College of Education Handbook

COLLEGE OF EDUCATION HANDBOOK

2012-2013

MISSION STATEMENT

Approved by the College of Education Faculty May 2004

The College of Education at Texas Tech University prepares professional educators and specialists for a diverse society. Our comprehensive programs integrate scholarship, research, and practice in collaboration with individuals, communities, educational institutions, and agencies.

VISION STATEMENT

Approved byCOEfaculty/staff, 7/18/05

The vision of the College of Education is to strengthen the foundations of democracy and realize its benefits through excellence in research, teaching, and service. Our professional faculty and staff prepare lifelong learners to become competent, effective, and caring professionals who are able to address the educational challenges of a diverse society in a dynamically changing world.

STATEMENT OF PHILOSOPHY ON DIVERSITY

As a community of reflective practitioners and scholars, the faculty of the College of Education promotes understanding and respect for differences in professional and personal identity. Professional differences involve work situations, ideologies, or traditions including the tasks each individual accomplishes within the College of Education and the citizenship individuals manifest through their workload and community service. Personal differences include, but are not limited to, race, ethnicity, gender, abilities and disabilities, religious affiliation, language/dialect, origin/abode, ideology, traditions, sexuality, socioeconomic status, age, and appearance. In essence, we believe that the unique individuals in this college have strengths and characteristics that are vital to our college and its growth, and the climate of diversity. As we celebrate our differences, we also recognize our similarities as we work toward educating ourselves and our students to nurture one another in this endeavor.

As a college faculty, we affirm the importance and necessity of providing equitable and needed opportunities to all members of our college and to the greater community to learn and be successful. We acknowledge that the educational opportunities of particular groups and individuals have been limited and sometimes denied as a result of restrictive policies and practices. This denial or limitation of educational opportunity and success has and continues to result in the loss of human potential and talent and, as a result, contributes to social injustice and economic inequality in our nation. As a faculty, we will consistently work to recognize and eliminate these inequities so as to achieve our mission to "provide leadership for educational excellence and equity in partnership with communities and educational agencies." ( College of Education Mission Statement)

In order to achieve our mission as a college and to create an environment of mutual respect where our professional diversity and strengths are nurtured and our personal differences respected, the following statements will guide us:

Affirming Unique Professional and Personal Identities

• Differences in interest, knowledge, purpose, and discipline create our unique professional identities.

• Differences in race, ethnicity, gender, abilities and disabilities, religious affiliation, language/dialect, origin/abode, ideology, traditions, sexuality, socioeconomic status, age, and appearance contribute to our unique individual as well as group identities.

Building an Inclusive Community

• Community is built and sustained by a climate of equity, fairness, and trust and the recognition of and response to the individual needs of our faculty, staff, student body, and extended community.

• Community is strengthened by our mutual respect of the humanness and of the unique contributions to our mission of each member of our faculty, staff, and the student body.

Cultivating Leadership for a Pluralistic Society

• Excellence in a pluralistic society requires that leaders and leadership be available to and be representative of our college and greater national and international community.

• Personal and social barriers that block or limit the opportunities of individuals and groups to provide leadership in our college and the greater community will be attenuated and replaced with our commitment to equal opportunity, support, and excellence.

Developing a Participatory Working Environment

• A participatory working environment encourages and supports multiple perspectives and strengths.

• A participatory working environment invites and honors discussion, dialogue, and debate that respect the humanness of those involved.

Encouraging Policies and Practices that Reflect Social and Economic Justice

• Social justice involves a commitment to the personal, academic, and social development of the faculty, staff, and students of the College of Education as well as to the larger community that we and our students serve.

• Educational policies and practices that provide all individuals with equal and needed access to education and success are indispensable for the achievement of social and economic justice.

• Social justice involves a commitment to excellence that incorporates the interests of individuals within a larger concern for the common good of humanity.

Commitment to this philosophy requires acceptance and acknowledgment that issues touch each of us in a different manner. Excellence can only be achieved by honoring individuality while at the same time working together to achieve our College's mission.

Approved 1/8/01, modified and reaffirmed (5/4/04) by the

faculty of the College of Education , Texas Tech University

A Conceptual Framework for Educator Preparation:Professional Educators Opening Doors to the Future

“A conceptual framework establishes the shared vision for a unit’s efforts in preparing educators to work in pre-kindergarten through high school (P-12schools). It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability” (NCATEStandards). The essence of the Texas Tech University (TTU) conceptual framework for educator preparation is captured by the theme,Professional Educators Opening Doors to the Future.

The term “professional educators,” refers to the professional education faculty and staff of the university as well as to our graduates who become professional educators in their own right. It is essential to use “opening doors to the future” in a concrete manner to guide educator preparation atTTU. One way to do so is to consider the knowledge, skills, and dispositions that enable the doors to be opened. We, as professional educators, share knowledge, develop skills, and model dispositions with our candidates enabling them to open doors to their futures. In turn, our graduates, as professional educators, share knowledge, develop skills, and model dispositions with their students and clients allowing those individuals to open doors to their futures.

