I A. Responsibility for teacher preparation vested in a collaborative of education, arts and sciences, and school faculty (1998)

Rating:

0 = Insufficient evidence provided to make a judgment
1 = Controlled by the college of education; arts and science and school roles at input level
2 = Equitable representation among education, arts and sciences and school faculty; advisory to education dean
3 = Equitable representation among 3 groups, responsible for aspects of teacher preparation, but no authority over programs
4 = Equitable representation, responsibility, and authority for the preparation of teachers among education, arts and science, and school partners, and other academic units as appropriate

Evidence:  TEAC now contrasted to finished TEAC discussions of Mission Statement, Professional Education Faculty, Role in Governance, Scope of Responsibility, status as “functional unit,” etc.

 Regents' Principles and ActionsPrinciple #6

 Third Annual Report, I A., pp. 3-4

I A.  Shared Responsibility for the Preparation of Educators

0 = Insufficient evidence provided to make a judgment
1 = Dominated and controlled by the college of education; arts and science and school roles at input level
2 = Equitable representation among education, arts and sciences and school faculty; advisory to education dean*
3 = Equitable representation among 3 groups, responsible for aspects of educator preparation, but no authority over programs
4 = Equitable representation, responsibility, and authority for the preparation of educators among education, arts and science, and school partners, and other academic units as appropriate
5 = Plans in place to monitor the effectiveness of the model for shared responsibility for the preparation of educators

The Teacher Education Advisory Committee has evolved to provide equitable representation, responsibility, and authority for programs for the preparation of educators among education, arts and sciences, business and school partners.

While the Committee continues to discuss the precise relationship between its faculty role of academic leadership and the role of the Dean of the College of Education as the primary spokesperson for the institutions teacher preparation programs, several elements of Committee activity have been clarified over the last 12 months.

Membership Terms:  Members of TEAC (at the request of the VPAA) are appointed by their respective deans, in consultation with department chairs.  Members serve for three years and one-third of the membership is replaced each year.  The co-chairs from two different Colleges (Education, Arts and Sciences, and Business), who are elected by the membership, serve for two years, with one chair replaced each year.  Selection as a co-chair requires one year’s prior service as a member of TEAC.  Members and co-chairs are eligible for reappointment.  The three public school representatives are nominated by TEAC members and appointed by the Vice President for Academic Affairs.

Structure of TEAC: The present composition of TEAC is equitable and balanced.  The committee consists of nine members from the College of Education, eight from Arts and Sciences, one from the Richards College of Business, and three representatives from the public schools.

Role of TEAC: As is the case for all faculty groups, the greatest authority given the faculty in TEAC is the ability to affect the composition of all programs for the preparation of teachers.  Program proposals require TEAC review as a condition of University approval—see form at http://www.westga.edu/~vpaa/course-request.pdf.  TEAC’s role is to verify that programs have been reviewed by TEAC, and recommend approval or disapproval of programs.   Both TEAC co-chairs sign the program action forms and forward the materials to the appropriate Dean(s).

Similar to the functioning of other agents of faculty governance, TEAC is an advisory body to the Dean of the College of Education. In addition, TEAC committees provide the framework for recommendations of university-wide approaches to meeting the Regents’ Principles.  Over the last year it has played a substantial role in the review of Secondary Education Preparation Programs. TEAC continues to review its current by-laws with an eye to clarifying further the relationship between NCATE guidelines of dean leadership in Teacher Preparation, and TEAC’s university-wide involvement for the preparation of teachers.

I B. Stronger content preparation—early childhood teachers (2001).

Rating:

0 = Insufficient evidence provided to make a judgment
1 = Program contains less than 12 semester hour concentration in either the academic content field of reading or mathematics
2 = Program contains two 12 semester hour concentrations in the academic content fields of reading and mathematics outside of areas A-E of the core curriculum (mathematics); less than 9 hours at junior-senior level
3 = Program contains two 12 semester hour concentrations in the academic content fields of reading and mathematics outside of areas A-E of the core curriculum (mathematics); 9 hours at junior-senior level; some mathematics courses taught by mathematics faculty
4 = Program contains two 12 semester hour concentrations in the academic content fields of reading and mathematics outside of areas A-E of the core curriculum (mathematics); 9 hours at junior-senior level; math courses taught by mathematics faculty; reading courses taught by reading faculty

Regents' Principles and Actions Principle #2

Second Annual Report , Section 4 (1) p. 14

0=No 12 hour concnetrations in place in reading and mathematics
1=Students complete less than 12 semester hour concentration in either reading for mathematics
2-Sutdents complete 12-15 semester hour concentrations in reading and in mathematics, less than 9 hours at the junior-senior level
3=Students complete 12-15 semester hour concentrations in reading and in mathematics, 9  hours at junior-senior level
4=Students complete 12-15 semester hour concentrations in both reading and mathematics, 9 hours at junior-senior level, math course taught by mathematics faculty, rading course taught by reading faculty*
5=Students complete 12-15 semester hour concentrations, 9 hours at junior-senior level, course taught by reading/math facutly, assessment plans in place for measuring extent to which the program provides sufficient content knowledge in both concentrations

Section 4 – Program Requirements

Section 4 (1) Early Childhood Education

A. Concentrations

 Reading concentration

 READ 3251  Children’s Literature      3 credit hours
 READ 3262  Teaching Content and Process: Reading Education  3 credit hours
 READ 4253  Reading and Writing Connection or ENGL 4300  3 credit hours
 READ 4251  Assessment & Correction in Reading Education  3 credit hours

 Mathematics concentration

 MATH 2703 Foundations of Mathematics I    3 credit hours
 MATH 3703  Geometry for Teachers     3 credit hours
 MATH 3803  Algebra for Teachers I     3 credit hours
 MATH 4713  Probability & Statistics for Teachers    3 credit hours
 ECED 4251  Assessment & Correction in Math Education   3 credit hours

Taught by arts and sciences faculty

MATH 2703 Foundations of Mathematics I    3 credit hours
 MATH 3703  Geometry for Teachers     3 credit hours
 MATH 3803  Algebra for Teachers I     3 credit hours
MATH 4713  Probability & Statistics for Teachers    3 credit hours
ENGL 4300 Studies in the English Language    3 credit hours

Taught by education faculty

 ECED 4251  Assessment & Correction in Math Education   3 credit hours
 READ 3251  Children’s Literature      3 credit hours
 READ 3262  Teaching Content and Process: Reading Education  3 credit hours
 READ 4253  Reading and Writing Connection    3 credit hours
 READ 4251  Assessment & Correction in Reading Education  3 credit hours

B. Overall curriculum requirements to enable student to pass PRAXIS II for early childhood education certification

 Professional education and concentrations

 ART 3000  Art for Teachers      2 credit hours
 CEPD 4101  Educational Psychology     3 credit hours
 ECED 3263  Teaching Content and Process: Language Arts Education 3 credit hours
 ECED 3271  Classroom Management     3 credit hours
 ECED 4251  Assessment & Correction in Math Education   3 credit hours
 ECED 4261  Teaching Content and Process: Social Studies Education 3 credit hours
 ECED 4262  Teaching Content and Process: Science Education  3 credit hours
 ECED 4263  Teaching Content and Process: Math Education  3 credit hours
 ECED 4286  Teaching Internship      9 credit hours
 ECED 4289  Teaching Internship Seminar     3 credit hours
 MATH 3703  Geometry for Teachers     3 credit hours
 MATH 3803  Algebra for Teachers I     3 credit hours
 MATH 4713  Probability & Statistics for Teachers    3 credit hours
 MUSC 3000  Music for Teachers      2 credit hours
 PHED 4650  Physical Education & Health in Elementary School  2 credit hours
 READ 3251  Children’s Literature      3 credit hours
 READ 3262  Teaching Content and Process: Reading Education  3 credit hours
 READ 4253  Reading and Writing Connection    3 credit hours
 READ 4251  Assessment & Correction in Reading Education  3 credit hours

 Taught by arts and sciences faculty

 ART 3000  Art for Teachers      2 credit hours
 MUSC 3000  Music for Teachers      2 credit hours
 MATH 3703  Geometry for Teachers     3 credit hours
 MATH 3803  Algebra for Teachers I     3 credit hours
  MATH 4713  Probability & Statistics for Teachers    3 credit hours
  ENGL 4300 Studies in the English Language    3 credit hours

 Taught by education faculty

 CEPD 4101  Educational Psychology     3 credit hours
 ECED 3263  Teaching Content and Process: Language Arts Education 3 credit hours
 ECED 3271  Classroom Management     3 credit hours
 ECED 4251  Assessment & Correction in Math Education   3 credit hours
 ECED 4261  Teaching Content and Process: Social Studies Education 3 credit hours
 ECED 4262  Teaching Content and Process: Science Education  3 credit hours
 ECED 4263  Teaching Content and Process: Math Education  3 credit hours
 ECED 4286  Teaching Internship      9 credit hours
 ECED 4289  Teaching Internship Seminar     3 credit hours
 PHED 4650  Physical Education & Health in Elementary School  2 credit hours
 READ 3251  Children’s Literature      3 credit hours
 READ 3262  Teaching Content and Process: Reading Education  3 credit hours
 READ 4253  Reading and Writing Connection    3 credit hours
 READ 4251  Assessment & Correction in Reading Education  3 credit hours
 
 

C. Course syllabi, which include course descriptions, in education are located on the Web

Early childhood--http://www.westga.edu/~coe/syllabi/eced/index.html
Reading— http://www.westga.edu/~coe/syllabi/read/index.html

D. Learning Outcomes

The courses in the professional education component and the courses in the concentrations of the early childhood education program will significantly enable teacher education candidates to demonstrate success in teaching children to read and do mathematics.  The first three blocks of courses establish the foundation of curriculum theory, instructional strategies, and content, especially in mathematics and reading. The mathematics and reading content areas are designed to provide depth of knowledge and assessment skills in order to enhance the learning environment for children.  Also, the four professional blocks provide meaningful application of teaching through field experiences that are directly correlated with the knowledge and skills from the courses.  In addition, the collaboration between the faculty from the College of Education and the College of Arts and Sciences maintains an effective integration of applied knowledge through effective instructional strategies.  Finally, the courses in the professional education component have integrated technology competencies in order to enhance the teacher education candidates' success in teaching children to read and do mathematics.  This enhancement is further developed through the inclusion of a classroom management course as part to their professional development.

In order to ensure the content alignment of these concentrations with content standards for P-12 students, the faculty from the College of Education and the College of Arts and Sciences examined various documents.  Content standards from learned societies and academic disciplines, teaching standards from the Interstate New Teacher Assessment and Support Consortium, and the standards from the Georgia Quality Core Curriculum were the significant documents used for assessing and prescribing the content alignment within these courses.  Intensive discussions among the faculty were conducted over a two-year period that resulted in a comprehensive program.
 

I C. Stronger content preparation--middle grades teachers (2001)

Rating:

0 = Insufficient evidence provided to make a judgment
1 = Program contains less than two 12 semester hour concentrations outside of areas A-E of the core curriculum from among the academic content fields of English, mathematics, science, and social science
2 = Program contains at least two 12 semester hour concentrations with all hours in the academic content fields outside of areas A-E of the core curriculum, one has at least 6 hours at junior-senior level, the other does not
3 = Program contains at least two 12 semester hour concentrations with all hours in the academic content fields outside of areas A-E of the core curriculum, at least 6 hours at junior-senior level
4 = Program contains at least two 12 semester hour concentrations with all hours in the academic content fields outside of areas A-E of the core curriculum, at least 6 hours at junior-senior level, courses taught by arts & sciences faculty; students also capable of teaching reading

Regents' Principles and Actions Principle # 2

Second Annual Report , Section 4 (2), pp. 17-19

0=Insufficient evidence provided to make a judgement
1=Students complete less than two 12 semester hour concentrations from among English, mathematics, science, social science
2=Students complete two 12-15 semeter hour concentraions, one has 9 hours at junior-senior level, the other does not
3=Students compete two 12-15 semester hour concentrations, 9 hours at junior-senior level
4=Students complete two 12-15 semester hour concentrations, 9 hours at junior-senior level, courses taught by arts & sciences faculty*
5-Students complete 12-15 semester hour concentrations, 9 hours at junior-senior level, course taught by arts and science faculty, assessment plans in place for measuring extent to which the program provides sufficient content knowledge in all concentrations

Section 4 (2) Middle Grades Education

A. Concentrations

The Middle Grades Education program at the State University of West Georgia designed the four concentrations into two options. Teacher education candidates can select either a language arts/social sciences concentration or a mathematics/science concentration.

 Language Arts and Social Sciences Concentration

 CEPD 4101  Educational Psychology     3 credit hours
 MGED 4260  Teaching Exploratories & Related Arts in Middle Grades 1 credit hour
 MGED 4261  Methods for Integrating Language Arts & Social Sciences 3 credit hours
 MGED 4265  Instructional Design & Classroom Management  3 credit hours
 MGED 4271  Middle Grades Curriculum     3 credit hours
 MGED 4285  Special Topics     2 credit hours
 MGED 4286  Teaching Internship     9 credit hours
 MGED 4289  Internship Seminar     3 credit hours
 READ 3262  Teaching Content and Process: Reading Education  3 credit hours
 READ 4251  Assessment & Correction in Reading Education  3 credit hours
 READ 4252  Literature in the Middle School     3 credit hours

 Language Arts Concentration

 ENGL 3200     Creative Writing or ENGL 4200 Advanced Composition 3 credit hours
 ENGL 4106a   Studies in Genre: Fiction, ENGL 4106b Studies in Genre: Poetry, or ENGL 4106c Studies in Genre: Drama  6 credit hours
   ENGL 4300a    History of English Language  or ENGL 4300b English Grammar    3 credit hours

Social Sciences Concentration

    ANTH 4144  People & Culture of Latin America     3 credit hours
       or GEOG 2503 Cultural Geography

    HIST 3311  Ancient Near East & Classical World    3 credit hours
         or HIST 3312 Near East in the Middle Ages
         or HIST 3313 Near East in Modern Times
         or HIST 3315 Civilization of India
         or HIST 3318 African Society: The Pre-colonial Era
         or GEOG 3085 Special Topics in Regional Geography
    HIST 4474  History of Georgia     3 credit hours

 Select one of the following:     3 credit hours
    POLS 3101  American Political Organizations
    POLS 3102  Women & Politics
    POLS 3301  The Judicial Process
    POLS 4101  Legislative Process
    POLS 4102  The Presidency

 Math/Science Concentration

 CEPD 4101  Educational  Psychology        3 credit hours
 MGED 4260  Teaching Exploratories & Related Arts in Middle Grades 1 credit hour
 MGED 4264  Methods for Integrating Science & Math   3 credit hours
 MGED 4265  Instructional Design & Classroom Management  3 credit hours
 MGED 4271  Middle Grades Curriculum        3 credit hours
 MGED 4285  Special Topics        2 credit hours
 MGED 4286  Teaching Internship        9 credit hours
 MGED 4289  Internship Seminar        3 credit hours
 READ 3262  Teaching Content and Process: Reading Education  3 credit hours
 READ 4251  Assessment & Correction in Reading Education  3 credit hours
 READ 4252  Literature in the Middle School        3 credit hours

 Mathematics Concentration

   MATH 3703  Geometry for Teachers      3 credit hours
   MATH 3803  Foundations of Mathematics II    3 credit hours
   MATH 4713  Probability & Statistics for Teachers   3 credit hours

 Select one of the following      3 credit hours
   MATH 4753 Trigonometry/Calculus for P-8 Teachers
   MATH 4783  Number Theory for Teachers
   MATH 4853  An Introduction to the History of Math
   MATH 4863  Algebra for Teachers II

 Science Concentration

    BIOL 1108L  Principles of Biology II Lab     1 credit hour
    BIOL 3XXX      4 credit hours
    GEOL 3XXX      1 credit hour
    GEOL 4985  Geology of Georgia      3 credit hours
    PHYS 3713  Survey of Physics      3 credit hours

 Courses taught by arts & sciences faculty

 MATH 3703  Geometry for Teachers      3 credit hours
 MATH 3803  Foundations of Mathematics II    3 credit hours
 MATH 4713  Probability & Statistics for Teachers   3 credit hours
 MATH 4753  Trigonometry /Calculus for P-8 Teachers   3 credit hours
 MATH 4783  Number Theory for Teachers     3 credit hours
 MATH 4853  An Introduction to the History of Mathematics  3 credit hours
 MATH 4863  Algebra for Teachers II      3 credit hours
 BIOL 1108L  Principles of Biology II Lab     1 credit hour
 BIOL 3XXX       4 credit hours
 GEOL 3XXX      1 credit hour
 GEOL 4985 Geology of Georgia      3 credit hours
  PHYS 3713    Survey of Physics      3 credit hours

 Courses taught by education faculty

   CEPD 4101  Educational  Psychology     3 credit hours
   MGED 4260  Teaching Exploratories & Related Arts in Middle Grades1 credit hour
   MGED 4264  Methods for Integrating Science & Math   3 credit hours
   MGED 4265  Instructional Design & Classroom Management  3 credit hours
   MGED 4271  Middle Grades Curriculum     3 credit hours
   MGED 4285  Special Topics     2 credit hours
   MGED 4286  Teaching Internship     9 credit hours
   MGED 4289  Internship Seminar     3 credit hours
   READ 3262  Teaching Content and Process: Reading Education 3 credit hours
   READ 4251  Assessment & Correction in Reading Education  3 credit hours
   READ 4252     Literature in the Middle School    3 credit hours

In order to ensure the content alignment of these concentrations with content standards for middle grade students, the middle grades education faculty from the College of Education and the content faculty from College of Arts and Sciences examined various documents. Content standards from learned societies and academic disciplines, teaching standards from the Interstate New Teacher Assessment and Support Consortium, and the standards from the State of Georgia Quality Core Curriculum were the significant documents for assessing and prescribing the content alignment within these courses.  Numerous discussions among the faculty were conducted over a two-year period that resulted in a comprehensive array of courses.

B. Course syllabi that include course descriptions, in education are located on the Web

 http://www.westga.edu/~coe/syllabi/mged/

C. Learning Outcomes

The courses within the professional education component and the concentration options for the middle grades education major have learning outcomes that are designed to ensure academic depth for enabling students to achieve grade level standards.  The middle grades education program will enable teacher education candidates to demonstrate success in teaching students to develop their intellectual, emotional, creative, social, and physical abilities.  The first three blocks establish the foundation of curriculum theory, instructional strategies, and content knowledge in the selected concentrations.  The concentration courses are specifically designed to provide depth of knowledge and assessment skills in order to enrich the learning environment for students.  Also, the four professional blocks provide meaningful application of teaching through field experiences that are directly correlated with the knowledge and skills from all the courses.  In addition, the collaboration among faculty from the College of Education and the College of Arts and Sciences will help integrate applied knowledge through effective instructional strategies.  Finally, the courses in the professional education component of the middle grades education program have integrated technology competencies in order to enhance the teacher education candidates' success in teaching students to develop and implement effective instruction.  This enhancement is further developed through the inclusion of a classroom management course as part of the candidate's professional development.

I D (1).  Stronger content preparation--high school teachers and those teaching all grades (for students graduating in May 2002) (1998)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Programs do not meet requirements for an academic major in any single discipline or broad-field certification program
2 = Programs meet requirements for an academic major in some single discipline certification fields, and/or broad-fields
3 = Programs meet requirements for an academic major in each single discipline certification fields, and if broad-field science and/or social studies is offered, they meet requirements for one academic major, but do not have at least a 12-15 semester hour concentration in other fields to be taught
4 = Programs meet requirements for an academic major in each single discipline certification fields, and if broad-field science and/or social studies is offered, they meet requirements for a major in one academic (content) discipline and at least a 12-15 semester hour concentration in each of the three other fields included under broad field certification

Note:  On this item we are reporting on the programs we have currently in place.  For item I D (2) we will report on the modified secondary education programs in Arts and Sciences and Economics that were developed this year.

Regents' Principles and Actions Principle # 2

Second Annual Report

Section 4 (3) Secondary Education

Below is a general description of the courses and learning outcomes that pertain to all secondary education programs for disciplines in the Arts and Sciences and in Economics.  Information related to each program follows..

