Program Review Self Study Contents

Program Review Self Study Contents

Year 2008-2009

Department of Education

I.Introduction to Department/Program(s)

ADepartment/unit mission statement

Faculty and staff are committed to ensuring graduates are prepared to be outstanding educational leaders and facilitators of learning who demonstrate the knowledge and skill necessary to educate and work within a diverse school population.

BBrief description of department and program contexts including date of last review

The faculty are organized into programs, which represent traditional areas of expertise within the field of education. Generally, most of a faculty member’s teaching load will be conducted in one program. Program faculty are responsible for the programs which are offered by those faculty.

Programs representing significant and coherent courses of study are established by the faculty to assist in the management of the Department’s teaching activities.

Programs
Bilingual/TESL/Linguistic Diversity
Early Childhood Education
Elementary Education
Library Media
Master Teacher
Middle-Level (education course component)
Curriculum and Instruction
Reading
School Administration/Instructional Leadership
Special Education
Field Supervision

This is the first five-year self-study conducted by the Department of Education.

CDescribe departmental governance system and provide organizational chart for department.

Administration

University departments are groupings of teaching and research personnel, organized around traditional academic disciplines. As such, departments have as their primary responsibilities the instruction of students and the development and supervision of programs to facilitate and to improve instruction. Research and/or creative work by faculty members is also a matter of importance to the departments as is service to the University, community, and the state. Each department has its own budget, used in support of such items as travel, supplies, student help, telephone, and equipment.

The Department of Education functions under a system of shared decision-making and strong executive leadership. The establishment of basic policy is the responsibility of the faculty as provided under the University’s Faculty Code and is developed through a system of interrelated committees established by the Department. All policies are subject to the continued review by the faculty at regularly scheduled and/or special meetings of the Department. Scheduled department meetings typically occur once a month on a schedule provided by the chair.

Department chair.

The University administration expects department chairs to be leaders in developing strong teaching, research, public service, and academic programs within their departments. They are responsible to the department for staff selection, retention, tenure, and promotion of department personnel and the preparation and administration of departmental budgets. They are subject to the University Faculty Code and policies and procedures established by the faculty of the department. They are also subject to the authority of their dean. The chair of the department is the executive head of the faculty and is expected to keep the faculty regularly informed with respect to personnel, budget, staffing and related program matters through regular faculty meetings and other means as appropriate.

Department assistant chair.

The Assistant Department Chair is appointed by the Chair, and performs duties as assigned by the Chair.

Programs

The faculty are organized into programs, which represent traditional areas of expertise within the field of education. Generally, most of a faculty member’s teaching load will be conducted in one program. Program faculty are responsible for the programs which are offered by those faculty.

Programs representing significant and coherent courses of study are established by the faculty to assist in the management of the Department’s teaching activities.

Program coordinators.

Program coordinators are elected annually in the spring by the active faculties of the designated programs, and provide leadership for their programs. The Department Chair and program faculty should look to their program coordinators for guidance, counsel, and leadership in matters related to their program.

Specific responsibilities may be assigned to program coordinators by the department chair and may include, but are not restricted to the following:

1.Coordinate curriculum and program development in the program and with other programs.

2.Develop annual class schedules including summer programs, and cooperate in the hiring of faculty.

3.Disseminate information about the program.

4.Assist in student advisement.

5.Plan and coordinate special efforts and activities related to the particular interests of the program.

Center coordinators.

Center Coordinators are not officially assigned by the Department of Education, rather the College of Education and Professional Studies. Yet, they coordinate with the Department Chair and Program Coordinators to ensure that programs being offered at university centers function as part of the Department of Education. The assist coordinators in staffing program courses and recruiting students to the centers.

DDepartment/Programs

1. List department/program goals

See Table 1: CWU Department/Program Assessment Plan Preparation

1. Describe the relationship of each department/program(s) goal to relevant college and University strategic goals. Explain how each relevant strategic goal(s) for the University and college are being met within the department.