Furthermore, our work is guided as the doors are metaphorically opened to a future where equity and diversity are commonplace and all individuals are respected and valued.TTUeducators and graduates open doors by advocating academic excellence for all people, respecting and valuing all individuals, serving as change agents, and generally providing opportunities for all individuals to be successful.

Professional education programs at Texas Tech University are derived from a conceptual framework having two major data sources. First areknowledge bases, including research findings; sound professional practice; Texas educator proficiencies and content knowledge; and Texas Essential Knowledge and Skills. Second is a societal context including theneeds of society, schools, and students;accreditation standards;certification requirements;government initiatives, andguidelines from specialized professional associations.

Data from knowledge bases and the societal context are used to inform the development and continual revision of mission and vision statements. Conversely, knowledge bases are also measured against, and made consistent with,missions, visions, beliefs, ethics and values.

Reflections and actions with respect to missions, visions, beliefs, ethics and values result in the formation of program purposes as specified inprogram assessment plans(click on “file” column to open a plan) andstrategic goals and objectives, which in turn provide the foundation for programs that are focused on clinical experiences, issues of equity and diversity, development and infusion of technology, educator proficiencies, and content knowledge. Programs subsequently prepare graduates who are professional educators able to demonstrate appropriate knowledge, skills and dispositions; integrate theory and practice; respect and value all individuals; advocate academic excellence for all students; serve as change agents; and remain life-long learners.

The entire conceptual framework is supported by anassessment system, which as stated in the framework, fosters informed decision-making through inquiry, assessment, feedback, and follow up. Evidence gathered and analyzed for all standards is a result of the assessment system, which is informed by the conceptual framework. A visual representation of the conceptual framework follows. In addition, a graphic representation of the framework, with linkages to associated documentsfoknowledge, skills, and dispositions that enable the doors to be opened. We, as professional educators, share knowledge, develop skills, and modelrclarification and elaboration, may beviewed online.

KNOWLEDGE BASE STATEMENT

ClickLINKto view document.

THE EDUCATOR PREPARATION ASSESSMENT SYSTEM

The conceptual framework serves as an umbrella over all educator preparation programs. In the same sense an assessment system, the Educator Preparation Assessment System (EPAS), serves as a foundation for those programs.

The Educator Preparation Assessment System is based on the following:

*the needs of candidates, faculty, staff, and administrators;

*theconceptual frameworkfor educator preparation;

*accreditation standards,specialized professional association (SPA) guidelines, and State ofTexas educator proficienciesandcontent knowledge; and

*strategicandprogram goals.

EPASassessments are aligned with the State ofTexas Pedagogy and Professional Responsibilities (PPR) competenciesandcontent knowledge. These competencies are similar in intent and design to other state and national standards such as those from theInterstate New Teacher Assessment and Support Consortium(INTASC).

The goals of the Educator Preparation Assessment System are to:

*support data-informed decision making throughout all aspects of the educator preparation enterprise, including monitoring candidate performance, *managing and improving operations and programs, and acquiring and allocating resources;

*support scholarship, teaching, and service endeavors;

*support external relations efforts;

*support development efforts; and

*support the generation of reports and statistics.

EPASis organized around key assessments of candidates at program transition points, as illustrated by the following example from undergraduate initial teaching programs. (Associated assessment instruments are also noted and are available for online review.)

Admission to program

GPAoverall and in content field(s)

Evidence of basic skills

Completion of specified general education (core curriculum) coursework

If not admitted, candidate may work to correct deficiencies and reapply or may petition the Admission Review Committee based on extenuating circumstances.

Admission to Clinical Experience

OverallGPA,GPAin content field(s), andGPAin education courses as established by assessments of candidate learning outcomes specified inprogram assessment plans(click on the “file” column to open a plan)

Successful completion of specified education coursework (including field experiences)

If not admitted, candidate may work to correct deficiencies and reapply

Exit of Clinical Experience (student teaching)

Successful completion of student teaching as assessed against the 13 competencies, which permeate the programs and as measured by the following:

• student teachingdaily observation form;
• student teachingmid-term assessment form; and
• finalstudent teaching evaluation formandrubric.

If not successful in a given placement, under special circumstances may be placed in another setting or may be asked to leave the program without certification.

Exit of Program

Successful completion of the Capstone Course including theprofessional portfolio

Pass the appropriate certification (TExES) examinations, based onspecified standards

If not successful, candidates may repeat the Capstone Course and/or theTExESexaminations.