Professional Education Sequence

A. Course numbers, titles, and number of credit hours per course

 First Block
CEPD 2102  Developmental Psychology    2 credit hours
SEED 2271  Introduction to Secondary Education   3 credit hours

 Second Block
SEED 4271  Curriculum in Secondary Schools   3 credit hours
SPED 2706  Introduction to Special Education   3 credit hours

 Third Block
CEPD 4101  Educational Psychology    3 credit hours
SEED 4___ (Instructional Strategies for Secondary (content area)
    SEED 4238  Secondary English Education   4 credit hours
    SEED 4240  Secondary Mathematics Education  4 credit hours
    SEED 4242  Secondary Science Education   3 credit hours
    SEED 4243  Secondary Social Studies Education  4 credit hours

  Fourth Block
SEED 4286  Teaching Internship     9 credit hours
SEED 4289  Teaching Internship Seminar      0-3 credit hours

 Courses taught by education faculty

CEPD 4101  Educational Psychology    3 credit hours
SEED 2271  Introduction to Secondary Education   3 credit hours
   SEED 4271  Curriculum in Secondary Schools   3 credit hours
SEED  4___ (Instructional Strategies for Secondary Education)
    1)  SEED 4238  Secondary English Education   4 credit hours
    2)  SEED 4240  Secondary Mathematics Education  4 credit hours
    3)  SEED 4242  Secondary Science Education   4 credit hours
    4)  SEED 4243  Secondary Social Studies Education  4 credit hours
  SEED 4286  Teaching Internship     9 credit hours
  SEED 4289  Teaching Internship Seminar            0-3 credit hours
 

All of the remaining courses to complete all requirements are taught by the arts & sciences (or business) faculty.

B. Course syllabi that include course descriptions in education are located on the Web

 http://www.westga.edu/~coe/syllabi/seed/

C. Learning outcomes

The courses within the professional education sequence for the secondary education program have learning outcomes that are designed to ensure academic depth for enabling students to achieve grade level standards.  This sequence will enable teacher education candidates to demonstrate success in teaching students to develop their critical thinking and problem solving abilities as well as to acquire the academic knowledge of their content area.  The candidates also will acquire a foundation of curriculum theory and instructional strategies to accommodate the effective delivery of the content knowledge. Throughout the secondary education professional sequence, candidates are engaged in the meaningful application of teaching through field experiences that are directly correlated with the knowledge and skills from all the courses.  In addition, the courses in the professional sequence have integrated technology competencies in order to enhance the teacher education candidates' success in teaching students to develop and implement effective instruction.  Finally, this enhancement is further developed through the inclusion of a classroom management course as part of the candidate's professional development.

Specific outcomes expected of the State University of West Georgia graduates in the initial preparation programs are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards. The INTASC standards form a structure based on a research and knowledge base that describes what beginning educators should know and implement as classroom teachers. Using these standards as the basis, graduates of initial preparation programs will:

1.  demonstrate an understanding of the central concepts, tools of inquiry, and structures of a strong core curriculum and the discipline(s) taught and create learning experiences that make these aspects of subject matter meaningful for students,
2.  demonstrate an understanding of how students learn and develop and provide learning opportunities that support student learning and individual development,
3. demonstrate an understanding of individual differences in students' learning and create instructional opportunities adapted to diverse learners, including students with multicultural backgrounds and special learning needs,
4.  accept responsibility for monitoring and managing student learning including developing a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills,
5.  document use of strategies for individual and group motivation and behavior to create a learning environment which encourages positive social interactions and promotes active engagement in learning,
6.  document use of knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction for learning,
7.  document use of instruction based upon knowledge of subject matter, students, community, and curriculum goals,
8.  document use of formal and informal assessment strategies to evaluate the students' academic, social, and physical development,
9.  provide examples of reflecting upon and evaluating choices and actions with students, parents, and other professionals in the learning community, uphold ethical standards, and actively seek professional growth opportunities through such activities as membership in professional organizations, professional reading, and attending in-service professional development and coursework, and
10. provide examples of fostering relationships, including taking leadership roles, with school colleagues, parents, agencies in the larger community to support students' learning and well-being.

Of the Arts and Sciences sequence:

The courses with the disciplinary sequence are designed to provide the foundation of knowledge in a specific area that is both commensurate with the standard undergraduate degree in the discipline as well as meeting the content standards set forth for the Georgia QCC as well as the national standards.  This foundation includes the necessary skills, mathematical, technological, oral and written communication skills, as well as the knowledge set of the disciplines’ core principles and the latest knowledge as it is developed in the research areas.  The College of Arts and Sciences now requires a Writing Across the Discipline learning outcome to be satisfied in at least two courses, thus enhancing the communication skills of its graduates.  Furthermore, while not a formal requirement, much of the arts and sciences disciplines require their students to be engaged in undergraduate research, so that when these graduates hold forth on their discipline they will be prepared not only to impart the knowledge that was passed on to them but also to impart that knowledge that they actually discovered in their research.
 

Section 4 (3d) Secondary Education (Biology)

A. Course by course comparison of the requirements for the major in the discipline and for a major leading to teacher certification.  See Table 1, next page, for a table of the course-by-course comparison with locations of course descriptions indicated as well as the faculty assigned to each course.

B. Alignment of content standards for each program.  See Appendix 2.

C. Learning Outcomes:
The Department of Biology has developed a content curriculum for the Biology Secondary Education program that is designed to:

· Prepare future biology secondary teachers to meet the majority of the Georgia Quality Core Curriculum requirements for secondary education in the life sciences,
· Prepare future biology secondary teachers to meet all National Science Standards.
· Ensure a solid foundation in the concepts of biology required for life science teachers at the high school level, and
· Provide a reasonable foundation in chemistry to support the teaching of life sciences that serve as a starting point for meeting add-on requirements for secondary certification in chemistry.

INSERT TABLE HERE FROM PAGE 32 OF Second Annual Report

Section 4 (3e) Secondary Education (Chemistry)

A. Course by course comparison of the requirements for the major in the discipline and for a major leading to teacher certification.  See Table 2, next page, for a table of the course-by-course comparison with locations of course descriptions indicated as well as the faculty assigned to each course.

B. Alignment of content standards for each program.  See Appendix 2.

C. Learning Outcomes:
Upon completion of this degree program the student will have acquired:
1. competence in the basic content of organic, inorganic, physical, analytical chemistry and biochemistry,
2. the ability to carry out experimental protocols, and analyze and interpret data,
3. the ability to communicate effectively in both oral and written presentations,
4. proficiency in the use of appropriate computer applications and information technology as related to chemistry and education,
5. an understanding of the impact of chemistry in a global/societal context, and methodological skills and field experience to complement the content-focused curriculum in chemistry so that they can effectively teach at the secondary level.

INSERT TABLE HERE FROM PAGE 34 OF Second Annual Report

Section 4 (3f) Secondary Education (Earth Science)

A. Course by course comparison of the requirements for the major in the discipline and for a major leading to teacher certification.  See Table 3, next page, for a table of the course-by-course comparison with locations of course descriptions indicated as well as the faculty assigned to each course.

B. Alignment of content standards for each program.  See Appendix 2.

C. Learning Outcomes:
Students will demonstrate that they can:
1. identify, classify and understand the origin and basic significance of common minerals and rocks,
2. use basic geologic terminology to describe common geologic processes and features, their origins and their interactions,
3. identify common invertebrate fossils and recognize their environmental and chronological significance,
4. apply geology’s unique time/space perspectives to topographic and basic geologic maps and cross sections,
5. understand and apply basic geologic concepts and the scientific method to interpret some introductory field, laboratory, and/or instrumental data,
6. understand principles of chemistry, physics, biology as well as introductory concepts of oceanography, environmental geology, weather and climate, and astronomy, and
7. gain enough knowledge in Earth Science and Education to become certified to teach Earth Science in Grades 7-12 or to be admitted to graduate programs in Education for the M.Ed. degree.

INSERT TABLE HERE FROM PAGE 36 OF Second Annual Report

Section 4 (3g) Secondary Education (English)

A. Course by course comparison of the requirements for the major in the discipline and for a major leading to teacher certification.  See Table 4, next page, for a table of the course-by-course comparison with locations of course descriptions indicated as well as the faculty assigned to each course.

B. Alignment of content standards for each program.  See Appendix 2.

C. Learning Outcomes:
1. Students are expected to master the methods employed in the field of English studies, as measured initially in ENGL 2300 (Practical Criticism: Research and Methods) and at the completion of their course of study in ENGL 4384 (Senior Seminar), a course that requires students to demonstrate advance writing skills (including peer editing and multiple stages of preparation) and apply current theoretical and practical issues in the critical analysis of literary texts.
2. Students are expected to achieve competence in knowledge of the content areas that are covered by a representative range of course offerings of the Department, as measured by course assessments, the Senior Seminar, and post-baccalaureate surveys and standardized examinations.
3. Students will demonstrate in both oral and written work a discipline-specific critical facility through convincing and well-supported analysis of related material.
4. Students will demonstrate their command of academic English and the tenets of sound composition by means of thesis-driven analytical prose.
5. Students will become conversant with representative literary texts and selected critical issues in literary history that allow for integration of the aims of the discipline.

INSERT TABLE HERE FROM PAGE 38 OF Second Annual Report

Section 4 (3h) Secondary Education (History)

A. Course by course comparison of the requirements for the major in the discipline and for a major leading to teacher certification.  See Table 5, next page, for a table of the course-by-course comparison with locations of course descriptions indicated as well as the faculty assigned to each course.

B. Alignment of content standards for each program.  See Appendix 2.

C. Learning Outcomes:
1. Students are expected to master the methods employed by historians, as measured by completion of the Methodology course and the senior essay to be completed in Senior Seminar; the essay involves multiple stages of preparation.
2. Students are expected to achieve competence in knowledge of content covered by a representative range of course offerings of the Department, as measured by a standardized examination in the senior year.
3. The overall expectation is that students will be able to conduct research, write well, and think clearly, as measured by post-baccalaureate surveys.
4. Certification will provide the student with a qualification for a particular career, with methodological skills to complement a content-focused curriculum

INSERT TABLE HERE FROM PAGE 40 OF Second Annual Report

Section 4 (3i) Secondary Education (Mathematics)

A. Course by course comparison of the requirements for the major in the discipline and for a major leading to teacher certification.  See Table 6, next page, for a table of the course-by-course comparison with locations of course descriptions indicated as well as the faculty assigned to each course.

B. Alignment of content standards for each program.  See Appendix 2.

C. Learning Outcomes:
Students following the B. S. Degree, Secondary Education Option, will have a firm grasp of the mathematics necessary to teach at the secondary level and a well-developed understanding of the definitions and theorems of calculus, probability and statistics, geometry, abstract algebra, and linear algebra. They will also have the courses necessary for secondary teacher certification in mathematics

INSERT TABLE HERE FROM PAGE 42 OF Second Annual Report
 

Section 4 (3j) Secondary Education (Physics)

A. Course by course comparison of the requirements for the major in the discipline and for a major leading to teacher certification.  See Table 7, next page, for a table of the course-by-course comparison with locations of course descriptions indicated as well as the faculty assigned to each course.

B. Alignment of content standards for each program.  See Appendix 2.

C. Learning Outcomes:
The program is primarily designed for physics majors who have a high-school physics teaching interest. Here, the students develop a solid understanding of physics. Students graduate with a B.S. degree in physics while earning certification at the secondary level from the State University of West Georgia. Successful candidates in this program will have solid foundation of Mechanics, Thermodynamics, Electricity & Magnetism, Optics, and Modern Physics. Additionally, the students will have the ability to perform intricate laboratory experiments as well as be able to design his/her own.

INSERT TABLE HERE FROM PAGE 44 OF Second Annual Report
 

Section 4 (3k) Secondary Education (Political Science)

A. Course by course comparison of the requirements for the major in the discipline and for a major leading to teacher certification.  See Table 8, next page, for a table of the course-by-course comparison with locations of course descriptions indicated as well as the faculty assigned to each course.

B. Alignment of content standards for each program.  See Appendix 2.

C. Learning Outcomes:
Students will demonstrate that they have developed:
1. an understanding of the basic values of American civic culture,
2. an understanding of the institutional, political and legal processes of the United States and Georgia,
3. an understanding of the public policies of the U.S. and the ways in which they are carried out through the political process,
4. an understanding of the basic theories and concepts of the sub-fields of political science,
5. an understanding of the relationship between the basic theories and concepts of the sub-fields of political science,
6. the knowledge and skills appropriate for teaching political science courses in the secondary schools, and
7. the ability to communicate their knowledge orally and in writing

INSERT TABLE HERE FROM PAGE 46 OF Second Annual Report

Section 4 (3c) Secondary Education (Economics)

A. The Bachelor of Science in Economics offers two options, one of which is Economics Education.  A comparison of the two courses of study is presented in the following table.

INSERT TABLE HERE FROM PAGE 25-26 OF Second Annual Report

Course descriptions for economics education are attached to this report.   All courses are taught by faculty in the Richards College of Business and College of Arts & Sciences with the exception of the secondary education sequence noted in the economics education course of study.

Curriculum expectations of the discipline, including the National Business Education Association and the Georgia Council for Economic Education; standards from the Interstate New Teacher Assessment and Support Consortium (INTASC), and the Georgia Quality Core Curriculum (QCC) were significant documents used for assessing and prescribing the content to ensure the alignment of the economics education program with P-12 curriculum.  The candidates' completion of a strong discipline-based program in economics as well as the College of Education's secondary education sequence demonstrates the commitment to provide economics education candidates a rigorous and well-rounded education.

Programs in the Richards College of Business are accredited by the American Assembly of Collegiate Schools of Business.  The College of Education is accredited by NCATE and the secondary education programs are approved by the Georgia Professional Standards Commission (PSC).  Two members of the economics faculty are active in the Georgia Council for Economic Education and one faculty serves as Director of the West Georgia Center for Economic Education.

B.  Learning Outcomes

Of the professional education sequence:

Courses within the professional education sequence for secondary education program have learning outcomes that are designed to ensure academic depth for enabling students to achieve grade level standards.  This sequence will enable teacher education candidates to demonstrate success in teaching students to develop their critical thinking and problem solving abilities as well as to acquire the academic knowledge of their content area.  The candidates also will acquire a foundation of curriculum theory and instructional strategies to accommodate the effective delivery of the content knowledge.  Throughout the secondary education professional sequence, candidates are engaged in the meaningful application of teaching through field experiences that are directly correlated with the knowledge and skills from all the courses.  In addition, the courses in the professional sequence have integrated technology competencies in order to enhance the teacher education candidates’ success in teaching students to develop and implement effective instruction.

Specific outcomes expected of the State University of West Georgia graduates in the initial preparation programs are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards. The INTASC standards form a structure based on a research and knowledge base that describes what beginning educators should know and implement as classroom teachers. Using these standards as the basis, graduates of initial preparation programs will:

1. demonstrate an understanding of the central concepts, tools of inquiry, and structures of a strong core curriculum and the discipline(s) taught and create learning experiences that make these aspects of subject matter meaningful for students.
2. demonstrate an understanding of how students learn and develop and can provide learning opportunities that support student learning and individual development.
3. demonstrate an understanding of individual differences in students' learning and create instructional opportunities adapted to diverse learners, including students with multicultural backgrounds and special learning needs.
4. accept responsibility for monitoring and managing student learning including developing a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
5. document use of strategies for individual and group motivation and behavior to create a learning environment which encourages positive social interactions and promotes active engagement in learning.
6. document use of knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction for learning.
7. document use of instruction based upon knowledge of subject matter, students, community, and curriculum goals.
8. document use of formal and informal assessment strategies to evaluate the students' academic, social, and physical development.
9. provide examples of reflecting upon and evaluating choices and actions with students, parents, and other professionals in the learning community, uphold ethical standards, and actively seek professional growth opportunities through such activities as membership in professional organizations, professional reading, and attending in-service professional development and coursework.
10. provide examples of fostering relationships, including taking leadership roles, with school colleagues, parents, agencies in the larger community to support students' learning and well-being.

Of the disciplinary sequence:

Courses within the disciplinary sequence are designed to provide the foundation of knowledge in a specific area that is both commensurate with the standard undergraduate degree in the discipline as well as meeting the content standards set forth for the Georgia QCC and national curriculum standards.  This foundation includes the necessary skills, mathematical, technological, oral and written communication skills, as well as the knowledge set of the discipline’s core principles, current research, and best practices.

The following specific learning outcomes meet the National Standards for Business Education in the area of economics and personal finance.
Achievement Standards:
1. Explain why societies develop economic systems, identify the basic features of different economic systems, and discuss the major features of the U.S. economy.
Sample performance expectations:
• Discuss advantages and disadvantages of different types of economic systems with primary focus on planned and market systems.
• Describe the major features of the U.S. economy.
• Discuss private ownership of property, profit, competition, and private enterprise as basic features of a market economy.
• Analyze the strengths and weaknesses of alternative economic systems.
• Critique the merits of an economic system’s performance based on the criteria of freedom, efficiency, equity, security, employment, stability, and growth.
2. Explain the role of core economic institutions and incentives in the U.S. economy.
3. Analyze the role of the law of supply and demand in the U.S. economy.
 Sample performance expectations:
• Explain why equilibrium price changes due to shifts in supply and demand.
• Explain why shortages, surpluses, and long-run allocation problems occur when price controls are enforced.
• Describe the concept of elasticity and inelasticity and its importance to buyers and sellers.
• Identify factors that affect the price of goods or services in markets that are not purely competitive.
4. Describe different types of competitive structures and illustrate the role of competitive markets in the U.S. and other economies.
5. Discuss the role of government in an economic system, especially the necessary and desirable role of government in the U.S. economy.
 Sample performance expectations:
• Differentiate between monetary and fiscal policies and identify when it may be appropriate to use each.
• Analyze the effect of national debt on the level of economic activity.
• Describe why the Federal Reserve System has limited ability to control the total amount of money in the U.S. economy.
• Critique the effectiveness of using each of the Federal Reserve’s policies to influence the level of economic activity in the U.S.
6. Describe rights and responsibilities of citizens in the U.S. economy, including their role in making decisions through the political process that affect the allocation of limited personal and public resources to meet individual and societal needs and wants.
7. Examine the importance of economic relationships among nations and discuss the role of international trade and investment and international monetary relations in the global economy.
 Sample performance expectations:
• Describe how what is done in one nation affects the rest of the world and what is done in the rest of the world affects each individual nation.
• Explain why the balance of payments statistic for two nations reflects only a small portion of each nation’s overall balance of payments account with the other nation.
• Describe how and why nations restrict the free flow of goods and services into and out of their economy.
Additional specific learning outcomes for each course can be found on each course syllabus under course objectives.

The B.S. Degree in Economics provides students with the flexibility to build a foundation for further graduate student in business, economics, law, education, or other professional career as well as providing a broad liberal arts and economics background for entry level positions.  The economics major serves students who want the flexibility to take a variety of courses in areas other than business but still have a solid understanding of the American economic system.

Each student upon graduation will
1. Have written and oral communications skills.
2. Be capable of conducting descriptive and library research.
3. Have general computer and appropriate software skills.
4.  Have an in-depth technical knowledge of economics.
5. Be aware and knowledgeable of ethical, socio-political, historical, and global aspects of the economic environment.
6. Have quantitative and social skills as well as critical thinking abilities.

Section 4 (3a) Secondary Education (Business)

A. Course numbers, titles, and number of credit hours per course

ABED 3104 Document Processing 3 credit hours
ABED 3106 Desktop Publishing or ABED 4118 Web Page Design  3 credit hours
ABED 3160 Advanced Keyboarding 3 credit hours
ABED 4117 Technology Support Systems 3 credit hours
ABED 4507 Curriculum in Business Education 3 credit hours
ABED 4537 Methods in Teaching Business Education  4 credit hours
ABED 4586 Teaching Internship 9 credit hours
ABED 4589 Teaching Seminar 3 credit hours
CEPD 4101  Educational Psychology     3 credit hours
CISM 2201 Business Information Systems 3 credit hours

B. Course syllabi that include course descriptions in education are located on the Web

Secondary education--http://www.westga.edu/~coe/syllabi/seed/
Business--http://www.westga.edu/~mgmtbus/abe/abeprog.html

C. Learning Outcomes

To prepare for the implementation of the Board of Regents’ Principles starting with the fall of 2000 semester, the business education faculty in collaboration with the College of Education initiated an internal program review to determine the changes that needed to be made.  Our goal was to maintain our high-quality program with existing content and field experience as well as to implement the necessary changes to meet the Board of Regents’ principles.  After the program review and comparing our current status with the Principles, it was recognized that the implementation of the one-year field experience and the new Area F requirements would be the major vehicle for changing our curriculum.

We addressed the following questions:

· How would additional field experience hours be distributed within the current course work?
· In which courses might credit hours need to be changed?
· How would we provide effective and efficient university supervision and assessment of our field experiences?
· How would the public schools deal with these changes and what are their preferences for scheduling field experiences?
· How would we accommodate the new Area F requirements?
· How would we deal with faculty and staff covering the courses?
· How would a seminar course effectively enhance the field experience?
 