See Table 1:CWU Department/Program Assessment Plan Preparation

1. Identify what data was used to measure (assess) goal attainment

See Table 1: CWU Department/Program Assessment Plan Preparation

1. Describe the criterion of achievement (standard of mastery) for each goal.

See Table 1:CWU Department/Program Assessment Plan Preparation

1. Describe the major activities that enabled goal attainment.

Goal 1: All students who are preparing to become teachers must take certificate specific and endorsement specific courses. Each of these courses is standards-based, meaning that university state and professional standards are embedded in the content and assessment. All students are required to demonstrate their ability to develop lesson plans in EDCS 311. Consequently, this is the course that we use to evaluate students meeting this goal.

Goal 2: All future teachers need to successfully complete the field placement portion of their training. An evaluation form is used to document their success. This is the data used for Goal 2.

Goals 3 & 4: Each faculty member submits a report of their previous year’s activities in an “Activity Report.” These reports have only been in service for two years. Previously the data required to document faculty meeting Goals 3 & 4 were gathered through reviews or not at all.

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Department of Education Organization Chart

College Dean
Administrative Staff / Department Chair / Department Assistant Chair
Bilingual Education/ TESL Program Coordinator / Curriculum & Instruction Program Coordinator / Early Childhood Education Program Coordinator / Education Administration Program Coordinator / Elementary Education Program Coordinator / Field Placement Program Coordinator / Library Media Program Coordinator / Reading Program Coordinator / Special Education Program Coordinator
Program Faculty / Program Faculty / Program Faculty / Program Faculty / Program Faculty / Program Faculty / Program Faculty / Program Faculty / Program Faculty

Department of Education Center Organization Chart

Department Chair
Program Coordinator for Center Program(s) / Center Coordinator
Center Faculty

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Table 1

CWU Department/Program Assessment Plan Preparation Form

Department: ___EDUCATION______

Program: ______All Programs______

Department/Program Goals / Related College Goals / Related University Goals / Method(s) of Assessment (What is the assessment?) / Who/What Assessed (population, item) / When Assessed (term, dates) / Criterion of Achievement (Expectation of how good things should be?)
1. Graduates will be prepared to be outstanding educational leaders and facilitators of learning / Goals 1 “outstanding academic and professionalgrowth experience” & 2 “participatein an increasingly diverse and environment” /

Goals I & II: “outstanding academic life”

/ Students will be evaluated by professors and instructors using program approved electronic rubrics. / All students will prepare formal lesson plans. / Fall, Winter, Spring terms / All student learning outcomes that use direct measures meet established criterion levels
2. Graduates will demonstrate the knowledge and skill necessary to educate and work within a diverse school population. / Goals 1 “outstanding academic and professionalgrowth experience” & 2 “participatein an increasingly diverse and environment” / Goals I & II: “…outstanding academic life…”

Goal VI: “Build inclusive and diverse campus communities that promote intellectual inquiry and encourage civility, mutual respect, and cooperation.”

/ Students will be evaluated by trained observers using the Department of Education “Student Teacher Final Evaluation.” / All students will be assessed during student teaching. / Fall, Winter, Spring terms. / At least 90% of all completing students will earn a rating “3” or above in all learner outcome areas students will pass all sections of the Student Teacher Final Evaluation.
3. Faculty members will demonstrate professional development. / Goal 3 “Recruit and retain a diverse and highly qualified faculty” / Goal V: “Achieve regional and national prominence for the university.” / Faculty participation in local, state, regional, national and international professional conferences and/or publication of original works as determined by annual Activities Report. / Faculty participation in conferences; faculty publication records. / Fall (deadline for Activities Report) / At least 85% of Tenure/Tenure Track faculty will present at a conference or have at least one publication each year.
At least 50% of Non-Tenure Track Full Time faculty will present at a conference each year.
4. Faculty members will demonstrate service. / Goal 4 “Build mutually beneficial partnerships” /

Goal IV: Build mutually beneficial partnerships with the public sector, industry, professional groups, institutions, and the communities surrounding our campuses.

/ Faculty participation in university, community and/or professional organizations as determined by annual Activities Report. / Tenure/Tenure Track faculty and their service. / Fall (deadline for Activities Report) / 100% of Tenure/tenure Track faculty will document service in university, community, and/or professional organizations.

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EList results for each department/program goal.

