Whats Arts and Sciences Got To Do With It

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Whats Arts and Sciences Got To Do With It?
Relationship Building Between Education and AS
Faculty
Rosetta Sandidge, The University of
Kentucky Jeri A. Carroll, Wichita State
University Boyce Williams, Vice President,
Institutional Relations, NCATE
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Session Presenters and Moderator

• Rosetta F. Sandidge, Ed.D.
• Interim Dean
• College of Education
• University of Kentucky
• Jeri A. Carroll, Ph.D.
• Faculty, College of Education
• Wichita State University
• Boyce Williams, Ph.D.
• Vice President for Institutional Relations
• National Council for Accreditation of Teacher
  Education

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Overview of Presentation

• Overview of NCATE standards that require
  involvement of arts and sciences faculty
• Sample collaborative initiatives among education,
  arts and sciences, and P-12 faculty at the
  University of Kentucky and Wichita State
  University
• Challenges and rewards to effective collaboration
• Strategies to ensure arts and sciences
  involvement in NCATE accreditation process

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Collaboration

• Collaboration is the exchange of information, the
  altering of activities, the sharing of resources,
  and the enhancement of the capacity of another
  for the mutual benefit of all and to achieve a
  common purpose.
• Huxham, C. (1996). Creating collaborative
  advantage. Thousand Oaks, CA Sage Publications.

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Who is the Professional Community?

• Full- and part-time faculty (including clinical
  faculty) in the professional education unit,
• faculty in other units of the college/university,
  
• P12 practitioners,
• candidates, and
• others involved in professional education.
• Glossary of NCATE Terms,
• http//www.ncate.org/public/glossary.asp?ch143P
  

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Professional Communityin the NCATE Standards

• Conceptual Framework
• Faculty members in the unit are expected to
  collaborate with members of their professional
  community in developing a conceptual framework
  that establishes the vision for the unit and its
  programs.

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Professional Communityin the NCATE Standards

• Standard 2 Assessment System and Unit
  Evaluation
• Element 2a Assessment System
• The unit has an assessment system that reflects
  the conceptual framework(s) and professional and
  state standards and is regularly evaluated by its
  professional community. (Acceptable level)

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Professional Communityin the NCATE Standards

• Standard 2 Assessment System and Unit
  Evaluation
• Element 2b Data Collection, Analysis, and
  Evaluation
• Using multiple assessments from internal and
  external sources, the unit collects data from
  applicants, candidates, recent graduates,
  faculty, and other members of the professional
  community. (Acceptable level)

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Professional Communityin the NCATE Standards

• Standard 2 Assessment System and Unit
  Evaluation
• Supporting Explanation
• Unit faculty collaborate with members of the
  professional community to implement and evaluate
  the system.

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Professional Communityin the NCATE Standards

• Standard 3 Field Experiences and Clinical
  Practice
• Element 3a Collaboration Between Unit and
  School Partners
• The unit, its school partners, and other
  members of the professional community design,
  deliver, and evaluate field experiences and
  clinical practice to help candidates develop
  their knowledge, skills, and professional
  dispositions. (Acceptable level)

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Professional Communityin the NCATE Standards

• Standard 3 Field Experiences and Clinical
  Practice
• Supporting Explanation
• Field experiences and clinical practice are
  characterized by collaboration, accountability,
  and an environment and practices associated with
  professional learning.

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Professional Communityin the NCATE Standards

• Standard 4 Diversity
• The unit designs, implements, and evaluates
  curriculum and provides experiences for
  candidates to acquire and demonstrate the
  knowledge, skills, and professional dispositions
  necessary to help all students learn. Assessments
  indicate that candidates can demonstrate and
  apply proficiencies related to diversity.
  Experiences provided for candidates include
  working with diverse populations, including
  higher education and P-12 school faculty,
  candidates, and students in P-12 schools.