 

Section 4 (3l) P-12 Programs
 

ART EDUCATION

A. The Bachelor of Fine Arts in Art offers eight concentrations, one of which is Art Education.  A comparison of the eight courses of study is presented in the following tables.

INSERT TABLES FROM PP. 46-46 OF Second Annual Report

Course descriptions for art education are attached to this report.   All courses are taught by faculty in the College of Arts & Sciences with the exception of the education sequence noted in the art education course of study.

In order to ensure the alignment of the art education program with P-12 curriculum content the faculty examined several documents.  Content standards of the National Association of Schools of Art and Design (NASAD), standards from the Interstate New Teacher Assessment and Support Consortium (INTASC), and the Georgia Quality Core Curriculum (QCC) were significant documents used for assessing and prescribing the content alignment.  The candidates' completion of a strong discipline-based program in art as well as the College of Education's core curriculum demonstrates the commitment to provide the art education candidates a rigorous and well-rounded education.  The art education program is accredited by NASAD and approved by the Georgia Professional Standards Commission (PSC).

B.  Learning Outcomes

Of the professional education sequence:

Courses within the professional education sequence for secondary education program have learning outcomes that are designed to ensure academic depth for enabling students to achieve grade level standards.  This sequence will enable teacher education candidates to demonstrate success in teaching students to develop their critical thinking and problem solving abilities as well as to acquire the academic knowledge of their content area.  The candidates also will acquire a foundation of curriculum theory and instructional strategies to accommodate the effective delivery of the content knowledge.  Throughout the secondary education professional sequence, candidates are engaged in the meaningful application of teaching through field experiences that are directly correlated with the knowledge and skills from all the courses.  In addition, the courses in the professional sequence have integrated technology competencies in order to enhance the teacher education candidates’ success in teaching students to develop and implement effective instruction.

Specific outcomes expected of the State University of West Georgia graduates in the initial preparation programs are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards. The INTASC standards form a structure based on a research and knowledge base that describes what beginning educators should know and implement as classroom teachers. Using these standards as the basis, graduates of initial preparation programs will:

1. demonstrate an understanding of the central concepts, tools of inquiry, and structures of a strong core curriculum and the discipline(s) taught and create learning experiences that make these aspects of subject matter meaningful for students.
2. demonstrate an understanding of how students learn and develop and can provide learning opportunities that support student learning and individual development.
3. demonstrate an understanding of individual differences in students' learning and create instructional opportunities adapted to diverse learners, including students with multicultural backgrounds and special learning needs.
4. accept responsibility for monitoring and managing student learning including developing a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
5. document use of strategies for individual and group motivation and behavior to create a learning environment which encourages positive social interactions and promotes active engagement in learning.
6. document use of knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction for learning.
7. document use of instruction based upon knowledge of subject matter, students, community, and curriculum goals.
8. document use of formal and informal assessment strategies to evaluate the students' academic, social, and physical development.
9. provide examples of reflecting upon and evaluating choices and actions with students, parents, and other professionals in the learning community, uphold ethical standards, and actively seek professional growth opportunities through such activities as membership in professional organizations, professional reading, and attending in-service professional development and coursework.
10. provide examples of fostering relationships, including taking leadership roles, with school colleagues, parents, agencies in the larger community to support students' learning and well-being.

Of the disciplinary sequence:

The Department of Art adheres to the Professional Degree standards for the implementation of the art education program as articulated by NASAD to meet NCATE curriculum standards. These standards indicate that candidates must have the following.

1. Personal Qualities
Desirable characteristics of the prospective art teacher are:
a the potential to inspire others and to excite the imagination of students, engendering a respect and desire for art and visual  experiences;
b the ability and desire constantly to seek out, evaluate, and apply new ideas and developments in both art and education;
c the ability to maintain positive relationships with individuals and various social and ethnic groups, and empathize with students and colleagues of differing backgrounds;
d the ability to articulate and communicate the goals of an art program to pupils, colleagues, administrators, and parents in an effective and professionally responsible manner.

2. Art Competencies
 The following basic competencies are essential to all prospective art teachers:
 a.  Studio Art Foundation
  The prospective art teacher must be familiar with the basic expressive, technical, procedural and organizational skills, and conceptual insights which can be developed through studio art and design experiences. Instruction should include traditional processes as well as newer technological developments in environmental and functional design fields. Prospective art teachers must be able to make students emphatically aware of the all-important process of artistic creation from conceptualized image to finished art work.
 b. Art History and Analysis
  The prospective art teacher must have an understanding of (1) the major styles and periods of art history, analytical methods, and theories of criticism; (2) the development of past and contemporary art forms; (3) contending philosophies of art; and (4) the fundamental and integral relationships of all these to the making of art.
 c.  Advanced Work
The candidate in a B. A. program should have an opportunity for advanced work in at least one or more studio and/or art application areas and should require six to nine semester hours.
 d.  Technical Processes
The prospective art teacher should have functional knowledge in such areas as the physics of light, chemistry of pigments, the chemical and thermal aspects of shaping materials, and the basic technologies involved in printmaking, photography, filmmaking, and video.

3. Teaching Competencies
The artist-teacher must be able to connect an understanding of educational processes and structures with an understanding of relationships among the arts, sciences, and humanities, in order to apply art competencies in teaching situations and to integrate art instruction into the total process of education.  Specific competencies include:
 a.  an understanding of child development and the identification and understanding of psychological principles of learning as they relate to art education;
 b.  an understanding of the philosophical and social foundation underlying art in education and the ability to express a rationale for personal attitudes and beliefs;
 c.  ability to assess aptitudes, experiential backgrounds, and interests of individuals and groups of students, and to devise learning experiences to meet assessed needs;
 d.  knowledge of current methods and materials available in all fields and levels of art education;
 e.  awareness of the need for continuing study, self-evaluation,  and professional growth.

4. Professional Procedures
 a.  Art education methods courses should be taught by faculty who have had successful experience teaching art in elementary and secondary schools and who maintain close contact with such schools.
 b. Institutions should encourage observation and discussion of teaching prior to beginning formal study in teacher education, whether at the freshman or at the more advanced level.
 c.  Supervised practice teaching opportunities should be provided in actual school situations.

Additional specific learning outcomes for each course can be found on each course syllabus under course objectives.

FOREIGN LANGUAGE EDUCATION
SPANISH

A. The Bachelor of Arts in Spanish offers two majors, one of which is Spanish Education.  A comparison of the two courses of study is presented in the following tables.

INSERT TABLE FROM PAGE 50 OF Second Annual Report

FRENCH

A. The Bachelor of Arts in French offers two majors one of which is French Education.  A comparison of the two courses of study is presented in the following table.

INSERT tABLE FROM PAGE 51 OF Second Annual Report

The requirements for the Foreign Language Education programs are based on national standards for foreign language education as elaborated in the “Foreign Language Standards” section of the Standards for Excellence in Education (SEE), published by the Council for Basic Education.  The program is further in compliance with Georgia’s Quality Core Curriculum.  The Board of Regents’ mandates for teacher preparation and field experiences were also considered in the development of the curriculum.  Courses added in Area F conform to the Foreign Language Regents Advisory Committee recommendations for World History and Second Language.  Media and technology competence have been included in the foreign language methods and curriculum courses.

B.  Learning Outcomes
Of the professional education sequence:

Courses within the professional education sequence for secondary education program have learning outcomes that are designed to ensure academic depth for enabling students to achieve grade level standards.  This sequence will enable teacher education candidates to demonstrate success in teaching students to develop their critical thinking and problem solving abilities as well as to acquire the academic knowledge of their content area.  The candidates also will acquire a foundation of curriculum theory and instructional strategies to accommodate the effective delivery of the content knowledge.  Throughout the secondary education professional sequence, candidates are engaged in the meaningful application of teaching through field experiences that are directly correlated with the knowledge and skills from all the courses.  In addition, the courses in the professional sequence have integrated technology competencies in order to enhance the teacher education candidates’ success in teaching students to develop and implement effective instruction.

Specific outcomes expected of the State University of West Georgia graduates in the initial preparation programs are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards. The INTASC standards form a structure based on a research and knowledge base that describes what beginning educators should know and implement as classroom teachers. Using these standards as the basis, graduates of initial preparation programs will:

1. demonstrate an understanding of the central concepts, tools of inquiry, and structures of a strong core curriculum and the discipline(s) taught and create learning experiences that make these aspects of subject matter meaningful for students.
2. demonstrate an understanding of how students learn and develop and can provide learning opportunities that support student learning and individual development.
3. demonstrate an understanding of individual differences in students' learning and create instructional opportunities adapted to diverse learners, including students with multicultural backgrounds and special learning needs.
4. accept responsibility for monitoring and managing student learning including developing a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
5. document use of strategies for individual and group motivation and behavior to create a learning environment which encourages positive social interactions and promotes active engagement in learning.
6. document use of knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction for learning.
7. document use of instruction based upon knowledge of subject matter, students, community, and curriculum goals.
8. document use of formal and informal assessment strategies to evaluate the students' academic, social, and physical development.
9. provide examples of reflecting upon and evaluating choices and actions with students, parents, and other professionals in the learning community, uphold ethical standards, and actively seek professional growth opportunities through such activities as membership in professional organizations, professional reading, and attending in-service professional development and coursework.
10. provide examples of fostering relationships, including taking leadership roles, with school colleagues, parents, agencies in the larger community to support students' learning and well-being.

Of the disciplinary sequence:

Specific learning outcomes for each course can be found on each course syllabus under course objectives.
 

MUSIC EDUCATION
A. The Bachelor of Music offers six majors, one of which is Music Education.  A comparison of the six courses of study is presented in the following tables.

INSERT TABLES FROM PP. 54-55 FROM Second Annual Report

Course descriptions for music education are attached to this report.   All courses are taught by faculty in the College of Arts & Sciences with the exception of the education sequence noted in the music education course of study.

In order to ensure alignment of the music education program with P-12 curriculum content the faculty examined several documents.  Content standards from the National Association of Schools of Music (NASM), standards from the Interstate New Teacher Assessment and Support Consortium (INTASC), and the Georgia Quality Core Curriculum (QCC) were the significant documents used for assessing and prescribing the content alignment.  The candidates' completion of a strong discipline-based program in music as well as the College of Education's core curriculum demonstrates the commitment to provide music education candidates a rigorous and well-rounded education.  The art education program is accredited by NASM and approved by the Georgia Professional Standards Commission (PSC).

B.  Learning Outcomes

Of the professional education sequence:

Courses within the professional education sequence for secondary education program have learning outcomes that are designed to ensure academic depth for enabling students to achieve grade level standards.  This sequence will enable teacher education candidates to demonstrate success in teaching students to develop their critical thinking and problem solving abilities as well as to acquire the academic knowledge of their content area.  The candidates also will acquire a foundation of curriculum theory and instructional strategies to accommodate the effective delivery of the content knowledge.  Throughout the secondary education professional sequence, candidates are engaged in the meaningful application of teaching through field experiences that are directly correlated with the knowledge and skills from all the courses.  In addition, the courses in the professional sequence have integrated technology competencies in order to enhance the teacher education candidates’ success in teaching students to develop and implement effective instruction.

Specific outcomes expected of the State University of West Georgia graduates in the initial preparation programs are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards. The INTASC standards form a structure based on a research and knowledge base that describes what beginning educators should know and implement as classroom teachers. Using these standards as the basis, graduates of initial preparation programs will:

1. demonstrate an understanding of the central concepts, tools of inquiry, and structures of a strong core curriculum and the discipline(s) taught and create learning experiences that make these aspects of subject matter meaningful for students.
2. demonstrate an understanding of how students learn and develop and can provide learning opportunities that support student learning and individual development.
3. demonstrate an understanding of individual differences in students' learning and create instructional opportunities adapted to diverse learners, including students with multicultural backgrounds and special learning needs.
4. accept responsibility for monitoring and managing student learning including developing a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
5. document use of strategies for individual and group motivation and behavior to create a learning environment which encourages positive social interactions and promotes active engagement in learning.
6. document use of knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction for learning.
7. document use of instruction based upon knowledge of subject matter, students, community, and curriculum goals.
8. document use of formal and informal assessment strategies to evaluate the students' academic, social, and physical development.
9. provide examples of reflecting upon and evaluating choices and actions with students, parents, and other professionals in the learning community, uphold ethical standards, and actively seek professional growth opportunities through such activities as membership in professional organizations, professional reading, and attending in-service professional development and coursework.
10. provide examples of fostering relationships, including taking leadership roles, with school colleagues, parents, agencies in the larger community to support students' learning and well-being.

Of the disciplinary sequence:

The Department of Music adheres to the Professional Degree standards for the implementation of the music education program as articulated by NASM to meet NCATE curriculum standards. These standards indicate that candidates must have the following.
a. Performance
 1. demonstrate, through performance, competence in the principal-applied performance area, including: performing ability of a cross-section of repertory from a particular performance medium, technical skills requisite for artistic self-expression at the level appropriate for the particular music concentration, and the ability to read music at sight with fluency.
 2. demonstrate, through performance, the ability to perform a the level appropriate for the particular music concentration, in ensembles that vary in size and nature.
 3. demonstrate, through performance and academic studies, competence as a conductor, with the ability to create accurate and musically expressive performances with various types of instrumental and choral performing groups and in general classroom situations.
 4. demonstrate, through performance functional ability in keyboard sufficient to use it as a tool for score study, arranging, demonstration, and teaching and to provide, transpose, and improvise accompaniments.
 5. demonstrate, through performance and academic studies, knowledge of and ability in voice, wind, string, fretted, and percussion instruments sufficient to teach beginning students effectively individually and in groups, and to teach effective use of voice.

b. Aural Skills and Analysis
 1. demonstrate, through performance and academic studies, an understanding of the common elements of music (I.e., melody, harmony, rhythm, timbre, texture, form, and expressive qualities) and their interaction, and the ability to employ this understanding in aural, verbal, and visual analyses.
 2. demonstrate, through performance and academic studies, the ability to place music in historical, cultural, and stylistic contexts.
 3. demonstrate, through performance and academic studies, the ability to apply knowledge of musical forms, processes, and structures to score-reading, composition, performance, scholarship, pedagogy, and historical contexts.

c. Composition and Improvisation
 1. demonstrate, through performance and academic studies, competence in composition and improvisation beyond traditional exercises in beginning theory, including imitation of various musical style periods, original composition, experiments with various sound sources, and the manipulation of the common elements in nontraditional ways.
 2. demonstrate improvisational skills as an aspect of composition, musicianship, or performance studies.
 3. demonstrate, through performance and academic studies, the ability to arrange and adapt music from a variety of sources to meet the needs and ability levels of performing groups and classroom situations.

d. Repertory and History
 1. demonstrate, through performance and academic studies, knowledge of and ability to work with music of diverse cultural sources, historical periods, and media (in a comprehensive manner).
 2. demonstrate, through attendance at concerts, operas, and other performances, an awareness of a large and varied body of music.

e. Technology
 1. demonstrate, through performance, academic studies, and laboratory experiences, the ability to exploit capabilities of technology as they relate to composition, performance, analysis, teaching, research, assessment, and professional productivity.

f. Teaching
 1. demonstrate, through performance and academic studies, the ability to teach music at various levels and to different age groups in a variety of classroom and ensemble settings; beginning instrumental and vocal and techniques individually, in small groups, in larger classes, and in ways that develop knowledge of how music works syntactically as a communication medium and developmentally as an agent of civilization.
 2. demonstrate, through performance and academic studies, an understanding and use of theories of human growth and development and learning as they relate to music including: knowledge of social-psychological bases for teaching; knowledge of cognitive, psychomotor, and affective behaviors as applied to specific age groups and subject matter; individual and group motivation for encouraging positive social interaction, active engagement in learning, and self-motivation; effective verbal, nonverbal, and media communications for fostering active inquiry, collaboration, and supportive interactions in the classroom; and formal and informal assessment strategies for evaluating and ensuring the continuous intellectual, social, and physical development of the learner.
 3. demonstrate, through performance and academic studies, these abilities: to assess aptitudes, experiential backgrounds, and orientations of individuals and groups of students; and to plan educational programs and develop pedagogical techniques to meet assessed needs and to mainstream children who suffer from physical, psychological, or emotional difficulties into the music activities.
 4. demonstrate, through performance and academic studies, knowledge, understanding, and use of; a variety of instructional strategies for developing critical thinking, problem solving, and performance skills; formal and informal assessment strategies for evaluating and ensuring the continuous intellectual, social, and physical development of the learner; current and appropriate teaching and learning methodologies, materials, and evaluation instruments available in all areas and levels of music education; and publications, resources and professional organizations.
 5. demonstrate, through performance and academic studies: the ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching situations; and an understanding of evaluative techniques and the ability to apply them in assessing both the musical progress of students and the objectives and procedures of the curriculum.
 6. demonstrate, through performance and academic studies these abilities: to apply analytical and historical knowledge to curriculum development, lesson planning, and daily classroom and performance activities; and to relate musical styles, the literature of diverse cultural sources, and the music of various historical periods to a variety of contexts.
 7. demonstrate, through performance and academic studies, the acquisition of and ability to apply knowledge about: the social, historical, and philosophical foundations of education and music education, including an understanding of the moral, social, and political dimensions of classrooms, teaching, and schools; the impact of societal changes on schools; school law and education policy; professional ethics and social behavior appropriate for the school and community; and the responsibilities, structure, and activities of the profession.

g. Sythesis
 1. demonstrates, through performance and academic studies, achievement of professional, entry-level competence in the area of specialization, including significant technical mastery, capability of producing work, and solving musical and professional problems independently, by combining capabilities in performance, in aural, verbal and visual analysis, in improvisation, and in repertory and history.
 2. demonstrate, through performance and academic studies, these abilities: to form and define value judgments about musical works and performances; to work with a comprehensive repertory, including music from various cultures of the world and music of our own time; and to develop a body of work for evaluation in the major area of study.
 3. demonstrate, through performance and academic studies, evidence of a coherent set of artistic/intellectual goals and an understanding of the basic interrelationships and interdependencies among the various professions and activities that constitute the musical enterprise.
 4. demonstrate, through performance and academic studies, and through using musical, oral, written, and visual media, the ability to communicate musical ideas, concepts, and requirements to professionals and lay persons related to the practice of the major field.
 5. demonstrate, through performance and academic studies, musicianship developed to an advanced level and broad knowledge of musical elements, structure, repertories, and contexts.
 6. demonstrate, through performance and academic studies, a personal commitment to the art of music, to teaching music as an element of civilization, and to encouraging the artistic and intellectual development of students, plus the potential to fulfill these commitments as an independent professional.
 7. demonstrate, through performance and academic studies, the ability to evaluate ideas, methods, and policies in the arts, humanities, and in arts education for their impact on the musical and cultural development of students.
 8. demonstrate, through performance and academic studies, the ability and desire to remain current with developments in the art of music and in teaching, to make independent, in-depth evaluations of their relevance, and to use the results to improve musicianship and teaching skills.
 9. demonstrate, through performance and academic studies: the capability of inspiring others, of exciting the imagination of students, and of engendering a respect for music and a desire for musical knowledge and experiences; and the ability to lead students to an understanding of music as an art form, as a means of communication, and as a part of their intellectual and cultural heritage.
 10. demonstrate, through performance and academic studies, the ability to articulate logical rationales for music as a basic component of general education, and to present the goals and objectives of a music program effectively to parents, professional colleagues, and administrators.
 11. demonstrate, through performance and academic studies, the ability to integrate course content, professional and pedagogical knowledge, and skills to create learning experiences that make the central concepts, tools of inquiry, and structures of the content meaningful for all students.
 12. demonstrate, through performance and academic studies, the ability to work productively within specific education systems; and based on prior relationships, experiences, and exceptionalities, to help individuals of various social, gender, language, socioeconomic, cultural, racial, ethnic, community, and family groups to achieve high levels of learning; and to be empathetic with students and colleagues of differing backgrounds.

Additional specific learning outcomes for each course can be found on each course syllabus under course objectives.

Section 4 (7a) Other Undergraduate Programs (Physical Education)

A. Course numbers, titles, and number of credit hours per course

PHED 3601 Movement Analysis I      3 credit hours
PHED 3603 Biomechanics       2 credit hours
PHED 3608 Lifetime Health      3 credit hours
PHED 3625 Motor Behavior      3 credit hours
PHED 3660 Assessment in Teaching & Learning    3 credit hours
PHED 3671 Curriculum and Instruction: Elementary   4 credit hours
PHED 3673 Health Education. P-12     4 credit hours
PHED 3675 Curriculum and Instruction: Middle and Secondary  4 credit hours
PHED 4601 Movement Analysis II      3 credit hours
PHED 4603 Exercise Physiology      2 credit hours
PHED 4625 Management in Health and Physical Education & Sport 2 credit hours
PHED 4660 Critical Issues in Health and Physical Education  3 credit hours
PHED 4679 Teaching in Schools      9 credit hours
PHED 4686 Internship       9 credit hours
PHED 4689 Seminar       3 credit hours
 CEPD 4101 Educational Psychology     3 credit hours

B. Course syllabi that include course descriptions in education are located on the Web

http://www.westga.edu/~coe/syllabi/phed/

C. Learning Outcomes

To prepare for implementation of the Board of Regents’ principles starting with the fall semester of 2000, the department initiated an internal program review to determine the changes that needed to be made, with a goal to maintain our high program quality with existing content and field experiences.  After the program review and comparing our current status with the principles, it became obvious that implementation of the one-year field experience and the new Area F requirements would be the major catalysts for changing our curriculum.  We addressed these questions.