1. Provide results in specific quantitative or qualitative terms for each department/program(s).

The Department of Education’s goals are recent. They were developed during the Fall Quarter of the 2007-08 academic year. Consequently, the analysis of Due to the nature of the data collected for the NCATE accreditation review, certain of the department goals can be analyzed.

Goal 1: Graduates will be prepared to be outstanding educational leaders and facilitators of learning.

This department goal was measured using approved electronic portfolio scoring rubrics. The rubrics were aligned to the standards developed by professional organizations and state legislation. These rubrics assessed lessons plans developed by teacher candidates. The lesson plans were developed as a requirement for both their teacher certification and their endorsements. Although different assessment tools were used by the various programs, the scale on all of them was the same and they could be aggregated into the general terms of "meeting or exceeding standards" and "not meeting standards."

Table 2

Lesson Plan Achievement

Lesson Plan Development / Meets or Exceeds Standards / Does Not Meet Standards / Total
Completed / 2215 / 110 / 2325
Percentage / 95.3% / 4.7% / 100%

Chart 1

Successful Lesson Plan Development

As can be seen in Table 2, over 95% of the teacher candidates successfully complete the lesson plan development requirement.

Goal 2: Graduates will demonstrate the knowledge and skill necessary to educate and work within a diverse school population.

This goal was measured through the use of an approved evaluation rubric used during the Student Teaching portion of the teacher candidates’ program. Each Teacher Candidate is placed in a setting recognized as being diverse by State of Washington definitions. During the 10 week time each teacher candidates must successfully demonstrate their ability to teach students within their specific area.

Table 3

Student Teaching Completion

2003-04 / 2004-05 / 2005-06 / 2006-07 / 2007-08 / Total
Enrolled / 532 / 522 / 501 / 414 / 516 / 2485
Withdrew / 3 / 5 / 3 / 16 / 15 / 42
Average Completors / 99% / 99% / 99% / 96% / 97% / 98%

Chart 2

Student Teaching Completion Trends

Goal 3: Faculty members will demonstrate professional development.

This goes established based on the concept of everyone being involved in Life Long Learning. Consequently, it is expected that all faculty members will be actively engaged in furthering the professional development. This can be accomplished through a variety of avenues, including the development and publication/presentation of research (see faculty vita).

Table 9a and Table 9b document the publication and presentation portions of the professional development goals.

Goal 4: Faculty members will demonstrate service.

The Department of Education firmly believes in the importance of professional and community service. Service can take place at multiple levels including serving on university/college/department committees, taking leadership roles in local/state/national/international organizations, advising and student organizations, and/or participating with local community and/or school groups. Table 9a documents this service.

Goal 5: Accreditation and Certification

An additional goal that was not presented above was for the successful completion of a National Council for Accreditation of Teacher Education (NCATE) accreditation visit, as well as recertification by the State of Washington Professional Education Standards Board (PESB). In May of 2007 a review team from NCATE and PESB conducted the on-site visit. On October 31, 2007 NCATE announced that the education programs at Central Washington University have been awarded "accreditation with conditions." The follow-up visit will be conducted during the fall quarter of 2009 focusing on concerns located in programs outside the programs being considered for the self-study. (See Appendices A and B)

2 Compare results to standards of mastery listed above.

Goal 1: Graduates will be prepared to be outstanding educational leaders and facilitators of learning.

See Table 2 above.

Goal 2: Graduates will demonstrate the knowledge and skill necessary to educate and work within a diverse school population.

See Table 3 and Chart 2 above.

Goal 3: Faculty members will demonstrate professional development.

See Table 9a and Table 9b.

Goal 4: Faculty members will demonstrate service.

See Table 9a.

3Provide documentation of continuing program(s) need including reference to the statewide & regional needs assessment

Goal 1: Graduates will be prepared to be outstanding educational leaders and facilitators of learning.

As can be seen in Table 2, over 95% of the teacher candidates successfully complete the lesson plan development requirement. This is a strong indication that the programs located in the Department of Education are meeting the required standards.

Goal 2: Graduates will demonstrate the knowledge and skill necessary to educate and work within a diverse school population.

The goal was for a 90% successful completion rate. This can be seen in Table 3, the lowest completion rate of any single year was 96%. The average completion rate was 98%. This demonstrates that the Department of Education was successful in meeting their goal in regards to preparing teacher candidates.