Follow-up

Candidate End-of-Programsurvey

Alumni survey

Employer survey

Assessments and transition pointsare similar for the other categories of programs, namely post-baccalaureate initial teaching programs and advanced programs such as for counselors and principals. In addition to candidate evaluations, the assessment system also considers unit operations as follows:

Unit Operations

Faculty

Annual report (example by afaculty member) and annual review (between faculty and department chairperson)

Instructor and Course Evaluation(by candidates)

Clinical Supervisors and clinical sites (by student teachers)

Administrators

Annual reviewby faculty and staff

Annual review by the Dean

Staff

Annualperformance reviewby supervisors

Candidate Advisement Programs

Candidate feedbackcards

Annual review by supervisor (Certification Officer)

College, Departments, Programs, and Centers

Annual Assessment Reports of Strategic Plans

NCATE/AACTEAnnual Reports

Accountability System for Educator Preparation (ASEP) from the State

Program assessment reports (evolving from Program Assessment Plans)

Program reviews from Specialized Professional Associations (SPAs)

• Initial teaching programs’ curriculum and associated assessments have an internal consistency because they are based on theState of Texas 13 competencies. These competencies are assessed with the following multiple measures, the use of which adds to the validity of the measurements.

*student teaching/internship

daily observation form,

mid-term assessment form,

student teaching evaluation form, and

student teaching evaluation rubric;

*electronic portfolioandrubric;

*state certification examinations (Texas Examinations of Educator Standards);

*candidate end-of-program assessment; and

*follow-up alumni and employersurveys.

COLLEGE OFEDUCATIONGOVERNANCE

Individual faculty and staff may express concerns, raise issues, or initiate discussions about policy changes at all governance levels. Typically, these changes originate in programs, departments, committees, and Dean's Executive/Faculty/Staff Council meetings. Proposed policy changes, after Dean's Executive/Faculty/Staff Council review, are then voted upon by the faculty/staff and forwarded to the appropriate council (Dean's Executive Council/Faculty Council/Staff Council) who then presents the recommendation to the dean. She/he will make final decisions about policies related to budget, personnel and/or administrative matters, and will communicate final decisions and supporting rationale, if pertinent, to the originating entity.

Policy decisions related to curricula and programs reside with the faculty in their respective committees, councils, programs and/or departments.

Student input is sought formally by standing committees. Informally, students can express concerns or raise questions to individual faculty or administrators. Students may also give input through the Joint Education Council, which consists of presidents of all student organizations within the College of Education.

COLLEGE OF EDUCATION ORGANIZATION AND ADMINISTRATION

The College's present organizational structure is designed to efficiently and effectively facilitate the work of the faculty. Responsibility is equally shared between the faculty and the administrative officers of the College of Education. Governance of academic programs lies with the faculty who make recommendations to the Texas Tech University Teacher Education Council. The Council is advisory to the Dean of the College and the Executive Vice President and Provost.

ACADEMIC AND ADMINISTRATIVE OFFICES

Dean's Office

Dean,Dale Scott Ridley, Room110D,Duties

Vice Dean, Peggy Johnson, Room110B,Duties

Assistant Academic Dean for Finance and Business Services, Andrea Knapp, Room110E,Duties

Development Officer, StacyPoteet, Room106B,Duties

Office of Communications and Public Relations

Director, Vacant, Room 113,Duties

Office of Academics and Data

Associate Dean forAcademics and Data,HanselBurley , Room110AA,Duties

Office of Program Evaluation/Research Support

Director, Susan Back, Room107A,Duties

Unit Assistant Director, Louise Nelson, Room 108

Coordinator, Accreditation and Assessment, LarryHovey, Room 102,Duties

Office of Teacher Education Programs

Director of Teacher Education Programs, DougHamman, Room 107,Duties

Certification Officer, Donna Brasher, Room106A,Duties

Coordinator of Clinical & Field Experiences, Natalie Sparks, Room106AA,Duties

Instructional Technology Support Services Office (ITSS)

Duties

Manager, Glen Mullins, Room 260

Departments

Department Chairpersons,Duties

Curriculum & Instruction Department

PeggiePrice, Chair, Room104A

Educational Psychology and Leadership Department

WilliamLan, Chair, Room103A

Programs

Program Coordinators,Duties

Programs in the Curriculum & Instruction Department

Bilingual & Diversity Studies

ZenaidaAguirre-Munoz,Coord, Room 356

Curriculum Studies

Susan Myers,Coord, Room 367

Middle Level

Pam Halsey,Coord, Room 366

Elementary Education

Reese Todd,Coord, Room 218

Language/Literacy

Katie Button,Coord,Room 324

Secondary Education

MellineeLesley,Coord, Room 331

Math/Science (SMED)

Vacant,Coord,Room

Programs in the Educational Psychology and Leadership Department

Counselor Education

Loretta Bradley,Coord,Room 210

Educational Leadership

JoAnnKlinker,Coord,Room 313

Educational Psychology

KamauSiwatu,Coord,Room 371

Higher Education

Stephanie Jones/Colette Taylor,Coord,Room 315/304

Instructional Technology

Steven Crooks,Coord, Room 264

Special Education

Robin Lock,Coord, Room 225

COE Organizational Chart

COE Organizational Chart

COLLEGE OF EDUCATION FACULTY VOTING ROSTER

2012-2013

Although the College voting roster is restricted to full-time faculty, part-time personnel are encouraged to fully participate in all levels of decision making by attending meetings, engaging in discussions, and generally advancing the College's mission.

DEAN'S EXECUTIVE COUNCIL (DEC)