· How would the additional field experience hours be distributed within the current content course work?
· Where would the credit hours for field experiences come from?
· How would we provide adequate university supervision and assessment of our field experiences?
· How can we schedule the field experiences within the students’ other scheduled courses?
· How will the public schools prefer us to schedule field experiences?
· How will we accommodate the new Area F requirements?

To answer these questions, we had to reexamine our philosophy regarding field experiences.  The result was a strong consensus that field experiences should be supervised frequently and student progress assessed at regular intervals.  In order to provide adequate faculty load credit for this supervision, several courses were reduced in credit hours and others were combined into one course.  The combined courses were those that previously offered field experiences and also were sequential in content, i.e., middle/secondary curriculum and instruction and P-5 / 6-12 health.  Revisions in credit hours allowed for a nine-hour field experience along with the creation of several new courses to either assess teaching and learning or to support the field experience block via concurrent enrollment.  Armed with these changes, we develop a sequential program that would provide students with an early field experience (30 hours with a university faculty supervisor) in the elementary curriculum and instruction course during the first term of the junior year.  The following term juniors would complete curriculum and instruction courses in both P-12 health and 6-12 physical education along with a new course in assessing teaching and learning.

During the first term of the senior year, students will complete their field experiences (9 credit hours) on Monday-Thursday for the full 15-week period.  Concurrently, students will enroll in courses that relate to management of classes and critical problems related to teaching.  It is our intent to draw from students’ weekly field experiences and use this information for examples and to support the content within these two concurrent courses.  Also, our conversations with public school teachers indicated a preference for some continuity in the field experiences.  Rather than break the field experiences into small blocks scattered across two terms or use alternate days, we concurred with the school teachers that our students would gain a better perspective of schools and be able to follow children’s progress better if they were present in the schools on consecutive days.  Additionally, it is our goal to provide students with experiences at each of the three school levels by rotating them into a different school level after five weeks at each school. The following term, spring of the senior year, our students will complete their traditional 15-week internship at one school.

Implementation of the new Area F requirements was accomplished by making a few slight revisions in the current requirements.  Our students will continue to take the special education class.  The introduction to physical education course will be substituted for introduction to education course.  Technology requirements will be met through activities that are required in the other required courses.  These activities will include using computer technology for preparation of documents and presentation of materials, accessing the Internet for searches, using WebCt, and utilizing various teaching technologies for delivery of information.  The anatomy and physiology requirement will be met via collaboration with the Department of Biology.  That department will deliver one four-hour course and our department will deliver the second four-hour class.  The remaining hours (4 credits) will serve as electives.

The program is designed to provide content and experiences that will produce graduates with skills and content knowledge that enable them to provide a suitable learning climate, manage the classroom environment, develop age/grade appropriate learning experiences, understand and use a variety of assessment tools, work within the school community, understand and accommodate students with special needs, and be responsive as a professional in the school setting.  Additional specific learning outcomes for each course can be found on each course syllabus under course objectives.

Section 4 (7b) Other Undergraduate Programs (Special Education)

A. Course numbers, titles, and number of credit hours per course

CEPD 4101 Educational Psychology          3 credit hours
SPED 3701 Language Development of Children with Disabilities  3 credit hours
SPED 3702 Educational Evaluation of Children with Disabilities  3 credit hours
SPED 3703 Behavior Modification          3 credit hours
SPED 3705 Policies & Procedures in Special Education     3 credit hours
SPED 3712 Characteristics of Mental Retardation      3 credit hours
SPED 3751 Practicum I            2 credit hours
SPED 3752 Practicum II            2 credit hours
SPED 4706 Collaboration in School Settings        3 credit hours
SPED 4761 Curriculum & Methods--Mild Mental Retardation   3 credit hours
SPED 4762 Curriculum & Methods—Moderate/Severe/Profound   3 credit hours
SPED 4751 Practicum III (Mild Mental Retardation)
or SPED 4752, Practicum III (Moderate/Severe/Profound)  5 credit hours
SPED 4786 Teaching Internship          9 credit hours
SPED 4789 Student Teaching Seminar         3 credit hours
READ 3262 Introduction to Teaching Reading       3 credit hours

Approved electives (SPED 4707; SLPA 4704; READ 3261/SEED 4544)     9 credit hours

B. Course syllabi that include course descriptions are located on the Web

 http://www.westga.edu/~coe/syllabi/sped/

C. Learning Outcomes

Courses required for the major in special education were developed to enable candidates to demonstrate competency in standards from the Interstate New Teacher Assessment and Support Consortium, Professional Standards Commission, and the common core and specific field (mental retardation) of the Council for Exceptional Children.  Area F of the revised program provides candidates with fundamental information related to child development, special education as a professional field, and technology, as well as providing the first structured field experience in a school setting.  Knowledge and skills acquired in this coursework are expanded and built upon in subsequent coursework in the content specialization area, first in basic skills important for all special education teachers (e.g., understanding of the learning process, knowledge of laws and regulations), then in content focusing more specifically on characteristics of the learners and basic instructional practices, and finally on specific curricular and instructional strategies for working with students with mental retardation of various ages and levels of disability.  The sequence of coursework allows candidates to build critical knowledge along with directly correlated application skills through an increasing amount of field experience in public school settings throughout the junior and senior years, culminating in the 15-week student teaching experience.  The concentration area provides coursework on the critical skill of teaching reading and allows candidates (in consultation with their advisors) to select specific coursework to prepare for specific roles (e.g., teacher of transition skills in a high school setting versus teacher of pre-schoolers in an inclusion setting) and/or to reinforce critical areas in which they feel a need for more knowledge or experience.

D. Field Experiences

      Number of full days in school classrooms

Junior year: fall semester         12 full days
                  spring semester    25 full days
Senior year: fall semester        45 full days
                   spring semester   15 week internship

Section 4 (7c) Other Undergraduate Programs (Speech-Language Pathology)

A. Course numbers, titles, and number of credit hours per course

SLPA 3701 Introduction to Speech Problems       3 credit hours
SLPA 3702 Speech & Language Acquisition        3 credit hours
SLPA 3703 Phonetics              3 credit hours
SLPA 3704 Anatomy & Physiology of Speech & Hearing     3 credit hours
SLPA 3705 Speech & Hearing Science         3 credit hours
SLPA 3761 Methods of Clinical Management       3 credit hours
SLPA 3790 Introduction to Clinical Practicum       3 credit hours
SLPA 4701 Language Disorders in Children        3 credit hours
SLPA 4702 Articulation Disorders          3 credit hours
SLPA 4703 Introduction to Audiology: Assessment & Habilitation   3 credit hours
SLPA 4704 Introduction to Manual Communication      3 credit hours
SLPA 4786 Internship: Speech-Language Pathology        9 credit hours
SLPA 4789 Student Teaching Seminar         3 credit hours
SLPA 4790 Clinical Practicum           3 credit hours
SPED 3703 Behavior Modification          3 credit hours
SPED 3702 Educational Evaluation of Child with Disabilities   3 credit hours
CEPD 4101 Educational Psychology          3 credit hours

B. Course syllabi that include course descriptions are located on the Web

 http://www.westga.edu/~coe/syllabi/slpa/

C. Learning Outcomes

Courses required for the major in speech-language pathology were selected and/or developed to enable candidates to demonstrate competency in standards from the Interstate New Teacher Assessment and Support Consortium and the Professional Standards Commission, as well as in knowledge and performance skills based on the professional literature and best practice.  Area F of the revised program provides candidates with fundamental information related to child development, special education as a professional field, and technology, as well as the first structured field experience in a school setting.  Area F classes form the foundation for subsequent coursework in the professional education area, including content focusing on communication development, communication competencies, and normal and atypical communication features and then in coursework designed to prepare candidates to provide assessment and intervention services for a variety of communication, speech, and language disorders in a variety of settings.  The sequence of coursework allows candidates to build critical knowledge along with directly correlated application skills through an increasing amount of field experience in public schools and other relevant settings throughout the junior and senior years, culminating in the 15-week internship experience.

Section 4 (4) Area F

Students when completing Area F requirements must achieve the outcomes listed below that will be met through these courses: Introduction to/Foundations of __(content area)__ Education, Developmental Psychology or Childhood Psychology, and Introduction to Special Education.  (Students must complete MEDT 2401, Introduction to Instructional Technology, or demonstrate competencies in the use of current technologies related to effective instruction.)

· The role of professional educator, including ethical and effective practice (Introduction to/Foundations of __(content area)__ Education)
· The social, historical, and philosophical perspectives and methods of inquiry used in the analysis of education issues (Introduction to/Foundations of __(content area)__ Education)
· The teaching process as it evolves from the study of human growth and development, learning, and instruction (Developmental Psychology or Childhood Psychology)
· The wide range of abilities and exceptionalities representative of students in schools and teaching practices that are effective with these abilities (Introduction to Special Education)
· The use of current technologies, which are directly relation to effective teaching (Introduction to/Foundations of __(content area)__ Education, Developmental Psychology or Childhood Psychology, Introduction to Special Education, and MEDT 2401 or pass a competency test).

Some of these competencies are further distributed throughout the professional education sequence.

In addition, Area F requirements for each program of study will include the following:

Early Childhood Education

 BIOL 1010 Foundations of Biology    0-3 credit hours
 BIOL 1010L Foundations of Biology Lab    1 credit hour
 GEOL XXXX        0-4 credit hours
 MATH  2703  Foundations of Mathematics I   3 credit hours
 MEDT 2401 Introduction to Instructional Technology  3 credit hours

Middle Grades Education

 Language arts/social sciences

 ENGL 2110 (World), 2120 (British), or 2130 (American) Literature 3 credit hours
 ENGL 2300  Practical Criticism: Research and Methodology 3 credit hours
 POLS 2201  State and Local Government    3 credit hours

 Math/science

 BIOL 1107  Principles of Biology I    0-3 credit hours
 BIOL 1107  Principles of Biology I Lab    0-1 credit hour
 BIOL 1108 Principles of Biology II    3 credit hours
 CHEM 1151K Survey of Chemistry I    0-3 credit hours
 CHEM 1151K Survey of Chemistry I Lab    0-1 credit hour
 GEOL         3 credit hours
 GEOL 2503 Oceanography      0-3 credit hours
 MATH 2703 Foundations of Math I     0-3 credit hours

Secondary Education (Business Education)

 ACCT 2101 Principles of Accounting I    3 credit hours
 ACCT 2102 Principles of Accounting II    3 credit hours
 BUSA 2106 Legal Environment of Business   0-3 credit hours
 ECON 2106 Principles of Microeconomics   3 credit hours

Secondary Education (Economics)
 See page 25 OF Second Annual Report

Secondary Education (Biology)
See Table 1, page 34 OF Second Annual Report

Secondary Education (Chemistry)
 See Table 2, page 36 OF Second Annual Report

Secondary Education (Earth Science)
See Table 3, page 38 OF Second Annual Report

Secondary Education (English)
 See Table 4, page 40 OF Second Annual Report

Secondary Education (History)
 See Table 5, page 42 OF Second Annual Report

Secondary Education (Mathematics)
 See Table 6, page 44 OF Second Annual Report

Secondary Education (Physics)
 See Table 7, page 46 of Second Annual Report

Secondary Education (Political Science)
 See Table 8, page 48 of Second Annual Report

Physical Education

 BIOL 2021 Human Anatomy and Physiology I   3 credit hours
 BIOL 2021 Human Anatomy and Physiology I Lab  1 credit hour
 PHED 2603 Human Anatomy and Physiology   3 credit hours

Special Education—Mental Retardation

MEDT 2401 Introduction to Instructional Technology    3 credit hours
MATH 2703 Foundations of Mathematics I   0?3 credit hours
ART 2012 or an approved alternative         3 credit hours

Speech-Language Pathology

MATH 2703 Foundations of Mathematics I       0?3 credit hours
Foreign Language             3 credit hours
Foreign Language             3 credit hours
 MEDT 2401 Introduction to Instructional Technology  0-3 credit hours

Art Education

 ART 1001  2-D Composition: Line    1 credit hour
 ART 1002  2-D Composition: Shape    1 credit hour
 ART 1003  2-D Composition: Color    1 credit hour
 ART 1004 3-D Composition: Texture    1 credit hour
 ART 1005  3-D Composition: Space    1 credit hour
 ART 1006  3-D Composition: Form    1 credit hour
 ART 1007  Drawing      3 credit hours
 ART 1008  Life Drawing      3 credit hours
 ART 2201  History of World Art I    3 credit hours
 ART 2202  History of World Art II    3 credit hours

Foreign Language Education—Spanish
 SPAN 2001-2002       6 credit hours
 French, German, or Latin (if not taken in Area C)    3 credit hours
 Elective        1 credit hour

Foreign Language Education—French

  FREN 2001-2002         6 credit hours
 Spanish, German, or Latin (if not taken in Area C)   3 credit hours
  Elective        3 credit hours

Music Education

 MUSC 1301 Music Theory I     3 credit hours
 MUSC 1302 Music Theory II     3 credit hours
 MUSC 1401 Aural Skills I      1 credit hour
 MUSC 1402 Aural Skills II      1 credit hour
 MUSC 1501 Keyboard Skills I     1 credit hours
MUSC 1502 Keyboard Skills II     1 credit hour
MUSC 2600 Principal Applied     4 credit hours

 Choose one from        4 credit hours
MUSC 2600 Wind Ensemble
MUSC 2710 Symphony Band
MUSC 2720 Marching Band
MUSC 2750 Concert Choir
 
 

ID (2). Stronger content preparation—high school teachers and those teaching all grades (for students entering program in fall 2002) (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Programs do not meet requirements for an academic major in any single discipline or broad-field certification program
2 = Programs meet requirements for an academic major in some single discipline certification fields, and/or broad-fields
3 = Programs meet requirements for an academic major in each single discipline certification fields, and if broad-field science and/or social studies is offered, they meet requirements for a major in one academic (content) discipline and at least a 12-15 semester hour concentration in each of the three other fields included under broad field certification
4 = Programs lead to a BS or BA degree with a major in an academic (content) discipline in each single discipline certification field offered plus teacher certification, and if broad-field science and/or social studies is offered, they lead to a BS or BA degree with a major in one academic (content) discipline for broad-field certification, and have at least a minor in each subject included under broad-field certification

(For P-12 certification programs in physical education, special education, health, and any other P-12 certification field where the academic content for the program is housed in the college of education, the BSED may substitute for the BA or BS.)
 

Modified Secondary programs of 2001-2002.

 Regents' Principles and ActionsPrinciple # 2

I E. Stronger content preparation—graduate programs for teachers (effective only for all new programs approved since April 2001) (2001)
  Rating:

0 = Insufficient evidence provided to make a judgment
1 = Some, but not all, graduate programs for certified teachers emphasize the five core propositions of accomplished teaching set by the National Board for Professional Teaching Standards (NBPTS)
2 = All graduate programs for certified teachers emphasize the five core propositions of accomplished teaching set by the NBPTS
3 = All graduate programs for certified teachers emphasize the five core propositions of accomplished teaching set by the NBPTS and the programs are collaborative between the arts and sciences and education
4 = All graduate programs for certified teachers emphasize the five core propositions of accomplished teaching set by the NBPTS; programs are collaborative between the arts and sciences and education; arts and sciences and education courses are distributed equitably
 

I F.  Field-experiences—equivalent to one-full academic year—early childhood teachers (1998)
     Rating:

0 = Insufficient evidence provided to make a judgment
1 = Students complete less than 700 clock hours of field experiences in schools
2 = Students complete more than 700 but less than 800 clock hours of field experiences in schools
3 = Students complete more than 800 but less than 900 clock hours of field experiences in schools
4 = Students complete at least 900 (full academic year) clock hours of field experiences in schools

 Regents' Principles and Actions Principle # 2

 Second Annual Report , Section 4 (1E) pp. 16-17

E. Field Experiences

The equivalent of a full year of field experiences (900 hours) is integrated in the professional courses and distributed in the following manner:

Block I (two full days per week for 10 weeks
 ECED 3271  Classroom Management     50
 READ 3251  Children’s Literature      50
 READ 3262  Teaching Content and Process: Reading Education  50                               150 hours

Block II (five full weeks)
 ECED 3263  Teaching Content and Process: Language Arts Education 50
 ECED 4261  Teaching Content and Process: Social Studies Education 50
 ECED 4263  Teaching Content and Process: Math Education  50                                    150 hours

Block III (five full weeks)
   ECED 4262  Teaching Content and Process: Science Education  50
  ECED 4251  Assessment & Correction in Math Education   50
  READ 4251  Assessment  & Correction Reading Education  50                                     150 hours

Block IV (full semester)
 ECED 4286  Teaching Internship                                                                                    450 hours
 
 

I G.  Field-experiences—equivalent to one-full academic year—middle grades teachers (1998)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Students complete less than 700 clock hours of field experiences in schools
2 = Students complete more than 700 but less than 800 clock hours of field experiences in schools
3 = Students complete more than 800 but less than 900 clock hours of field experiences in schools
4 = Students complete at least 900 (full academic year) clock hours of field experiences in schools

Regents' Principles and ActionsPrinciple #2,
Second Annual Report , Section 4 (2D), p. 20

Field Experiences

The equivalent of a full year of field experiences (900 hours) is integrated in the professional courses and distributed in the following manner:

Block I (two full days per week for 15 weeks)
 MGED 4271  Middle Grades Curriculum     75
 READ 3262  Teaching Content and Process: Reading Education  75                      150 hours

Block II (two full days per week for 15 weeks)
 MGED 4265  Instructional Design & Classroom Management  75
 READ 4251  Assessment & Correction Reading Education  75                              150 hours

Block III (two full days per week for 15 weeks)
   MGED 4261  Methods for Integrating Language Arts
    & Social Sciences or MGED 4264  Methods for
    Integrating Science & Mathematics     75
 READ 4252  Literature in the Middle School    75                                                   150 hours

Block IV (full semester)
  MGED 4286  Teaching Internship                                                                            450 hours
 

I H. Field-experiences—equivalent to one-full academic year—high school teachers and those teaching all grades (1998)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Students complete less than 700 clock hours of field experiences in schools in one or more programs
2 = Students complete more than 700 but less than 800 clock hours of field experiences in schools in one or more programs
3 = Students complete more than 800 but less than 900 clock hours of field experiences in schools in one or more programs
4 = Students complete at least 900 (full academic year) clock hours of field experiences in schools in all programs
 

Regents' Principles and ActionsPrinciple #2

Second Annual Report , Section 4 (3F), p. 23.
 

F. Field Experiences

This obtains for all of the secondary area within Arts and Sciences and in Economics:

The equivalent of a full year of field experiences (900 hours) is integrated in the professional courses and distributed in the following manner:

First Block (two full days per week for 15 weeks):
         SEED 2271  Introduction to Secondary Education                                   150 hours

Second Block (two full days per week for 15 weeks):
         SEED 4271  Curriculum in Secondary Schools                                         150 hours

Third Block (two full days per week for 15 weeks):
SEED  4___ Instructional Strategies for Secondary Education  (content area)     150 hours

Fourth Block (full semester)
SEED 4286  Teaching Internship                                                                        450 hours

Section 4 (3b) Secondary Education (Business)

We examined our philosophy regarding course work and field experiences.  There was a strong consensus that changes were necessary, and they would strengthen our program.   ABED 4507 and ABED 4537 were enhanced with field experience; therefore, ABED 4537 credit hours were changed from 3 credit hours to 4 credit hours to allow for this integration.  For ease in scheduling and continuity with the College of Education, the previous student teaching (ABED 4540, 4541, and 4542 – each 3 credit hours) was combined into ABED 4586 for 9 credit hours of Teaching Internship.  To enhance the Teaching Internship further, ABED 4589 (Teaching Seminar) was developed to provide feedback, readings, social interaction, and cultural discussions.  Course names and material covered were also transformed in ABED 3104 (Document Processing), ABED 3106 (Desktop Publishing), ABED 4117 (Technology Support Systems), and a new course to give up-to-date material, ABED 4118 (Web Page Design) was added.