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Professional Communityin the NCATE Standards

• Standard 5 Faculty Qualifications,
  Performance, and Development
• Element 5d Modeling Best Practice in Service
• They faculty collaborate with the
  professional world of practice in P12 schools
  and with faculty in other college or university
  units to improve teaching, candidate learning,
  and the preparation of educators. (Acceptable
  level)

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Professional Communityin the NCATE Standards

• Standard 6 Unit Governance and Resources
• Element 6a Unit Leadership and Authority
• Faculty involved in the preparation of
  educators, P12 practitioners, and other members
  of the professional community participate in
  program design, implementation, and evaluation of
  the unit and its programs. The unit provides a
  mechanism and facilitates collaboration between
  unit faculty and faculty in other units of the
  institution involved in the preparation of
  professional educators. (Acceptable level)

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Professional Communityin the NCATE Standards

• Standard 6 Unit Governance and Resources
• Element 6c Personnel
• Workload policies, including class-size and
  on-line course delivery, allow faculty members to
  be effectively engaged in teaching, scholarship,
  assessment, advisement, collaborative work in
  P12 schools, and service. (Acceptable level)

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Professional Communityin the NCATE Standards

• Standard 6 Unit Governance and Resources
• Supporting Explanation
• .units are expected to directly manage or
  coordinate all programs offered at the
  institution for the initial and continuing
  preparation of teachers and other professional
  school personnel. In this regard, they work with
  colleagues in arts and sciences and other units
  across campus as well as educators in P12
  schools.

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Summarizing

• NCATE standards require collaboration in
• Establishment of the vision and mission of the
  unit
• Development of the conceptual framework
• Development and evaluation of the assessment
  system
• Collection of data
• Design, delivery, and evaluation of field
  experiences and clinical practice
• Improvement of teaching, candidate learning, and
  preparation of educators
• Design, implementation, and evaluation of the
  unit and its programs

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Summarizing

• NCATE Standard 6 further requires that
• The unit provides a mechanism for collaboration.
• Workload policy allows for this collaboration.

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UNIVERSITY OF KENTUCKY

• Public, land-grant, research university with very
  high research activity
• Enrollment of 26,648 students in fall 2007 with
  2,236 candidates enrolled in the unit
• Educator preparation programs located in seven
  different colleges on the Lexington campus
• Accredited by NCATE in 1954, the first year NCATE
  accredited institutions
• Located in an NCATE partnership state in which
  the state (Education Professional Standards
  Board) conducts program review and the NCATE and
  State Board of Examiners function as a joint team

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Educator Preparation as a
University-Wide Endeavor

• Call for strong content knowledge in areas
  teachers are required to teach
• Development of statewide P-12 curricula and
  assessments
• Requirements for teacher education candidates to
  pass content examinations
• Accountability through Title II reporting and
  national accreditation

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Examples of Professional Community Involvement

• Program Faculties
• Program Faculty Chairs
• Outreach faculty appointments in the College of
  Arts and Sciences
• Joint faculty appointments
• Intercollegiate Council on Educator Preparation

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Examples of Educationand AS Collaboration

• Course development, e.g., Physics for Elementary
  Teachers, Geology for Elementary Teachers
• Appalachian Mathematics and Science Partnership
  (AMSP), grant funded by National Science
  Foundation

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Examples of Educationand AS Collaboration

• American Legacies Revitalizing American History
  in Public Schools, grant funded by USDOE Teaching
  American History Program
• Curriculum Review and Alignment, three-year grant
  funded through Title II Teacher Quality
  Enhancement Grant

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Elementary EducationProgram Revision Process

• Appointment of a 20-member Elementary Education
  Revision Committee with representation from
  education, arts and sciences, and fine arts
  faculty, P-12 practitioners, graduates, and
  candidates

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Elementary EducationProgram Revision Process

• Reviewed program data to determine areas of
  concern
• Held focus groups of student teachers and
  graduates
• Met twice monthly as a committee for over a year
  faculty work groups met weeks the full committee
  did not meet

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Elementary EducationProgram Revision Process

• Course content reviewed to determine alignment
  with Kentuckys Core Content for Assessment for
  Elementary Students, the Kentucky New Teacher
  Standards, NCATE Standards, and PRAXIS II
  examinations

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Elementary EducationProgram Revisions

• Identified key themes to be addressed throughout
  the program
• Working with students with special needs
• Assessment of student learning
• Diversity
• Technology
• Reflective decision making
• Inquiry-based practice
• Human development and learning theories

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Elementary EducationProgram Revisions

• Revised program elements include
• Requiring a new course in working with students
  with special needs
• Replacing calculus class with statistics and
  logic courses
• Streamlining art and music course requirements

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Elementary EducationProgram Revisions

• Revised program elements include
• Providing emphasis on health and fitness in the
  elementary classroom
• Redesigning area of specialization to focus on
  literacy and mathematics
• Requiring common syllabus across sections of
  Foundations course to emphasize diversity for all
  candidates