Goal 3: Faculty members will demonstrate professional development.

The goal for tenure-track faculty was that 85% of them would present at a state or national conference or publish in a refereed source. All the data submitted in Table 9a does not provide the detail needed to accurately document the results for Goal 3, the combined efforts are encouraging. The percentage of faculty members presenting at conferences ranged from a low of 57% to a high of 75%. In addition to this, 25% or more of faculty members are published each year. Combining these two areas would indicate that the department as ordinary as reached its goal.

Goal 4: Faculty members will demonstrate service.

Goal four of the Department of Education is that all tenure-track faculty members will provide service to the university, communities, and/or professional organizations. As can be seen in Table 9a, the Department of Education has met that goal.

FBased on the results for each department/program(s) listed above describe:

1.Specific changes to your department as they affect program(s) (e.g., curriculum, teaching methods).

2.Specific changes related to the assessment process.

Specific changes to programs within the Department Of Education have been impacted the most by accreditation and recertification procedures. The Department of Education, as well as the other programs coordinated by the Center for Teaching and Learning (CTL) reevaluated how students progress through the programs were assessed and how the data were used for program change and improvement. A new system of electronic data collection was implemented based on the professional and state standards. Program faculty members meet on a regular basis to review the data collected through this new system, with curriculum changes being made as needed.

3.Provide documentation of continuing program(s) need including reference to the statewide & regional needs assessment

The State of Washington’s Office of Superintendent of Public Instruction conducts biennial surveys to document the needs for teachers in the different endorsement areas. Table 4 documents the needs obtained in the 2006 survey. It contains endorsement there is serviced by the Department of Education. It should be noted that two of the endorsement areas, Middle Level - Humanities and Middle Level - Math/Science, are officially housed in other departments, but a significant portion of their course work is provided by the Department of Education.

As can be seen in Table 4, the six of the ten endorsement areas provided by the Department of Education are documented as being "Considerable Shortage" or "Some Shortage." Three of the remaining four are documented as "Balance." Elementary Education is the one endorsement area that is considered "Some Surplus."

Table 4: Perceived Shortage Areas by Educational Service District

Teaching Endorsements / ESD / 101 / 105 / 112 / 113 / 114 / 121 / 123 / 171 / 189 / Statewide
Bilingual Education / 4 / 4.86 / 3.2 / 4.1 / 3.25 / 4 / 4.71 / 4 / 3.7 / 4.03
Early Childhood Education / 3.14 / 3.4 / 3.2 / 3.5 / 2.5 / 3 / 3 / 2.71 / 3.17 / 3.21
Early Childhood Special Ed. / 4.11 / 4.71 / 3.8 / 4 / 3.67 / 4.17 / 4.5 / 3.67 / 4.22 / 4.11
Elementary Education / 2.57 / 2.5 / 2.29 / 2.38 / 1.9 / 2.14 / 2.64 / 2.54 / 2 / 2.37
English as a Second Language / 3.57 / 4.27 / 3.86 / 4.07 / 3.75 / 4 / 4.4 / 3.8 / 3.93 / 4.02
Library Media / 3.62 / 3.5 / 3.45 / 3.07 / 3.6 / 3.87 / 3.33 / 3.17 / 3.36 / 3.47
Middle Level–Humanities / 3 / 3.6 / 2.75 / 3 / 3.13 / 2.92 / 3.67 / 3.2 / 3.18 / 3.08
Middle Level–Math/Science / 3.62 / 4.31 / 3.69 / 4.33 / 3.8 / 4.5 / 4.67 / 4 / 4.4 / 4.19
Reading / 3.23 / 3.17 / 3.25 / 2.93 / 3.17 / 3.6 / 3.67 / 3.29 / 3.5 / 3.3
Special Education / 4.12 / 4.77 / 4.27 / 4.59 / 4.64 / 4.7 / 4.5 / 4.18 / 4.6 / 4.52

5.00-4.21 = Considerable Shortage; 4.20-3.41 = Some Shortage; 3.40-2.61 = Balance; 2.60-1.81 = Some Surplus; 1.80-1.00 = Considerable Surplus