ART

Field Experiences

The equivalent of a full year of field experiences is integrated in the professional courses and distributed in the following manner.

Number of clock hours prior to student teaching is 326.

Distribution of clock hours in courses:
ART 3011 Elementary Art Methods   24 clock hours
ART 3012  Art for PK and Special Populations   18 clock hours
ART 4009  Art Curriculum and Classroom Management   24 clock hours
ART 4010  Secondary Art Methods  160 clock hours
ART 4011/12/13  Student Teaching in Art Education  15 weeks
 

FOREIGN LANGUAGES

Field Experiences

The equivalent of a full year of field experiences is integrated in the professional courses and distributed in the following manner.

Number of clock hours prior to student teaching is 60.

Distribution of clock hours in courses:
FREN 4501 Foreign Language Teaching and Curriculum in the Elementary School 30 clock hours
FREN 4502 Methods of Foreign Language Teaching 30 clock hours
FORL 4586 Teaching Internship  15 weeks

Distribution of clock hours in courses:
SPAN 4501 Foreign Language Teaching and Curriculum in the Elementary School 30 clock hours
SPAN 4502 Methods of Foreign Language Teaching 30 clock hours
FORL 4586 Teaching Internship  15 weeks

MUSIC

Field Experiences

The equivalent of a full year of field experiences is integrated in the professional courses and distributed in the following manner.

Number of clock hours prior to student teaching is 90.

Distribution of clock hours in courses:
MUSC 3900 Music in the Elementary Schools  30 clock hours
MUSC 4000  Music in the Secondary Schools 30 clock hours
MUSC 4021  Instrumental Methods  30 clock hours
OR
MUSC 4011  Choral Methods
MUSC 4186/87/88  Teaching Internship  15 weeks

PHYSICAL EDUCATION

Field Experiences:

Number of clock hours associated with courses

PHED 3671 Curriculum and Instruction: Elementary   30 hours
PHED 3675 Health Education  P-12    10 hours
PHED 3675 Curriculum and Instruction: Secondary  10 hours
PHED 4679 Teaching in Schools                             480 hours
PHED 4686 Internship                                            450 hours
                                                                               980 hours
 

SPECIAL EDUCATION

Mental Retardation

      Number of full days in school classrooms

Junior year: fall semester         12 full days
                  spring semester    25 full days
Senior year: fall semester        45 full days
                   spring semester   15 week internship

Speech-Language Pathology

      Number of hours of field experiences

Junior year: fall semester        25 observations and interactions with students
                  spring semester   50 hours working with students
Senior year: fall semester       60 hours on site working with students
                  spring semester   15 weeks internship (450 hours)
 
 

I I.   Higher admission requirements (1998)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Students admitted meet none of the following criteria: Have at least a cumulative GPA of 2.5 on all attempted hours in the System core curriculum in areas A-F as required for teacher preparation; have passed the Regents’ Test; have passed or tested out of PRAXIS I
2 = Students admitted meet one of the following criteria: Have at least a cumulative GPA of 2.5 on all attempted hours in the System core curriculum in areas A-F as required for teacher preparation; have passed the Regents’ Test; have passed or tested out of PRAXIS I
3 = Students admitted meet two of the following criteria: Have at least a cumulative GPA of 2.5 on all attempted hours in the System core curriculum in areas A-F as required for teacher preparation; have passed the Regents’ Test; have passed or tested out of PRAXIS I
4 = Students admitted meet or exceed all of the following criteria: Have cumulative GPA of 2.5 on all attempted hours in the System core curriculum in areas A-F as required for teacher preparation; have passed the Regents’ Test; have passed or tested out of PRAXIS I

Third Annual Report, IH, pp. 4-5.

IH. Admission Requirements—Takes Effect Fall 2001

0 = Insufficient evidence provided to make a judgment
1 = Students admitted meet none of the following criteria: Have cumulative GPA of 2.5 on all attempted hours in the System core curriculum in areas A-F as required for teacher preparation; have passed the Regents’ Test; have passed PRAXIS I
2 = Students admitted meet one of the following criteria: Have cumulative GPA of 2.5 on all attempted hours in the System core curriculum in areas A-F as required for teacher preparation; have passed the Regents’ Test; have passed PRAXIS I
3 = Students admitted meet two of the following criteria: Have cumulative GPA of 2.5 on all attempted hours in the System core curriculum in areas A-F as required for teacher preparation; have passed the Regents’ Test; have passed PRAXIS I
4 = Students admitted meet all of the following criteria: Have cumulative GPA of 2.5 on all attempted hours in the System core curriculum in areas A-F as required for teacher preparation; have passed the Regents’ Test; have passed PRAXIS I
5 = Admission policy exceeds requirements*

Requirements for admission to the various teacher education programs meet and/or exceed requirements.  Admission to teacher education is a prerequisite to enrollment in professional education courses, and eligibility requirements for admission to teacher education for under-graduate programs include the following:

· Completion of the core requirements for Areas A, B, C, D, and E.
· Overall minimum GPA.
1. For physical education majors, a grade point average of 2.5 overall in academic work completed.
2. For early childhood, middle grades, secondary, art, music, foreign language, and special education-mental retardation majors, a grade point average of 2.7 overall in academic work completed.  (This GPA of 2.7 is applied to early childhood and special education-mental retardation candidates admitted under the 1996-97 and later Undergraduate Catalogs.  This GPA of 2.7 is applied to middle grades, secondary, art, music and foreign language candidates admitted under the 1997-98 and later Undergraduate Catalogs.  All candidates admitted prior to the 1996-97 Undergraduate Catalog must demonstrate at least a GPA of 2.5 on all core requirements (70 hours minimum). Transfer and certification candidates must use the catalog in effect during their first academic enrollment at State University of West Georgia.
3. For speech language pathology majors, a grade point average of 3.0 overall (70 hours minimum) in academic work completed. [This GPA of 3.0 is applied to students under the 1996-97 and later Undergraduate catalogs. Candidates admitted prior to the 1996-97 Undergraduate Catalogs must demonstrate at least a GPA of 2.5 on all core requirements (70 hours minimum).  Transfer and certification candidates must use the catalog in effect during their first academic enrollment at State University of West Georgia.
· Proficiency in writing as demonstrated by writing samples and/or a grade of C or better in ENGL 1101 (English Composition I).
· Proficiency in oral communication as demonstrated by a grade of C or better in COMM 1110 (Public Speaking) and/or other means determined by the department, e.g., interviews or tapes of oral communication.
· Satisfactory completion of the Regents' Exam.
· Satisfactory completion of the Praxis I: Pre-Professional Skills Test, which is required of all candidates admitted to teacher education after July 1, 1997.  Candidates admitted to teacher education before July 1, 1997 must post a passing score on Praxis I when applying for an initial Georgia educator certificate on or after March 1, 1999.
· Successful completion with a grade of C or better: CEPD 2101 (Childhood Development) or CEPD 2102 (Developmental Psychology); ECED 2271 (Introduction to Early Childhood/ Elementary Education), MGED 2271 (Introduction to Middle Grades Education), SEED 2271 (Introduction to Secondary Education), PHED 2602 (Introduction to Physical Education), or SPED 2704 (Foundations of Special Education); and SPED 2706 (Introduction to Special Education).
· Completion of any other additional requirements specified by individual departments, e.g., a departmental interview.
 

II A. Performance—Institutions

II A (1). Institutions guarantee that their graduates meet all expectations listed under performance and results, and provide additional training for any graduate identified by a school system as not meeting expectations (1998)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Partial plan in place for districts in service area to invoke the “take back” provision
2 = Partial plan in place to invoke “take back” provision statewide
3 = Full plan in place for districts in service area to invoke “take back” provision
4 = Full plan in place to invoke “take back” provision statewide
 
 

Regents' Principles and ActionsPrinciple #2,

Third Annual Report

II A (2). Institutions Guarantee Their Graduates and Provide Additional Training when Needed (the “Take Back”)

0 = Insufficient evidence provided to make a judgment
1 = Partial plan in place for how school districts in the region may invoke “take back” provision of Guarantee
2 = Partial plan in place as to how school districts may invoke “take back” provision of Guarantee regardless of where graduates are teaching in Georgia
3 = Complete plan in place for school districts statewide to invoke “take back” provision
4 = Complete plan in place for school districts statewide to invoke “take back” provision with roles and responsibilities clearly delineated*
5 = Plans in place for using data from the “take back” provision for program improvement

The following plan to provide graduates additional training when needed was developed in consultation with school districts in our region.  Within the plan, roles and responsibilities are clearly delineated.

The "guarantee" is in effect when the following conditions have been met by the novice teacher or leader (herein after referred to as novice) as exit requirements of the University or entry requirements of the profession:

· The novice completed an approved teacher education program or other certification program and was recommended by UWG for a clear renewable certificate.
· The novice's competence upon completing the UWG program was documented by:
1. A successful final field experience evaluation - Field experience evaluation is a critical part of the student teacher summative assessment. If specific levels of performance to determine teaching competency were established by the state those performance indicators would be incorporated into the currently utilized documents.  Issues of inter-personal skills are still being discussed.
2. Completion of a portfolio demonstrating competencies outlined by the Interstate New Teacher Assessment and Support Consortium (INTASC) principles (for undergraduate students) or the National Board for Professional Teaching Standards (NBPTS) propositions (for graduate students), and
3. A passing score on the Praxis II in the area of certification.
· The novice secured clear, renewable certification within one year of graduation. (The University is responsible only after the candidate has been recommended for clear, renewable certification in an approved program.)
· The novice began the professional position within two years of being recommended for initial clear, renewable certification.
· The novice is still in the "induction phase" of the profession (1-3 years after graduation and entry into the field).
· The novice has a position in the State of Georgia.
· The novice is functioning in an institution that requires professional certification.
· The novice is functioning in an "in field" context in an appropriate environment to the field of certification.
· The novice is functioning in a school environment that is similar to the preponderance of the education/training activities of the initial academic program.
· The novice has received appropriate initial induction experiences and continued documented guidance or mentoring from the school principal and staff development personnel of the district and the University.
· The novice is in a collaborative school with communication between the University and the school.
· The problems associated with the unsuccessful experience are directly related to the academic development or the field training experiences of the novice.

Invoking the Guarantee for an Unsuccessful Experience
· The employing school district has in place a specified staff person to assess/document the novice's difficulties. This person is responsible for handling the "guarantee" process and following published procedural guides to assist the novice and then to invoke the process of the guarantee.
· The University has in place a specified staff person to handle the "guarantee" process and a published procedural guide to invoke the process.

The district procedures should include the following:
· Determination of an unsuccessful experience must be based upon clear documentation of significant problems over a period of time during the induction period.
· The process may be initiated by the novice or the principal or other administrative supervisor, professional peers, Department Chairs, or parents. All referrals must progress through the process as established by the District.
· Evidence must be shown that the problems were an impediment to pupil learning and that removal from the learning environment is the best alternative for the District.
· Documentation must show that the district made all reasonable attempts to remediate the situation through staff development, mentoring, or other appropriate avenues of intervention.
· The documentation of problems must be specific enough so that it can lead to further remediation activities.
· The remediation plan must be agreed upon by the novice and the District so that both parties are willing participants in the development.

Implementing the Guarantee
· The University staff person processing the returning novice must assemble an appropriate panel to diagnose, prescribe, plan, and implement an appropriate remedial program (called the Redevelopment Plan).
· The Redevelopment Plan must be agreed upon by the novice, the district, and the University.
· The Redevelopment Plan must set specific criteria for completion.
· The Redevelopment Plan must not place unreasonable demands upon the faculty or staff involved with the redevelopment. Credit (both credit hours and for Service) must be given for faculty involvement.
· Remedial activities for Redevelopment must be completed within 2 years of initiation.
· Remedial activities may not produce credit hours or experience that may be used for any other certifications or endorsements.
· Each phase of the Redevelopment Plan must be completed in sequence.
· The panel proposing the Redevelopment Plan must "certify" that the plan has been completed successfully.
· The novice will receive a re-endorsement attesting to competence.
 

II A (2). Institutions increase the number of high quality applicants, individuals from minority groups, and those desiring to teach in shortage fields through programs in shortage fields, strong academic support and advisement to pre-education majors including readiness for PRAXIS I, and other strategies (2001)
   Rating:

0 = Insufficient evidence provided to make a judgment
1 = Partial recruitment plan in place
2 = Plan implemented that includes baseline data, recruitment goals, timeline, strategies, and assessments for increasing the numbers of: students passing PRAXIS I, high achieving freshmen and sophomores, minorities, and students choosing shortage fields
3 = Evidence of progress toward reaching recruitment goals set for some but not all targeted groups of students
4 = Evidence of progress toward meeting recruitment goals set for all targeted groups of students

 Regents' Principles and ActionsPrinciple # 10,

Third Annual Report,

II A (3). Institutions Increase the Number, Raise the Caliber, and Expand the Diversity of Teacher Candidates and Balance Teacher Supply and Demand

0 = Insufficient evidence provided to make a judgment
1 = List of recruitment activities developed
2 = List of recruitment activities developed targeted toward raising quality of applicant pool, increasing minority representation, and increasing number of teachers in shortage fields*
3 = Over-all recruitment goals in place with milestones established as to number of students targeted and strategies identified for reaching goals
4 = Plan includes recruitment goals, milestones as to numbers targeted by quality, ethnicity, field, identified strategies for reaching goal for each targeted group, and assessment procedures for how progress will be evaluated
5 = In addition to items in # 4, plan includes setting higher goals, strategies, and evaluation once original goals are reached

A variety of strategies have been implemented to increase the number, raise the caliber, and expand the diversity of teacher candidates and balance teacher supply and demand.

Undergraduate candidates in teacher education programs will be of a higher caliber because the entire pool from which the candidates will be selected have been admitted under more stringent entrance requirements.  The average SAT of new Freshmen has risen from 964 to 980 (Fall 2000).  Because of the higher entrance requirements, to date 800 applicants have been denied admission for 2001-2002.  Within one year the developmental studies program will be eliminated. At the present time a very small percentage of students are eligible for development studies.

Requirements for admission to all teacher education programs have been raised.  Physical education students must have a cumulative GPA of 2.5 on all attempted Praxis I.  Early childhood, middle grades, secondary, art, music, foreign language, and special education-mental retardation students must have a cumulative GPA of 2.7 on all attempted core course work in areas A – F; have passed the Regents’ Test; and have passed or exempted Praxis I.  Speech-language pathology must have a cumulative GPA of 3.0 on all attempted core course work in areas A – F; have passed the Regents’ Test; and have passed Praxis I.
An attempt to recruit higher caliber graduate students is demonstrated by the raising of GRE scores deemed acceptable for admission to graduate programs in the COE.  Likewise, many programs have initiated requiring interviews and/or on-site writing samples of applicants to the graduate programs.

For the past year the total percentage of minority students in undergraduate programs was 23.9%.  Of those 20.8% were African American, 0.9% Multiracial, 0.2% American Indian.  The target recruitment of minority students and the retention of minority students are facilitated through activities/services such as the Minority Advisement Program and the expansion of the responsibilities of the minority recruitment officer.

A concerted effort to recruit minority students is evidenced by targeting traditionally black institutions of higher education as sources of potential graduate students.  During the past fall semester (2000) 81% (249) of all minority students (307) who were enrolled in graduate programs were students in the College of Education.  The total number from each ethnic/racial group for the fall semester (2000) was: 6 Asian/Pacific Islander, 228 African American, 8 Hispanic, 2 Native American, and 5 Multiracial.
 

II A (3). Institutions increase by 10% the number of teacher candidates with HOPE Promise Scholarships (1998)
     Rating:

0 = Insufficient evidence provided to make a judgment
1 = Partial plan in place
2 = Plan implemented that includes baseline data, recruitment goals, timeline, milestones as to numbers targeted, strategies for reaching goals, and how progress is to be evaluated
3 = Less than 10% increase in the number of students with HOPE Promise Scholarships
4 = At least a 10% increase achieved since 1999

Regents' Principles and Actions Principle # 10.

Evidence:  Third Annual Report, II A (4), updates, Database to track HOPE Promise scholarship activity in COE or IRP?

II A (4). Institutions increase by 10% the Number of Students with HOPE Promise Scholarships

0 = Insufficient evidence provided to make a judgment
1 = List of recruitment activities developed*
2 = List of recruitment activities developed with timeline in place
3 = Over-all recruitment goals in place with timeline and milestones established as to number of students targeted and strategies identified for reaching goals
4 = Plan includes baseline data, recruitment goals, timeline, milestones as to numbers targeted, strategies for reaching goals, and how progress is to be evaluated
5 = In addition to items in # 4, plan includes setting higher goals, strategies, and evaluation once 10% increase is reached

The College of Education has implemented a variety of strategies to promote HOPE Promise scholarships including setting higher goals and evaluating progress after reaching an increase greater than 10%.

During the Fiscal Year 2000, 29 students attended UWG on HOPE Promise scholarships.  During Fiscal Year 2001, 76 students attended UWG on HOPE Promise Scholarships indicating a 41% increase (data secured from Office of Financial Aid).

Lists are generated by the College of Education of eligible sophomore level students (with the required GPA who have been admitted into Teacher Education) and junior level students (with the required GPA who have been admitted into Teacher Education and who are not receiving HOPE Promise).  A letter is sent to each student encouraging him or her to apply for HOPE Promise, and a HOPE Promise Scholarship brochure and application are enclosed in the letter.

Applications and brochures also are sent to the Financial Aid office on campus, and posters with appropriate information regarding HOPE Promise are displayed in the Financial Aid office.  Brochures and applications also are placed in conspicuous designated areas of the Education Center and Education Annex so that students can easily access them. Additionally, brochures are sent to faculty who distribute them to students, discuss with them the criteria for the scholarship, and encourage eligible students to apply.

A database has been created to track HOPE Promise scholarship activity that will allow us to provide definitive information on the number of new HOPE Promise scholarships awarded to our students each
year vs. the number of students receiving HOPE Promise funds as a renewal.
 

II A (4). Institutions provide dual certification programs in early childhood and special education to meet state need and to increase student learning and achievement in Georgia’s public schools (this Principle is optional) (2001)
   Rating:

0 = Insufficient evidence provided to make a judgment
1 = Dual certification program in early childhood and special education under development
2 = Dual certification program in early childhood and special education approved at institutional level
3 = Dual certification program in early childhood and special education approved at Board level
4 = Dual certification program has declared majors

Evidence:  Any discussion of this dual certification between C&I and Special Ed.?
 

Regents' Principles and Actions Principle # 11.

II A (5). In collaboration with the schools, institutions mentor graduates during their first two-years of teaching on all dimensions of the guarantee (1998)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Partial plan in place to provide support, assistance, and professional development on all dimensions of the guarantee for first two years of teaching only for graduates identified by school district as “struggling”
2 = Partial plan in place to provide some support, assistance, and professional development on all dimensions of the guarantee for first two years of teaching to all graduates, with a primary focus on “struggling” teachers
3 = Partial plan in place to provide support, assistance, and professional development on all dimensions of the guarantee for first two years of teaching for all graduates teaching in region served by institution
4 = Full plan in place to provide support, assistance, and professional development on all dimensions of the guarantee for first two years of teaching for all graduates teaching in Georgia public schools

Regents' Principles and Actions Principle # 2.

Third Annual Report.

II A (1). In Collaboration with the Schools, Institutions Provide Support, Assistance, and Professional Development to all Graduates During Their First Two-Years of Teaching

0 = Insufficient evidence provided to make a judgment
1 = Plan in place to provide support, assistance, and professional development for first two years of teaching only for graduates identified by school district as “struggling”
2 = Plan in place to provide some support, assistance, and professional development for first two years of teaching to all graduates, with a primary focus on “struggling” teachers
3 = Plan in place to provide support, assistance, and professional development for first two years of teaching for all graduates teaching in region served by institution*
4 = Plan in place to provide support, assistance, and professional development for first two years of teaching to all graduates teaching in Georgia public schools
5 = Plan in place that connects work in partner schools with the institution’s responsibility for support, assistance, and professional development of all graduates during their first two-years of teaching

A planning model for teacher induction and mentoring is in place to provide support, assistance, and professional development for teacher candidates during their first two years of teaching in Georgia public schools.  The model will be expanded across our service area based on the results of our two system programs currently being implemented.  A major focus of the model is to provide support for beginning teachers and increase their opportunity for success as well as bring all students to high levels of achievement.  The plan to provide support and increase retention of new teacher includes the following:
· Additional Teacher Support Specialist (TSS)-endorsed mentors to work closely with beginning teachers.  To pilot this initiative two P-12 school systems (Carrollton City and Carroll County School Systems) will identify TSS candidates for mentorship training and UWG will identify university faculty for TSS Teacher Training Workshop Leaders.  Criteria for selection of TSS candidates and university faculty workshop leaders include: 1) evidence of successful teaching experience; 2) excellent communication skills; 3) proponent of the philosophy of mentorship/protégé relationship; 4) commitment of time and energy  required to be an effective mentor; and, 5) endorsement by the local P-12 school system and the university.

