
  learn how to teach in standards-based classrooms?
• How does the program help teacher candidates
  differentiate instruction for individuals and
  groups within the classroom toward helping all
  pupils they teach to meet the new GPS?
• How does the program help teacher candidates
  assess the performance of each individual pupil
  on each GSP? Keep track of each pupils
  performance in relation to each GPS?

44
Area F FAQ

• Why are there proposed changes in Area F?
• When do changes in Area F take effect?
• What are the changes in Area F?
• What is impact on program areas?
• What are courses in new Area F?
• Where do we go from here?
• How are program area changes made?

45
Why?

• University System of Georgia Board of Regents
  (USG BoR)
• April 2004 Reformulation of the University System
  of Georgia's 2002-2007 Strategic Plan Includes
• Improve transferability and transfer processes
  between USG institutions.

46
Educator Preparation Academic Advisory Committee
(EPAAC)
The Educator Preparation Academic Advisory
Committee (EPAAC) serves the Board of Regents on
issues of policy related to the preparation of
educators for the P-12 schools. The primary
purpose of this committee is to assist each Board
of Regents institution that prepares educators to
meet and exceed the Board of Regents "Principles
for the Preparation of Educators for the Schools"
and to work toward further continued improvements
over time. EPAAC does not serve as a curriculum
committee to approve or disapprove courses or
Programs at any individual institution instead,
EPAAC serves to assist in interpreting policies
and suggest guidelines which affect all system
institutions, such as those related to the
University System Core, P-16, Board of Regents
Policies on educator preparation, and
recommendations to the Professional Standards
Commission from the Board of Regents.
47
December 2004 - EPAAC

• Approved new framework for Area F in teacher
  preparation
• Charged faculty committees to shape new courses
• Provide pre-service educators with an engaging
  and innovative format to explore and learn about
  relevant issues in education
• Attract new teachers candidates in the field of
  education to meet double number/ double diversity
  goals

48
When?

• New Area F Guidelines
• Effective Fall 2007
• http//www.usg.edu/academics/core_curriculum/areaf
  /teacher.phtml

49
Advising Admission to TE

• Students who have already completed an earlier
  Area F for education majors or parts of it will
  have those courses honored through Fall 2009.
  After that time, beginning in Spring 2010,
  students desiring admission to teacher
  preparation programs will be expected to satisfy
  the new Area F.

50
Advising Transition

• Because of timing, some students will have a
  combination of courses from an earlier and the
  new Area F. In these cases, as a guide, the
  following courses are considered comparable
  during this transition for these students EDUC
  2110 and the Introduction to Education course
  (EDUC 2201), EDUC 2120 and the Exceptional
  Children course (transfers only), and EDUC 2130
  and the Human Growth and Development Course (EDUC
  2202 or 2204).

51
What are the changes?

• New AREA F
• Professional Education Courses
• EDUC 2110 Investigating Critical Contemporary
  Issues in Education
• EDUC 2120 Exploring Socio-Cultural Perspectives
  on Diversity in Educational Contexts
• EDUC 2130 Exploring Learning Teaching

52
What is impact on program areas?

• The Area F for programs that lead to educator
  certification in early childhood education and
  middle grades education is described below
  Secondary programs and P-12 programs such as
  special education and physical education must
  include the following professional education
  courses somewhere in their programs of study.

53
What is impact on program areas? Secondary

• A Bachelor of Arts or a Bachelor of Science
  degree with a major in an academic discipline,
  with certification, is required for all students
  seeking certification as secondary teachers.
  Students seeking certification as secondary
  teachers are required to complete the Area F
  required for their major.

54
What is impact on program areas? Secondary

• The three professional education courses will be
  required of students desiring to teach a
  discipline at the high school level for which a
  BS or BA degree is required. The courses are to
  be taken outside of Area F (unless an elective
  slot allows one or more course to be taken in
  Area F).

55
What is impact on program areas? Middle Grades

• The three professional education courses listed
  above will compose nine hours of the Area F core
  curriculum for students majoring in Middle Grades
  Education. In addition, the Area F for these
  majors will include two academic courses in one
  area of their required concentration and one
  academic course in the second area of their
  required concentration.

56
What is impact on program areas? P-12

• The three professional education courses listed
  above will be required of students desiring to
  complete a program allowing them to teach P-12
  students. The courses may be taken in Area F or
  elsewhere in the program of study.

57
What is impact on Program Areas Early Childhood

• The three professional education courses and the
  following three courses will compose the Area F
  core curriculum for students majoring in Early
  Childhood EducationISCI 2001 Life / Earth
  ScienceISCI 2002 Physical ScienceMATH 2008
  Foundations of Numbers Operations

58
What are courses in Area F?

• Courses developed by USG faculty committees
• Courses refined by KSU PTEU committees

EDUC 2110 Investigating Critical Contemporary
Issues in Education Dr. Beth Marks SMGE EDUC
2120 Exploring Socio-Cultural Perspectives on
Diversity in Educational Contexts Dr. Barry Bogan
SPE EDUC 2130 Exploring Learning Teaching Dr.
Loretta Howell EECE
59
Course Development Process

• Consensus building
• Course overview
• Develop objectives
• Sample content
• Sample activities
• Resources
• Align with standards
• Backwards design

60
Dr. Beverly Mitchell
Special Announcement for Program Coordinators
61
Break

• Refreshments
• Compliments of
• KSU
• Foundation

62
Small Group Activity

• Work in small groups to map out the impact of the
  changes in Area F for your program area
• Assign committee to complete redesign, forms,
  etc.

63
Area F Sign Up Sheet

• If you are interested in working on these
  courses, please sign up for an Area F course in
  your area of expertise

64
Reports

• SED
• English
• Math
• Science (Biology, Chemistry)
• Social Studies (History, Geography, Economics)

65
Reports

• P-12
• Art
• Music
• Foreign Language
• Health Physical Education
• TEAC
• OFE

66
Summary

• Future PTEU meeting schedule
• Door prizes
• Best wishes for a great year!