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Middle SchoolProgram Alignment

• Collaborative work groups comprised of arts and
  sciences and education faculty in disciplines of
  English, mathematics, science, and social studies

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Middle SchoolProgram Alignment

• Reviewed course syllabi across the four
  disciplines
• Aligned the course content with the Kentucky Core
  Content for Assessment in Grades 5-8
• Addressed gaps and duplication

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• Public, research intensive institution, commuter
• Enrollment of 14,298 students 2007-2008
• Educator preparation programs located primarily
  in three colleges, multiple departments.
• Accredited by NCATE in 1954, the first year NCATE
  accredited institutions
• NCATE partnership state. Kansas State Department
  of Education conducts program review.
• NCATE and State Board of Examiners function as a
  joint team.

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Kansas Aligned with National Initiatives

• Strong content background
• PRAXIS II PLT and Content Tests
• Accountability through Title II reporting, state
  and national
• Professional communities involved in development
  of standards, on review and accreditation
  committees.

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Examples of Professional Community Involvement

• Professional education committee
• Program committees
• Program committee chairs
• Advisory councils (faculty, grads, undergrads,
  practicing teachers, administrators)
• Joint appointments (math, foreign language)

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Examples of Collaboration

• Identification of key assessments matched to
  standards.
• Design of assessments across the social sciences
• Creation of courses
• Math for Elementary Teachers
• Physics for Elementary Teachers

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Examples of Collaboration

• Alternative Certification
• Candidates taking courses across colleges
• Supervision shared across colleges and
  universities
• Induction shared with the district(s)
• District mentors, university supervisors
• State-wide online program

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Examples of Collaboration

• Completion of program reports
• Examination of program data
• Evaluation of Teacher Work Samples
• Professional development
• Joint supervision of candidates
• Co-authoring, co-presenting, grant writing
• Graduate portfolio and thesis committees

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Challenges to Effective Collaboration

• Higher education faculty, particularly in arts
  and sciences, often not rewarded for involvement
  in P-12 schools and educator preparation
  activities
• College-level and institutional-level
  administrators, especially in research
  universities, may not value collaboration
  perceive this work as peripheral to institutional
  mission

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Rewards to Effective Collaboration

• Limited faculty resources are shared
• Higher education faculty, particularly in arts
  and sciences, are rewarded professionally and
  intrinsically for involvement in P-12 schools and
  educator preparation activities
• College-level and institutional-level
  administrators see the need for collaborative
  partnerships within the university and community.

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Rewards to Effective Collaboration

• Collaboration increases institutional resources
• Numbers of candidates will increase
• Higher scores on candidate assessments
• Better qualified teachers
• Higher performing students

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Effective Collaboration The Path

• Collaboration among education, arts and
  sciences, and other institutional faculty
• Does not occur automatically but requires
  continued effort
• Works best when core of faculty are involved in
  areas of common interest
• Has support and active encouragement of college
  and university administration

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Effective Collaboration The Path

• Collaboration among unit and P-12 faculty
• Occurs when genuine, ongoing partnerships are
  established
• Most effective when each benefits from the
  involvement
• Has support and active encouragement of college
  and university administration

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Structures for Ensuring Professional Community
Involvement in NCATE Accreditation Process

• NCATE Steering Committees
• NCATE Standards Work Groups
• Governance Committees
• Teacher Education Councils
• Program Faculties
• Deans Advisory Councils
• Program Advisory Committees
• P-16 Advisory Councils

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Tips for Ensuring Professional Community
Involvement in NCATE Accreditation Process

• Have regularly scheduled meetings
• Host retreats focused on specific topics
• Fund attendance at professional conferences and
  workshops
• Establish and communicate timelines well in
  advance

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Tips for Ensuring Professional Community
Involvement in NCATE Accreditation Process

• Send gentle reminders
• Involve in preparations for site visit
• Document involvement all along the way
• And, finally, remember to celebrate and say thank
  you!

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Comments and Questions?
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For more information

• Rosetta F. Sandidge
• rosetta.sandidge_at_uky.edu
• 859-257-2813 phone
• 859-323-1046 fax

Jeri A. Carroll jeri.carroll_at_wichita.edu
316-978-6865 phone [phone] fax

• Boyce Williams
• boyce_at_ncate.org
• 202-466-7496 phone
• 202-296-6620 fax