· Professional development opportunities to enhance competency and effectiveness of new teachers and university faculty.  This component will involve observation and analyses of effective teaching, review and advising, testing and retrial , coaching, and workshop experiences.  Workshop experiences will include content that will emphasize: 1) culture and diversity issues, 2) expectation and vision, 3) classroom management, 4) strategies, lesson planning, assessment, 5) time and stress management, and 6) program evaluation.

· Collaboration among P-12 teachers and university faculty who recognize the need for continuous learning and to promote a “community of learners”.  A wide variety of  collaborative school programs have begun, and more are anticipated.  An example of  this type of collaboration is the project to strengthen the physical science program in Douglas County.  The overall goal(s) is to improve student performance in physical science and to increase scores on the High School Graduation Test.  P-12 teachers and university faculty worked cooperatively  on curriculum design, software module selection , and sharing experiences and new visions.

· Increase student success through teacher success.  By facilitating and  continuing the growth of the beginning teacher towards the highest level of professional and personal development, and through increase retention, students will be the prime beneficiary.

· Assist in establishing a climate of positive accountability and high expectation for teachers and students.  The induction process is expected to raise the levels of expectations for both teachers and students, and the assessment procedures will provide evidence regarding increase retention of new teachers, expanded collaboration among teachers and university faculty, and student success.  These will be high benchmarks of program accountability.

Our greatest challenge concerns the Board of Regents’ charge that we monitor the impact our graduates have on student learning at the conclusion of the second year of teaching.  We have no current authority to require submission of assessment data on student learning in our candidates’ classrooms at the end of two years.  The plans for structures supporting the monitoring and mentoring of new teachers are within our current plans. The certification official in the College of Education has established a database of information provided by graduates regarding the location of their employment as an educator after completion of a UWG teacher education program.  We will need assistance from either the Georgia Department of Education, the PSC, or some other group that can provide either rules or financial incentives for graduates to participate in data gathering after two years of graduation.  Without a state level decision, we will be strained to develop a workable plan for assessment two years after completion of our program. As part of our mentoring plan, we will provide teachers with a structured plan to document their impact on student learning (which will be based on the action research/reflective teaching project conducted during the teaching internship) at the beginning of their second year of teaching; then we will require that each teacher submit a report to the university with the understanding that the university will provide the state and district information regarding: (1) compliance with this requirement and (2) whether or not the report submitted provides sufficient evidence of positive impact on student learning.
 
 

II A (6). Institutions focus partner schools (or approved alternative) on:
    · Increasing P-12 student learning and achievement,
    · Mentoring beginning teachers,
    · Providing field-placements for teacher candidates to demonstrate outcomes of guarantee,
    · Collaborating in the preparation and development of teachers, and
    · Increasing the amount of school-based research on improvement of schools and on teacher preparation and development programs (2001)

Rating:

0 = Insufficient evidence provided to make a judgment
1 = Partner school (or approved alternative) model under development that focuses on all dimensions stated in the Principle
2 = Partner school (or approved alternative) model that focuses on all dimensions stated in the Principle implemented in some schools
3 = Full network of partner schools (or approved alternative) in place that focuses on all dimensions stated in the Principle; all field experiences confined to partner schools; all have contractual agreements
4 = Evidence of impact of partner schools (or approved alternative) on P-12 students, pre-service and in-service teachers

Regents' Principles and Actions Principle # 7.

Third Annual Report updates.  Questions:  To what extent do the contracts we hold with 33 school districts address the bullets above?  What alternatives to partner schools are under discussion?

III E. Through Partner Schools P-12 Students from Diverse Groups are Learning at High Levels

0 = Insufficient evidence provided to make a judgment
1 = Some partner schools (or proposed alternative) in place, with contractual agreements between the school and university
2 = Plans in place for development of partner schools (or proposed alternative) to work collaboratively on four goals: preparation of new educators, increased learning of P-12 students, professional development of school and university faculty, and a focus on continued improvement of the school and the educator preparation program, and some partner schools with contractual agreements are in place*
3 = Plans in place for development of partner schools as defined in # 2 and all field experiences for teacher candidates confined to partner schools, all have contractual agreements
4 = Full network of partner schools in place that focus on preparation of new educators, increased learning of P-12 students, professional development of school and university faculty, and a focus on continued improvement of the school and the educator preparation program
5 = P-12 students from diverse groups who attend the partner schools are learning at high levels

The College of Education has in place contracts with 33 school systems outlining the details regarding all field placements.  These contracts are reviewed yearly to ensure the most appropriate placement arrangements for the purpose of continued improvement of the schools and the educator preparation programs.

The contracts as well as documents such as the Teacher Education Policy Handbook and the Internship Handbook include details regarding the roles and the responsibilities of each participant in the supervision of field experiences.  The following is a sampling of the responsibilities of the classroom supervisor and the university supervisor as agreed upon by the school systems and the University.

Responsibilities of the Supervising Teacher:
· Serve as a positive role model.
· Maintain open communication necessary for productive teamwork.
· Complete a planning and teaching schedule with the student early in the experience.
· Review lesson plans and provide feedback prior to the teaching of lessons.
· Observe and evaluate a minimum of four (4) lessons taught by the student.
· Assist the student in:
1. Understanding the comprehensive duties of a teacher
2. Becoming acquainted with the diversity of the learners in the
classroom and planning instruction to meet their needs
3. Learning about the school facilities
4. Becoming involved in curricular and professional activities
5. Assuming classroom responsibility on a gradual basis
6. Developing an individual teaching style
7. Making short and long range plans
8. Developing lessons and activities
9. Enhancing their creativity and originality
· Communicate regularly with the student and university supervisor.
· Assist university supervisor in evaluation of the field experience.

Responsibilities of the University Supervisor:
· Serve as a resource person for the student, supervising teacher, and principal.
· Represent the entire university.
· Model and interpret Georgia’s Code of Ethics and Standards of Conduct for Educators.
· Provide suggestions for classroom management, lesson planning, and instructional strategies.
· Establish and maintain professional and ethical working relationships with the cooperating schools.
· Remain in communication with the principals of schools where students are assigned to ensure satisfactory coordination of the program.
· Confer with the supervising teacher at least once a week – on site visit, phone call, e-mail, etc.
· Provide adequate individual conference time to assist the student.
· Emphasize and model the importance of handling certain problems and school situations with reticence and strictest confidence.
· Observe the student teaching in the classroom; do not rely solely on video.
· Provide written and oral feedback on the student’s performance several times throughout the field experience.
· Keep adequate records on each student.
· Collaborate with supervising teacher to jointly complete the final evaluation form for each field placement.
· Schedule and facilitate the three-way evaluation conference.
· Observe and follow the protocol and/or regulations regarding public school visitors – sign in and out, wear appropriate name badge, etc

Contracts are in place with the following school systems:
Atlanta City Schools                                 Heard County Schools
Bartow County Schools                           Henry County Schools
Carroll County Schools                            Marietta City Schools
Catoosa County Schools                          Meriwether County Schools
Chattooga County Schools                       Murray County Schools
 Cherokee County Schools                       Paulding County Schools
 Clayton County Schools                          Pickens County Schools
 Cobb County Schools                             Pike County Schools
 Coweta County Schools                         Polk School District
 Dalton Public Schools                             Bremen City Schools
 DeKalb County Schools                         Carrollton City Schools
 Douglas County Schools                         Troup County Schools
 Fayette County Schools                          Rome City Schools
 Floyd County Schools                            Whitfield County Schools
 Gordon County Schools                         Burwell Psychoeducational Program
 Griffin-Spalding County Schools
 Gwinnett County Schools
 Haralson County Schools

The College of Education has also developed the P-16 Network Task Force, with collaborative agreements with three P-12 Partner Schools to work toward bringing P-12 students from diverse groups to high levels of learning.  The P-16 Network Task Force is made up of partnership arrangements with Carrollton City Schools, Bremen City Schools, Carroll County Schools, and the State University of West Georgia College of Business, College of Education, and College of Arts and Sciences.  All partners have confirmed their commitment to strengthen not only the initial preparation of teachers but to provide professional development for established teachers and administrators.  Collaborative contractual agreements are in place at these P-12 school systems where many of our College of Education teacher candidates are involved in field experiences.

The Network Task Force committee members reaffirmed that collaboration is the key to creating and keeping quality P-12 teachers and university faculty.  The Network Task Force represents a structure of shared responsibility among teacher preparation units at UWG to support collaboration with P-12 school systems in preparing qualified teachers and bringing students to high levels of learning.  Areas for collaborative arrangements and shared activities have been identified by the Task Force Committee and are outlined below.  Specific actions for each area are being determined through subgroup follow-up arrangements.

· Preparation of new educators
· Increased learning of P-12 students
· Professional development of P-12 school and university faculty
· Focus on continued improvement of the school and educator preparation programs
· Field experiences in action research and reflective teaching practices.

Additionally, the College of Education has provided assistance to Northwest RESA, along with partner school systems in the development of a proposal by RESA for the alternative certification program.  Plus, contractual agreements for regional articulation for study in the College of Business has been established between UWG, The Richards College of Business and local P-12 school systems, which include the following:

Carroll County Schools
Carrollton City Schools
Coweta County Schools
Harris County Schools
Meriwether County Schools
Troup County Schools

II A (7). Institutions have at least an 80% annual pass rate on PRAXIS II for each reportable demographic group of teacher candidates by 2006,  while maintaining or increasing the number of minority teachers prepared; institutions set annual goals toward the 80% threshold between 2002-2006 (2001)   Reportable group is defined as any demographic group with 10 or more students.
   Rating:

0 = Insufficient evidence provided to make a judgment
1 = Partial plan in place
2 = Plan in place for each program that includes baseline data, annual goals, timeline, milestones as to numbers targeted, strategies for reaching goals, and how progress is to be evaluated
3 = Less than an 80% annual pass rates on PRAXIS II for all reportable demographic groups within each field in which the institution prepares teachers, while maintaining or increasing the number of minority teachers prepared
4 = At least an 80% annual pass rate on PRAXIS II for all reportable demographic groups within each field in which the institution prepares teachers, while maintaining or increasing the number of minority teachers prepared

Regents' Principles and Actions Principle # 1.

II A (8). Institutions support and recognize faculty for participation in teacher preparation and in school improvement efforts through decisions in such areas as promotion and tenure, salary increases, workload, and allocation of resources (2001)

    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Faculty reward system under study for teacher preparation faculty in education
2 = Faculty reward system under study for teacher preparation faculty in education and the arts and sciences
3 = Teacher preparation faculty in education and the arts and sciences supported and recognized in reward system
4 = Evidence that the success of teacher preparation faculty in promotion, tenure, merit salary increases, and post-tenure review is comparable to that of non-teacher preparation faculty

Regents' Principles and Actions Principle # 13.
 

First Annual Report

IV.  University Policies

 Rewards for Faculty Involved with Teacher Preparation--A sub-committee of TEAC has been charged with examining the University’s criteria for promotion and tenure and to make  appropriate recommendations for change to ensure that supervision in P-12 schools and collaborative work with and in schools is clearly articulated in criteria used to determine candidacy for promotion and tenure.  Each department in the College of Education has developed a merit pay plan that recognizes excellence in teaching, scholarship (includes discovery, integration, and application) and service to P-12 schools.  Supervision of interns complies with the NCATE ratio of one faculty member to six students.  The ratio for supervision of graduate practicum students is one faculty member to six to twelve students (the number depends on other requirements of each practicum).  Resources throughout the University have limited the ability to reduce faculty teaching assignments to an appropriate level, with current assignments being seven to eight courses per academic year. Conversations are on-going among Department Chairs and Deans about ways to reward or compensate faculty for the supervision of students completing the equivalent of year long field experiences.

Second Annual Report

In addressing the question of institutional policies that recognize and reward faculty working towards the four goals of partner schools, the functional unit assigned a subcommittee to task of discussing faculty rewards.  The committee met over several months and reported first to the functional unit as a whole and then to the Vice President of Academic Affairs with the deans and chairs in consultation.  The report from the subcommittee that was affirmed by all the other groups concluded that the extant policies for promotions and tenure were adequate for recognizing and rewarding faculty.  It was agreed that during 2000-2001, the Vice President of Academic Affairs would issue a statement regarding the type of work faculty members would be doing in achieving the four goals of the partner schools and that the work should be acknowledged for its worth to the institution and the culture at large.  This report would reaffirm the fact that the work in the schools would certainly qualify as service, could well be teaching, and may well be professional growth in the sense of completing research or doing research in the schools, but this would have to be a departmental judgment.  Furthermore, work in the schools would not be considered a substitute for on-campus requirements of teaching, service, and professional growth.

The criteria for promotion can be found in our on-line faculty handbook at this site

http://www.westga.edu/~vpaa/handrev/103.html#103.0302

The following is an excerpt from the subcommittee’s report

Currently, departments within each college routinely set specific criteria for tenure, promotion, and merit pay within their department.  The result is criteria that differ considerably from department to department, even within the same college, much more so from college to college.  Such inconsistency allows discipline-specific criteria to be developed by faculty within the discipline, but it complicates the task before the subcommittee.

In some ways, procedures appear to be consistent among departments and colleges in regard to tenure, promotion, and merit—i.e., recommendations are made at the department and college levels before being forwarded to the Vice President for Academic Affairs.  Candidates use departmental, college, and university guidelines in preparing their portfolios for review.  In tenure and promotion considerations, however, activities that may be included under each of the three categories and the importance or value of each do not appear to be consistent among departments and colleges.  In merit considerations, departmental practices range from the use of precise formulas (quantitative) to more subjective assessments (qualitative).  Such inconsistencies do not become problematic until faculty who function across departments or colleges appear to be disadvantaged or fear that they will be disadvantaged in future personnel decision.

Because of inconsistencies in evaluating specific activities under each of the three categories among units, especially at the department level, the members of the subcommittee recommend that all department chairpersons of units with certification programs, the three deans, and the Vice President for Academic Affairs meet with members of the subcommittee (or TEAC as a committee of the whole) to discuss the role of Regents’ mandated collaboration with the schools.  Subsequently, each department chairperson, in collaboration with his or her department faculty, should determine how future collaborative activities will pertain to each of the three categories in regard to tenure, promotion, and merit procedures within that department.

II B. Performance—Teacher Candidates

II B (1). Teacher candidates demonstrate sufficient depth in all content fields included on teacher certificate to bring students from diverse groups to high levels of learning (1998)

    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes content required to pass PRAXI II and content teachers will be expected to teach in schools
2 = Assessments in place to monitor the extent to which teacher candidates content knowledge is sufficient to bring students from diverse groups to high levels of learning
3 = Teacher candidates have opportunities during field-placements to demonstrate that they have sufficient content knowledge to bring students from diverse groups to high levels of learning
4 = Evidence that teacher candidates recommended for certification have sufficient content knowledge in all content fields included on teacher certificates to bring students from diverse groups to high levels of learning

Regents' Principles and Actions Principle # 2.

 Third Annual Report,

II B (1). Teacher Candidates—Sufficient Content Knowledge in all Subjects Included Under Certification to help Students Reach High Levels of Learning

0 = Insufficient evidence provided to make a judgment
1 = Curriculum in place listing what content courses teacher candidates will take
2 = Curriculum in place showing that courses listed cover the content students are expected to know to pass PRAXIS II
3 = Curriculum in place showing that courses listed cover the content teacher candidates are expected to know to pass PRAXIS II and the content teachers will be expected to teach in schools*
4 = Curriculum in place showing that courses are consistent with content required to pass PRAXIS, with course content teachers will be expected to teach; assessment plans in place to monitor whether teacher candidate’s content knowledge is sufficient to bring students from diverse groups to high levels of learning
5 = Data from assessments in #4 are used consistently to guide changes in teacher preparation program

As required in the 1998 Principles and Actions, the professional education curriculum and syllabi in both Early Childhood Education, Middle Grades Education, and Secondary Education programs have been revised to integrate content knowledge from the core curriculum in order to enhance students' passing rate for PRAXIS II and to ensure the inclusion of content students will be expected to teach in order to bring students from diverse groups to high levels of learning.  In each program, content has been modified to assure preparation for QCC course standards.  Also, professors in the professional education courses assess teacher candidates' knowledge of the content areas both in on-campus courses and field experience presentations (see sample evaluation/observation instruments in Appendix).  Concentrations in Early Childhood and Middle Grades now include a minimum of 12 credit hours of course work, at least 9 of which are taught by Arts and Sciences faculty.
 

II B (2). Teacher candidates set high learning standards for all students and organize curriculum, instruction, and assessment around the standards (2001)

   Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes strategies for teaching in standards-based schools
2 = Plan in place to assess the extent to which teacher candidates set high learning standards for all students and organize curriculum, instruction, and assessment around the standards
3 = Teacher candidates have opportunities during field-placements to demonstrate that they can set high learning standards for all students and organize curriculum, instruction, and assessment around the standards
4 = Teacher candidates are assessed on their performance in using high learning standards for all students and organizing curriculum, instruction, and assessment around the standards

Regents' Principles and Actions Principle # 2.

Third Annual Report,

III A. Teacher Candidates are Accomplished in Helping P-12 Students from Diverse Groups to Learn at High Levels

0 = Insufficient evidence provided to make a judgment
1 = Teacher preparation curriculum includes courses for teaching students from diverse groups
2 = Curriculum includes courses for teaching students from diverse groups and some of the field experiences for teacher candidates are in diverse settings
3 = Plans in place for developing assessments for measuring extent to which teacher candidates are accomplished in helping P-12 students from diverse groups to learn at high levels*
4 = Assessments in place for measuring extent to which teacher candidates are accomplished in helping P-12 students from diverse groups to learn at high levels
5 = Data from the assessments in # 4 used consistently to guide changes in teacher preparation program

Plans are in place for developing assessments for candidate success in helping all P-12 students learn.

University of West Georgia’s plan for ensuring that teacher candidates successfully demonstrate their ability to impact the learning of students revolves around developing in the candidates the ability to function as reflective practitioners and to implement action research.  Candidates will receive training in the content, strategies, and dispositions enabling them to effectively identify and solve classroom-based problems, to use knowledge gained through study and active reflection to utilize best/most promising teaching practices and optimize the learning and performance of their students.

Teacher Education candidates will be introduced to the principles and practices of action research and reflective teaching at the beginning of their field experiences.  They will acquire the skills necessary to (1) elicit high levels of learning and (2) measure these increases in learning.  New course components in professional education courses will include instruction on ways to gather and evaluate student baseline data, to locate and implement appropriate instructional strategies based on student weaknesses, and to evaluate the effectiveness of these instructional strategies.

Coursework, field experiences, and support activities will be differentially incorporated into specific preparation programs in order to meet the needs of candidates preparing to teach various subjects at various levels.  Plans of study and syllabi reflect program-specific content focusing on understanding of the philosophical and ethical foundations of education; awareness of student characteristics, needs and differences, and of subsequent implications for instruction; study of subject matter and of instructional design and pedagogy; and evaluation of student performance, both initial assessment and ongoing collection of evaluation data using various types of measures.  The general model, however, involves providing candidates with the information and activities necessary to move them from serving in an assistive role in provision of instruction in the public school classroom to taking responsibility for evaluation of students, identification of effective instructional strategies, implementation of quality instruction, and measurement of student performance, with modification where necessary to enhance student achievement. All candidates will engage in at least two major demonstrations (reflective teaching/action research projects) of their ability to impact the achievement of their students across at least two different semesters and field placements, thus providing documentation of their ability to work with diverse groups. In most programs, these two major projects will be implemented during Block III (or equivalent), the group of courses accompanying the field experience implemented just prior to internship, and during the student teaching internship itself.

Candidates will prepare a written report for each of the reflective teaching/action research projects which will be evaluated by program faculty using program-specific standards and grading criteria. Although exact requirements and format may vary from program to program, general content of the report will include (a) description of the student(s) involved; (b) baseline assessment data, potentially from a variety of sources; (c) description of instructional strategies utilized; (d) subsequent assessment data used to track and evaluate student performance; and (e) evaluation of the nature and outcome of the project, emphasizing student performance and candidate reflection. As a requirement for proceeding on to the student teaching internship, candidates will be required to establish a satisfactory level of performance on the project implemented in Block III (or its equivalent). As a requirement for successfully exiting the student teaching internship, candidates will be required to establish a satisfactory level of performance on the project implemented in the student teaching internship itself. The written reports will be included in the portfolios (or other vehicles employed by individual programs) used to document candidates’ achievement of program standards.

The extent of candidates’ accomplishments in helping students achieve at high levels therefore will be assessed through (a) examination of teaching and associated skills, as documented during advanced field experiences and the student teaching internship by the supervising teacher and university supervisor, using program-specific evaluation instruments (Field Experience Evaluation forms) already in place for assessment of candidates in public school settings; (b) evaluation of written reports of a minimum of two reflective teaching/action research projects by course instructors; and (c) evaluation of the portfolio (or other vehicle employed by specific programs) by program faculty in order to assess candidates’ achievement of program (training) standards. Diversity will be reflected in the requirement for participation in different settings in the advanced field experience and student teaching internship placements; in addition, specific programs may require additional demonstrations of diversity across, for example, age levels or levels of academic ability.

During the first two years of implementation, UWG’s plan for ensuring that teacher candidates are accomplished in helping P-12 students learn at high levels will be evaluated to:
· determine the strengths and weaknesses of the model,
· evaluate the effectiveness of our instruction and of specific aspects of program delivery on the performance of our candidates,
· determine if there are barriers impeding the success of our teacher candidates, and
· assess the impact our model is having on both our teacher candidates and their students.

The focus of the evaluation will be on formative assessment to ensure that our model has been implement-ed effectively. After fine tuning the model, we will focus on summative assessment so that we may evaluate the model’s effect on our teacher candidates, our program graduates, and the students they are teaching. Both pieces of information will be used to guide consideration of the need for future changes in the nature and delivery of our teacher training programs.

II B (3). Teacher candidates customize instruction for individual students or groups of students that reflect students’ own experiences, learning styles, interests, cultures, and special needs (2001)

    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes strategies for customizing instruction
2 = Plan in place to assess the extent to which teacher candidates customize instruction for individual students or groups of students that reflect students’ own experiences, learning styles, interests, cultures, and special needs
3 = Teacher candidates have opportunities during field-placements to demonstrate that they can customize instruction for individual students or groups of students that reflect students’ own experiences, learning styles, interests, cultures, and special needs
4 = Teacher candidates are assessed on their performance in customizing instruction for individual students or groups of students that reflect students’ own experiences, learning styles, interests, cultures, and special needs

Regents' Principles and Actions Principle # 2.

Third Annual Report,

See II B (2) above.

II B (4). Teacher candidates in early childhood education diagnose difficulties in reading and mathematics and know what to do about them (1998)

  Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes strategies for diagnosis and remediation of difficulties in reading and mathematics
2 = Assessments in place to monitor the extent to which teacher candidates are able to diagnose and remediate difficulties in reading and mathematics
3 = Teacher candidates have opportunities during field-placements to demonstrate that they can diagnose difficulties in reading and mathematics and implement intervention strategies
4 = Evidence that teacher candidates recommended for certification are successful in diagnosing difficulties in reading and mathematics and implementing appropriate intervention strategies

Regents' Principles and Actions Principle # 3

Third Annual Report

II B (4). Teacher Candidates in Early Childhood Education Can Diagnose Difficulties in Reading and Mathematics and Know What to Do About Them

0 = Insufficient evidence provided to make a judgment
1 = Curriculum in place that includes requisite number of courses in reading and mathematics
2 = Courses in reading and mathematics in place showing that courses cover the content they will be expected to teach in schools
3 = Plans in place for developing assessments for measuring extent to which teacher candidates can diagnose difficulties in reading and mathematics and know what to do about them*
4 = Assessments in place for measuring extent to which teacher candidates can diagnose difficulties in reading and mathematics and know what to do about them
5 = Data from assessments in #4 are used consistently to guide changes in teacher preparation program

Course work, field experiences, and assessments have been developed and will be implemented in the fall 2001 semester which will enable early childhood teacher candidates to effectively diagnose and remediate difficulties in reading and mathematics.  University faculty and classroom supervisors will review the results of these experiences to further refine the experiences provided during future semesters.

Candidates in the early childhood program take two courses to prepare them to assess student learning and document their impact on student learning.  These courses are ECED 4251 Assessment and Correction in Mathematics and ECED 4251 Assessment and Correction in Reading.  In these courses candidates will:
· Demonstrate ability in the following types to diagnosis: physical and sensory, intellectual and cognitive, perceptual, social and emotional, and academic
· Demonstrate knowledge in classroom remedial techniques
· Demonstrate knowledge in assessment techniques
· Demonstrate knowledge in classroom-based research techniques
· Demonstrate competence in communicating the results of diagnosis and instruction to students, parents, teachers, and other educators
· Demonstrate familiarity with current theory, research, and practice in completion of course requirements

Candidates will gain this knowledge through:
· Intragroup journals consisting of reflections to assigned readings will be shared during class.  Each group member will write their name, topic, and reflection on index cards to be discussed weekly within groups.
· A diagnostic report for a child or adolescent with academic problems will be completed.  The case study will help you understand assessment, diagnostic procedures, and instructional planning.  Students will administer a series of tests, analyze the results, research the literature for remediation strategies, implement remediation strategies and report your conclusions in a report format.
·  Group presentations will demonstrate development of an expertise in academic diagnosis, assessment, and remediation for diverse student populations.
· An academic assessment kit will be completed that includes the following: informal assessments, effective teaching strategies, articles related to assessment and portfolio assessments, ideas for technology, etc.
· Two short (2-3 pages) reaction papers will be completed concerning current articles on assessment that you select.  The first page will summarize the articles and the second page will describe how the articles effect teaching pedagogy or instruction.

II B (5). Teacher candidates use data on student learning and achievement to set benchmarks and to monitor student progress toward continuous improvement (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes strategies for using data on student learning and achievement to set benchmarks and to monitor student progress
2 = Plans in place to assess the extent to which teacher candidates are able to use data on student learning and achievement to set benchmarks and to monitor student progress toward meeting benchmarks
3= Teacher candidates have opportunities during field-placements to demonstrate that they can use data on student learning and achievement to set benchmarks and to monitor student progress toward meeting benchmarks
4 = Teacher candidates are assessed using data on student learning and achievement to set benchmarks and to monitor student progress toward meeting benchmarks

Regents' Principles and Actions Principle # 2.

Third Annual Report,

See II B (2) above.
 

II B (6). Teacher candidates use telecommunication and information technologies as tools for learning and they meet the Georgia Technology Standards for Educators (1998)

    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes the use of telecommunication and information technologies that meet the Georgia Technology Standards for Educators
2 = Assessments in place to monitor the extent to which teacher candidates use telecommunication and information technologies as tools for learning and meet the Georgia Technology Standards for Educators
3 = Teacher candidates have opportunities during field-placements to demonstrate that they can use technologies effectively as tools for learning and that they meet the Georgia’s Technology Standards for Educators
4 = Evidence that teacher candidates recommended for certification use technologies effectively as tools for learning and that they meet Georgia’s Technology Standards for Educators

Regents' Principles and Actions Principle # 2.

Evidence:  Information we provided earlier earned a 4 (in first report?), but we need to examine whether we do 3 and 4 above.

From Previous Rubric:
4=Assessments in place for measureing extent to which teacher candidates use technology effectively as tools for learning
 
 

II B (7). Teacher candidates manage classrooms effectively (1998)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes classroom management strategies
2 = Assessments in place to monitor the extent to which teacher candidates manage classrooms effectively
3 = Teacher candidates have opportunities during field-placements to demonstrate that they can manage classrooms effectively
4 = Evidence that teacher candidates recommended for certification manage classrooms effectively

Regents' Principles and Actions Principle # 2.

Third Annual Report

II B (3). Teacher Candidates are Able to Manage Classrooms Effectively

0 = Insufficient evidence provided to make a judgment
1 = Classroom management is covered in the curriculum
2 = Classroom management strategies are consistent with skills teachers need in schools
3 = Plans in place for developing assessments for measuring extent to which teacher candidates manage a classroom effectively
4 = Assessments in place for measuring extent to which teacher candidates manage a classroom effectively*
5 = Data from assessments in #4 are used consistently to guide changes in teacher preparation program

The early childhood, middle grades, secondary, and special education programs have assessments in place to measure the extent to which students are able to effectively manage classrooms.  As required in the 1998 Principles and Actions, a classroom management course has been included in the early childhood education and middle grades education programs. The secondary education professional sequence of courses integrated classroom management theory and practices within the courses. assessment of the teacher candidates' ability to manage a classroom effectively is included in the field experience evaluation instruments (see Appendix 1).

The special education programs also have made modifications to incorporate the principle regarding the management of classrooms. Special education programs require that undergraduate students, Nondegree Initial Certification students, and Master of Education students complete a course in Behavior Modification or Behavior Management.  During these courses as well as during practica, students in these programs must:
1. Identify a student’s behavior that requires changing.
2. Collect baseline data to determine the frequency of the stated behavior prior to intervention.
3. Outline the intervention procedure that will be followed to bring about changed behavior.
4. Begin the intervention phase of the behavior change project.
5. Collect data during the intervention phase.
6. Graph the preintervention data, intervention data, and postintervention data.
7. Present the data in a written report to the instructor.
In addition, behavior management strategies are assessed during the pre-internship and internship phases of the undergraduate program.  The observation/evaluation form is used to determine an individual candidate’s performance is included in Appendix 1.
 

III. Results

III A. Teacher candidates are accomplished in bringing P-12 students from diverse groups to high levels of learning and achievement at point of initial recommendation for certification (1998)

    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes strategies for bringing students from diverse groups to high levels of learning and achievement
2 = Assessments in place to monitor the extent to which teacher candidates are accomplished in bringing students from diverse groups to high levels of learning and achievement
3 = Teacher candidates have opportunities during field-placements to demonstrate that they are accomplished in bringing P-12 students from diverse groups to high levels of learning and achievement
4 = Evidence that teacher candidates recommended for certification are accomplished in bringing P-12 students from diverse groups to high levels of learning and achievement

Regents' Principles and Actions Principle # 2.

Third Annual Report,

See II B (2) above.
 

III B. After two years of teaching, program graduates show advanced levels of accomplishment in bringing P-12 students from diverse groups to high levels of learning and achievement (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Plan in place to track graduates who move into teaching positions in Georgia schools within two-years of graduation
2 = Plan in place to gather baseline data on student learning and achievement in Georgia schools where new graduates teach
3 = Plan in place in all programs for induction and mentoring of teachers during the first two years of teaching
4 = Evidence that graduates show higher levels of accomplishment in bringing P-12 students from diverse groups to high levels of learning and achievement after two years of teaching as compared to impact at time of graduation

Regents' Principles and Actions Principle # 2.

Third Annual Report, II A (1), final paragraph, p. 6

Our greatest challenge concerns the Board of Regents’ charge that we monitor the impact our graduates have on student learning at the conclusion of the second year of teaching.  We have no current authority to require submission of assessment data on student learning in our candidates’ classrooms at the end of two years.  The plans for structures supporting the monitoring and mentoring of new teachers are within our current plans. The certification official in the College of Education has established a database of information provided by graduates regarding the location of their employment as an educator after completion of a UWG teacher education program.  We will need assistance from either the Georgia Department of Education, the PSC, or some other group that can provide either rules or financial incentives for graduates to participate in data gathering after two years of graduation.  Without a state level decision, we will be strained to develop a workable plan for assessment two years after completion of our program. As part of our mentoring plan, we will provide teachers with a structured plan to document their impact on student learning (which will be based on the action research/reflective teaching project conducted during the teaching internship) at the beginning of their second year of teaching; then we will require that each teacher submit a report to the university with the understanding that the university will provide the state and district information regarding: (1) compliance with this requirement and (2) whether or not the report submitted provides sufficient evidence of positive impact on student learning.
 

III C. Experienced teachers completing graduate programs are accomplished in the five core principles of the National Board for Professional Teaching Standards (NBPTS) (1998)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes the five core principles of the National Board for Professional Teaching Standards (NBPTS)
2 = Assessments in place to measure the extent to which teachers in graduate programs meet the five core principles of NBPTS
3 = Teachers in graduate programs have opportunities as part of their programs to demonstrate that they can meet the National Board Standards
4 = Evidence that teachers who complete graduate programs meet the five core principles of NBPTS

Regents' Principles and Actions Principle # 4.

Third Annual Report.

III B. Experienced Teachers Completing Graduate Programs are Accomplished in all Five Principles of the National Board for Professional Teaching Standards

0 = Insufficient evidence provided to make a judgment
1 = Curriculum in graduate programs for teachers includes “coverage” of some of the five core principles of the National Board for Professional Teaching Standards (NBPTS)
2 = Curriculum in graduate programs for teachers includes “coverage” of the five core principles of the National Board for Professional Teaching Standards (NBPTS)
3 = Plans in place for developing assessments for measuring extent to which teachers completing graduate programs are accomplished in the five core principles of NBPTS*
4 = Assessments in place for measuring extent to which teachers completing graduate programs are accomplished in the five core principles of NBPTS
5 = Data from the assessments in # 4 used consistently to guide changes in graduate programs for teachers

Assessments are in place in the early childhood and reading education graduate programs for measuring the extent to which teachers completing these graduate programs are accomplished in the principles of NBPTS.  Rubrics representing these assessments are included in Appendix 2.

The other graduate programs are in the process of developing rubrics describing assessments evidencing the accomplishment of the principles of NBPTS.  These will be in place for the Fall, 2001.

Matrices have been developed to depict clearly how the NBPTS propositions are integrated into course work within all of the programs and the extent to which each course/experience in the program includes the proposition(s). Program coordinators meet on a bi-weekly basis to continue work on measuring the extent to which teachers completing the program    are accomplished in the five core principles.  Matrices for respective programs are included in Appendix 3.
 

Second Annual Report , report

Section 4 (6a) Graduate Programs for Teachers—Master of Education in Early Childhood Education

A. Course numbers, titles, and number of credit hours per numbers

CEPD 6101  Psychology of Classroom Learning     3 credit hours
ECED 6249  Seminar for Early Childhood     3 credit hours  ECED 6271  Early Childhood Curriculum     3 credit hours
EDRS 6301 Research in Education
or ECED 6290 Reading, Interpreting, and Applying Research 3 credit hours

 Choose one from         3 credit hours
ECED 6261  Developing Affective Curricula
ECED 6262  Language Development
ECED 7272  Classroom Management
PTED 7240 Issues in Applied Linguistics & Second Language Acquisition
ENGL 6300  Seminar in Language and Rhetoric
ENGL 6301 Seminar in Literary Criticism

 Choose one from         3 credit hours
EDFD 7305  History of American Education
EDFD 7307  Critical Issues in Education
EDFD 7309  Philosophical Foundations of Education
PTED 7246  Comparative Education
 PTED 7242 Language—Minority Education and Culture

 Choose one from         3 credit hours
ECED 7261  Literature for Young Child
ECED 7262  Investigating the Language Arts
ECED 7263  Writing across the Curriculum
READ 7271  Beginning  Reading
READ 6262  Methods & Materials in the Teaching of Reading
READ 7263  Diagnosis & Correction of Reading Problems

 Choose one from         3 credit hours
ECED 7264  Investigating Social Studies Methods
ECED 7265  Parent Education for Teachers
ECED 7266  The Young Child: Home & Community
Any arts and sciences elective approved by advisor

 Choose one from                    3 credit hours
ECED 7267  Teaching Creative Arts
ECED 7268  Teaching Creative Drama
Any arts and sciences elective approved by advisor

      Choose one from                   3 credit hours
ECED 7259  Investigating Methods and Materials in Mathematics
ECED 7260  Investigating Methods and Materials in Science
Any arts and sciences elective approved by advisor

B. Course syllabi that include course descriptions are located on the Web

http://www.westga.edu/~coe/syllabi/eced/index.html

C. Learning Outcomes

The learning outcomes for Master of Education in early childhood education will result in all candidates being able to meet the five core principles of the National Board for Professional Teaching Standards in the following ways:

· Graduates will act on the belief that all students can learn, recognize the individual differences of students and plan intervention accordingly, including multicultural backgrounds and special needs, use thorough understanding of how individual students learn and develop, and recognize an educator's mission as extending beyond developing the cognitive capacity of students.
· The graduates will generate multiple paths to knowledge such as problem solving, social interactions, and critical thinking and plan using specialized knowledge of how to convey a subject to students.
· Graduates will create, enrich, and alter the organizational structures over which they have control, use many options in helping student learn (flexibility), and use knowledge of assessment to monitor students' academic, social and physical progress on a recurring basis.
· Graduates will draw on educational research and scholarship to improve practice and model wise and ethical decision?making.
· Graduates will model roles expected of educated persons whose character and competence exemplify the virtues to be imparted to students, including becoming an agent of change, participate in collaborative efforts with other professionals, parents, and other agencies, and commit to lifelong learning and participation in professional development.

The mission of the Department of Curriculum and Instruction reaffirms its commitment to meeting the National Board for Professional Teaching Standards.

The Department of Curriculum and Instruction's mission is to model effective teaching and learning in a caring environment. The Department is also committed to provide a teacher education program that has a respectable theoretical foundation and a relevant practical component with a cadre of faculty and students who are life-long learners. In addition, the mission of the Department is to provide an excellent initial and advanced teacher preparation program for candidates who aspire to teach in early childhood, middle, and secondary classroom settings; to promote innovative, reflective, and learner-centered instruction; to enhance the appreciation for diversity of learners and learning; and to enrich and extend the knowledge and skill of professional education.

Incorporated into the Department’s mission is the goal to enable candidates at the Master of Education level to enhance their skills in critical thinking, comprehension of research, and decision making so to be more effective practitioners.

Section 4 (6b) Graduate Programs for Teachers—Master of Education in Middle Grades Education

A. Course numbers, titles, and number of credit hours per course

CEPD 6101 Psychology of Classroom Learning    3 credit hours
MGED 7271 Issues in Middle Grades Curriculum    3 credit hours
MGED 7XXX Strategies       3 credit hours
MGED 7XXX Reflective Seminar      3 credit hours
EDRS 6301 Research in Education      3 credit hours

  Choose one course from READ courses     3 credit hours

 Choose one from
EDFD 7305  History of American Education    3 credit hours
EDFD 7307  Critical Issues in Education     3 credit hours
EDFD 7309  Philosophical Foundations     3 credit hours
PTED 7242   Language-Minority Education and Culture   3 credit hours
 PTED 7246  Comparative Education     3 credit hours

  Choose three arts and sciences content courses approved by advisor  9 credit hours

 Choose two electives approved by advisor     6 credit hours

B. Course syllabi that include course descriptions are located on the Web

http://www.westga.edu/~coe/syllabi/mged/

C. Learning Outcomes

The learning outcomes for Master of Education in middle grades education will result in all candidates being able to meet the five core principles of the National Board for Professional Teaching Standards in the following ways:

· Graduates will act on the belief that all students can learn, recognize the individual differences of students and plan intervention accordingly, including multicultural backgrounds and special needs, use thorough understanding of how individual students learn and develop, and recognize an educator's mission as extending beyond developing the cognitive capacity of students.
· The graduates will generate multiple paths to knowledge such as problem solving, social interactions, and critical thinking and plan using specialized knowledge of how to convey a subject to students.
· Graduates will create, enrich, and alter the organizational structures over which they have control, use many options in helping student learn (flexibility), and use knowledge of assessment to monitor students' academic, social and physical progress on a recurring basis.
· Graduates will draw on educational research and scholarship to improve practice and model wise and ethical decision?making.
· Graduates will model roles expected of educated persons whose character and competence exemplify the virtues to be imparted to students, including becoming an agent of change, participate in collaborative efforts with other professionals, parents, and other agencies, and commit to lifelong learning and participation in professional development.

The mission of the Department of Curriculum and Instruction reaffirms its commitment to meeting the National Board for Professional Teaching Standards.

The Department of Curriculum and Instruction's mission is to model effective teaching and learning in a caring environment. The Department is also committed to provide a teacher education program that has a respectable theoretical foundation and a relevant practical component with a cadre of faculty and students who are life-long learners. In addition, the mission of the Department is to provide an excellent initial and advanced teacher preparation program for candidates who aspire to teach in early childhood, middle, and secondary classroom settings; to promote innovative, reflective, and learner-centered instruction; to enhance the appreciation for diversity of learners and learning; and to enrich and extend the knowledge and skill of professional education.

Incorporated into the Department’s mission is the goal to enable candidates at the Master of Education level to enhance their skills in critical thinking, comprehension of research, and decision making so to be more effective practitioners.

Section 4 (10c) Graduate Programs for Teachers—Master of Education in Reading Education

A. Course numbers, titles, and number of credit hours per course

CEPD 6101 Psychology of Classroom Learning    3 credit hours
EDRS 6301 Research in Education      3 credit hours

 Choose one from          3 credit hours
EDFD 7307  Critical Issues in Education
EDFD 7309  Philosophical Foundations of Education
EDFD 7305  History of American Education
PTED 7246 Comparative Education
PTED 7242 Language—Minority Education and Culture

 Choose three from         9 credit hours
  SPED 6703 Linguistics and Cognitive Development
  PTED 7240 Issues in Applied Linguistics Theory in Second Language Acquisition
  ECED 6262  Language Development: Implications for the Childhood Educator
  SPLA 7720  Language and Literacy
  CEPD 6150 Tests and Measurements

Choose five from                   15 credit hours
  READ 7269    Supervision in Reading
 READ 7271    Beginning Reading
 READ 7262    Trends in Reading Instruction
 READ 7263    Diagnosis and Correction of Reading Problems
 READ 7264    Clinical Practice in Reading
 READ 6261    Content Reading
 READ 6285 Reading Strategies and Authentic Assessment

 Choose an appropriate literature course in area of interest   3 credit hours

B. Course syllabi that include course descriptions are located on the Web

http://www.westga.edu/~coe/syllabi/read/index.html

C. Learning Outcomes

The learning outcomes for Master of Education in reading education will result in all candidates being able to meet the five core principles of the National Board for Professional Teaching Standards in the following ways:

· Graduates will act on the belief that all students can learn, recognize the individual differences of students and plan intervention accordingly, including multicultural backgrounds and special needs, use thorough understanding of how individual students learn and develop, and recognize an educator's mission as extending beyond developing the cognitive capacity of students.
· The graduates will generate multiple paths to knowledge such as problem solving, social interactions, and critical thinking and plan using specialized knowledge of how to convey a subject to students.
· Graduates will create, enrich, and alter the organizational structures over which they have control, use many options in helping student learn (flexibility), and use knowledge of assessment to monitor students' academic, social and physical progress on a recurring basis.
· Graduates will draw on educational research and scholarship to improve practice and model wise and ethical decision?making.
· Graduates will model roles expected of educated persons whose character and competence exemplify the virtues to be imparted to students, including becoming an agent of change, participate in collaborative efforts with other professionals, parents, and other agencies, and commit to lifelong learning and participation in professional development.

The mission of the Department of Curriculum and Instruction reaffirms its commitment to meeting the National Board for Professional Teaching Standards.

The Department of Curriculum and Instruction's mission is to model effective teaching and learning in a caring environment. The Department is also committed to provide a teacher education program that has a respectable theoretical foundation and a relevant practical component with a cadre of faculty and students who are life-long learners. In addition, the mission of the Department is to provide an excellent initial and advanced teacher preparation program for candidates who aspire to teach in early childhood, middle, and secondary classroom settings; to promote innovative, reflective, and learner-centered instruction; to enhance the appreciation for diversity of learners and learning; and to enrich and extend the knowledge and skill of professional education.

Incorporated into the Department’s mission is the goal to enable candidates at the Master of Education level to enhance their skills in critical thinking, comprehension of research, and decision making so to be more effective practitioners.

Section 4 (6d) Graduate Programs for Teachers—Master of Education in Secondary Education

A. Course numbers, titles, and number of credit hours per course

 CEPD 6101 Psychology of Classroom Learning    3 credit hours
 EDRS 6301 Research in Education or EDRS 6302    Research Methods  in Behavioral Studies     3 credit hours
 SEED 7271 Secondary School Curriculum    3 credit hours

 Choose one from          3 credit hours
 EDFD 7305 History of American Education
 EDFD 7307 Critical Issues in Education
 EDFD 7309 Philosophical Foundations in Education
PTED 7246 Comparative Education
 PTED 7242 Language—Minority Education and Culture

English
 SEED 7261     Strategies in English Education      3 credit hours
 Choose six courses in the content specialization approved by advisor  18 credit hours

Mathematics
 SEED 7264     Strategies in Mathematics Education      3 credit hours
 Choose six courses in the content specialization approved by advisor  18 credit hours

Science
 SEED 7263     Strategies in Science Education      3 credit hours
 Choose six courses in the content specialization approved by advisor 18 credit hours

Social Studies
 SEED 7262     Strategies in Social Studies        3 credit hours
 Choose six courses in the content specialization approved by advisor 18 credit hours

Elective          3 credit hours

B. Course syllabi that include course descriptions in education are located on the Web

http://www.westga.edu/~coe/syllabi/seed/

C. Learning Outcomes

The learning outcomes for Master of Education in secondary education will result in all candidates being able to meet the five core principles of the National Board for Professional Teaching Standards in the following ways:

· Graduates will act on the belief that all students can learn, recognize the individual differences of students and plan intervention accordingly, including multicultural backgrounds and special needs, use thorough understanding of how individual students learn and develop, and recognize an educator's mission as extending beyond developing the cognitive capacity of students.
· The graduates will generate multiple paths to knowledge such as problem solving, social interactions, and critical thinking and plan using specialized knowledge of how to convey a subject to students.
· Graduates will create, enrich, and alter the organizational structures over which they have control, use many options in helping student learn (flexibility), and use knowledge of assessment to monitor students' academic, social and physical progress on a recurring basis.
· Graduates will draw on educational research and scholarship to improve practice and model wise and ethical decision?making.
· Graduates will model roles expected of educated persons whose character and competence exemplify the virtues to be imparted to students, including becoming an agent of change, participate in collaborative efforts with other professionals, parents, and other agencies, and  commit to lifelong learning and participation in professional development.

The mission of the Department of Curriculum and Instruction reaffirms its commitment to meeting the National Board for Professional Teaching Standards.

The Department of Curriculum and Instruction's mission is to model effective teaching and learning in a caring environment. The Department is also committed to provide a teacher education program that has a respectable theoretical foundation and a relevant practical component with a cadre of faculty and students who are life-long learners. In addition, the mission of the Department is to provide an excellent initial and advanced teacher preparation program for candidates who aspire to teach in early childhood, middle, and secondary classroom settings; to promote innovative, reflective, and learner-centered instruction; to enhance the appreciation for diversity of learners and learning; and to enrich and extend the knowledge and skill of professional education.

Incorporated into the Department’s mission is the goal to enable candidates at the Master of Education level to enhance their skills in critical thinking, comprehension of research, and decision making so to be more effective practitioners.

Section 4 (6e) Graduate Programs for Teachers—Master of Education in Business Education

A. Course numbers, titles, and number of credit hours per course

ABED 6106 Evaluation & Testing in Business Education         3 credit hours
ABED 6183 Introduction to Research in Business Education          3 credit hours
CEPD 6101 Psychology for Classroom Learning        3 credit hours
SEED 7571 Secondary School Curriculum  3 credit hours

      Choose one from    3 credit hours
EDFD 7305 History of American Education
EDFD 7309 Philosophical Foundations of Education
EFDF 7307 Critical Issues in Education
PTED 7246 Comparative Education
 PTED 7242 Language—Minority Education and Culture

 Choose five courses from business education electives                                15 credit hours

 Choose two courses from College of Business electives                       6 credit hours

B. Business education courses are listed on the Web

http://www.westga.edu/~mgmtbus/abe/abeprog.html

Section 4 (10f) Graduate Programs for Teachers—Master of Education in Physical Education

A. Course numbers, titles, and credit hours per course

CEPD 6101 Psychology of Classroom Learning    3 credit hours
PHED 7671  Curriculum Development in Physical Education & Sport 3 credit hours
EDRS 6301 Research in Education      3 credit hours
 PHED 6622 Current Issues in Physical Education and Sport  3 credit hours
PHED 6638 Legal Issues in Physical Education and Sport  3 credit hours
PHED 6628 Health Concerns of the School-Aged Child (P-12)  3 credit hours
PHED 7618 Analysis of Motor Performance and Motor Learning   3 credit hours
PHED 7620 Scientific Foundations of Exercise    3 credit hours  PHED 7614 Organization and Administration of Physical Education
and Sport      3 credit hours
PHED 7626 Sociological and Psychological Aspects of Physical
Education and Sport     3 credit hours

 Choose one from          3 credit hours
 EDFD 7305 History of American Education
 EDFD 7307 Critical Issues in Education
EDFD 7309 Philosophical Foundations in Education

Elective         3 credit hours

B. Course syllabi that include course descriptions are located on the Web

 http://www.westga.edu/~coe/syllabi/phed/

C. Learning Outcomes

The third principle from the Board of Regents regarding the preparation of educators indicated that graduate teacher education programs will adhere to the general principles of the National Board for Professional Teaching Standards, as does the College of Education conceptual framework.  In order to comply with this principle, the Department reassessed each graduate level course in the advanced preparation program to determine whether experiences and course content supported one or more of the five propositions identified by the NBPTS.  To ensure that adequate focus was given to each proposition, a matrix was constructed (graduate course x proposition) to assess whether we were meeting the learners needs relative to the stated propositions.  Based upon this assessment, course content and experiences were either revised or included to ensure compliance with these expectations and each relevant proposition was identified on the specific course outline.

Section 4 (10g) Graduate Programs for Teachers—Master of Education in Interrelated Special Education

A. Course numbers, titles, and credit hours per course

SPED 6714  Characteristics of Learners: Interrelated Classroom  3 credit hours
SPED 6764  Curriculum and Methods: Elementary    3 credit hours
 SPED 6765  Curriculum and Methods: Secondary    3 credit hours
SPED 6721  Professional Seminar: Interrelated Graduate Program
in Special Education      3 credit hours
SPED 7721  Assessment in Special Education     3 credit hours
SPED 7263  Diagnosis and Correction of Reading Problems   3 credit hours
SPED 7722  Collaboration: Families, Professionals and Students   3 credit hours
SPED 6761  Classroom Behavior Management     3 credit hours
SPED 7723  Psychoneurology of Learning     3 credit hours
SPED 7324  Special Education Law      3 credit hours
SPED 6791  Interrelated Practicum      3 credit hours
EDRS 6301  Research in Education      3 credit hours

B. Course syllabi that include course descriptions are located on the Web

http://www.westga.edu/~coe/syllabi/sped/

C. Learning Outcomes

 All courses have linked with achieving the National Board for Professional Teaching Standards.  Masters level students in special education will be developing a portfolio that will demonstrate their competency in these five core principles.   In addition, special education majors who started the Master of Education in interrelated special education program in the fall semester, 1999, will have to present their portfolios as capstone experiences.

Section 4 (10h) Graduate Programs for Teachers—Master of Education in Speech-Language Pathology

A. Course numbers, titles, and credit hours per course

CEPD 6101  Psychology of Classroom Learning    3 credit hours
EDRS 6301  Research in Education      3 credit hours
SPED 6784 Research Seminar      3 credit hours
SLPA 6701  Stuttering        3 credit hours
SLPA 6702  Voice Disorders       3 credit hours
SLPA 6703  Organic Communication Disorder     3 credit hours
SLPA 6705  Assessment of Speech Language Disorders    3 credit hours
SLPA 6790  Advanced Clinical Practicum     6 credit hours

 Choose one from           3 credit hours
EDFD 7305 History of American Education
EDFD 7307 Critical Issues in Education
EDFD 7309  Philosophical Foundations in Education
EDLE 7324  Special Education Law

 Choose two from          6 credit hours
  SLPA 6704  Adult Aphasia
 SLPA 6706  Aural Rehabilitation
SLPA 6760  Auditory Disorders in Children
SPED 6761  Classroom Behavior Management
SLPA 6985  Special Studies in Speech?Language Pathology
SLPA 6784  Seminar in Speech Language Pathology and Audiology

B. Course syllabi that include course descriptions are located on the Web

 http://www.westga.edu/~coe/syllabi/slpa/

Section 4 (6i) Other Graduate Programs—Master of Education in French Education

A. Course numbers, titles, and credit hours per course

CEPD 6101 Psychology of Classroom Learning    3 credit hours
PTED 7243 Strategies of Foreign Language Education   3 credit hours
PTED 7271 Issues in Curriculum P-12      3 credit hours
EDRS 6301 Research in Education or EDRS 6302  Research in
   Behavioral Studies     3 credit hours

 Choose one from
EDFD 7305  History of American Education    3 credit hours
EDFD 7307  Critical Issues in Education
EDFD 7309  Philosophical Foundations
PTED 7242   Language--Minority Education and Culture
 PTED 7246  Comparative Education

 FREN Advanced Language Skills     3 credit hours
 FREN French Phonetics and Linguistics    3 credit hours
 FREN Francophone Civilization     3 credit hours
 FREN Seminar in French Literature/Film    3 credit hours
 FREN Elective       3 credit hours

 Two electives         6 credit hours

B. Course syllabi that include course descriptions in education are located on the Web

http://www.westga.edu/~coe/syllabi/index.html

Section 4 (6j) Other Graduate Programs—Master of Education in Spanish Education

C. Course numbers, titles, and credit hours per course

CEPD 6101 Psychology of Classroom Learning    3 credit hours
PTED 7243 Strategies of Foreign Language Education   3 credit hours
PTED 7271 Issues in Curriculum P-12      3 credit hours
EDRS 6301 Research in Education or EDRS 6302  Research in Behavioral Studies     3 credit hours
EDFD 7305  History of American Education   3 credit hours

 Choose one from        3 credit hours
EDFD 7307  Critical Issues in Education
EDFD 7309  Philosophical Foundations
PTED 7242   Language--Minority Education and Culture
 PTED 7246  Comparative Education

 SPAN Advanced Language Skills     3 credit hours
 SPAN Spanish Phonetics and Linguistics    3 credit hours
 SPAN Spanish Civilization or Latin American Civilization  3 credit hours
 SPAN Seminar in Hispanic Literature and Culture   3 credit hours
 SPAN Elective       3 credit hours

 Two electives         6 credit hours

B. Course syllabi that include course descriptions in education are located on the Web

 http://www.westga.edu/~coe/syllabi/index.html
 

III D. Through partner schools (or approved alternative) P-12 students from diverse groups are learning and achieving at high levels (1998)

    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Plan in place to measure extent to which P-12 students from diverse groups who attend partner schools (or approved alternative) are learning and achieving at high levels
2 = Plan implemented in some partner schools (or approved alternative)
3 = Plan implemented in all partner schools (or approved alternative)
4 = Evidence that P-12 students from diverse groups who attend partner schools (or approved alternative) are learning and achieving at high levels

Regents' Principles and Actions Principle # 7.

Third Annual Report,

See  II A (6)  above.
 

SECTION II: EDUCATIONAL LEADERS

Third Annual Report,  III C.
 

III C. School Leader Candidates are Accomplished in Putting in Place Those Conditions Known to Support Teacher Success in Improving Student Learning

0 = Insufficient evidence provided to make a judgment
1 = Preparation programs for school leaders include “coverage” of the conditions needed in schools to promote teacher success in improving student learning
2 = Preparation programs for school leaders include opportunities for candidates to practice putting in place conditions needed in schools to promote teacher success in improving student learning
3 = Plans in place for developing assessments to measure extent to which school leader candidates are accomplished in putting in place in the schools all conditions known to support teacher success in improving student learning
4 = Assessments in place for measuring extent to which school leader candidates are accomplished in putting in place in the schools all conditions known to support teacher success in improving student learning*
5 = Data from the assessments in # 4 used consistently to guide changes in school leader preparation program

The Educational Leadership program has in place assessment for measuring the extent to which  school leaders are accomplished in putting in place in the schools all conditions known to support teacher success in improving student learning.  The graduate curriculum in Educational Leadership is based on the mission statement of the Department. The curriculum are derived from the Standards for School Leaders of the Interstate School Leaders Licenser Consortium. These Standards are integrated throughout the program and are linked to objectives and outcomes. Current assessments include written examinations, school improvement projects, portfolios, and supervised internships.

The Department of Educational Leadership presently has a variety of assessments for leadership candidates in place.  Among these assessments are examinations of the student’s level of content mastery of current and validated leadership theory; development of projects related to school improvement; portfolios demonstrating the student’s ability to link theory and practice; and a year-long internship.  The internship is supervised by a member of the Educational Leadership faculty working in collaboration with a building level administrator.  The portfolio includes documentation of  observations, consultations, and discussions. The process also includes revisiting our graduates in their current placements to assess their development and consultations with their building administrators.  The completion of the portfolio serves candidates a final means to assess the ability to identify and put in place conditions which foster student learning.
 

Second Annual Report

Section 4 (5b) Educational Leadership

A. Course numbers, titles, and number of credit hours per course

 EDRS 6302 Research Methods in Educational Studies   3 credit hours
 EDLE 7304 Administration of Special Education Programs  3 credit hours
 EDLE 6322 Curriculum for Educational Leaders    3 credit hours
EDFD 7303   Culture and Society in Education    3 credit hours
EDLE 6312 Principles of Leadership     3 credit hours
EDLE 6314 School Management: Facilities, Finance, and Operations 3 credit hours
EDLE 6316 School Law and Ethics     3 credit hours
EDLE 6318 Human Resources Management    3 credit hours
EDLE 6320 Analysis and Practice of Supervisory Behavior  3 credit hours
EDLE 6388 Initial Internship in Educational Leadership   3 credit hours  EDLE 6390 Initial Internship in School Processes    3 credit hours
EDLE 7312 Communicating and Interacting with the School
and Community     3 credit hours
MEDT 6462 Administration of Instructional Technology Programs 3 credit hours

B. Course syllabi that include course descriptions, in education are located on the Web

http://www.westga.edu/~coe/syllabi/edle/

C. Learning Outcomes

The revision of the Master of Education in Administration and Supervision was a three-phase endeavor that occurred during two years.  This process, which has been described by faculty members as both painful and renewing, involved an external review followed with a series of bi-monthly faculty meetings, a retreat, and extensive independent work sessions.

Phase I of program revision involved the establishment of an Interdisciplinary Leadership Reform Committee.  Serving on this committee was the Department Chair (who served as committee facilitator), two faculty members from the Department of Educational Leadership and Professional Studies, two faculty members from the College of Arts and Sciences, one faculty member from the College of Business, and two school administrators.  The purpose of this committee was to: 1) broaden the focus of educational leadership; 2) assist in developing ideas for a Board of Regents’ grant; 3) assist in the identification of visiting experts for external curriculum review; and 4) participate in programmatic review and planning meetings.  Based on the ideas generated by this group, a grant for $5,000 was written and secured.

The grant enabled the Leadership Reform Committee to conduct an external curriculum audit of the Master of Education in Administration and Supervision.  Five national experts were brought to West Georgia to begin the curriculum audit.  This group was provided program information for review prior to its arrival at West Georgia.  The group spent two days meeting with the Department Chair, Leadership Reform Committee, Educational Leadership and Professional Studies Advisory Committee, Dean of the College of Education, and members of the educational leadership faculty.  On the evening of the first day of their visit, the external reviewers conducted focus groups with 45 practicing administrators from the service region of State University of West Georgia, RESA representatives, and leadership personnel from the Georgia Department of Education and the Professional Standards Commission.  At the conclusion of the second day of the visit, the external reviewers conducted an exit interview with the Leadership Reform Committee and educational leadership faculty, concluding Phase I of the reform endeavor.

Phase II began with the faculty examining the comments of the external reviewers reports from the administrator focus groups, and the existing curriculum.  According to the administrator focus group reports, the ideal graduate from West Georgia should be able to facilitate and sustain change, demonstrate the ability to use data for positive change, and possess effective oral and written communication skills.  In addition, Regents’ institution program completers must be able to build relationships with administrators and possess a vision for educational leadership.

In the early Fall of 1999, the faculty and the Educational Leadership Advisory Committee examined the Interstate Leaders Licensure Consortium Standards and the comments from the external reviewers and the administrator focus groups for overlap relative to standards and course objectives.  Following this, each group divided their standards into nine to twelve common curricular areas.  Using the Delphi-technique, the total group established ten curricular areas that would serve as themes throughout the Master of Education program.

Keeping in mind that approximately 98% of the graduates of the Master of Education program begin their career in educational administration as an instructional lead teacher, instructional supervisor, administrative assistant, or assistant principal, the focus of the retreat shifted to curriculum development through the identified themes.  This process was not easy as the professors were asked to lay the current program beside the recommendations and the Interstate Leaders Licensure Consortium Standards, working to develop the ideal program, while not being held to the limits of the past program.

Major suggestions for strengthening the existing program included the need to add an element addressing the assistant principalship, more practical experience through job shadowing, case studies and role play, courses focusing on special education and discipline/violence, and a redesigned internship.  A recommendation also was made that the department should increase the focus of the program on human relationship skill development.  Taking these recommendations and the themes identified during the retreat, program development proceeded cautiously as the faculty wanted to ensure that the positives from the existing program were retained.  The overall intent was to develop a relevant and current skills-based program with a good theoretical background.  Of major importance was to find a way to connect the happenings in the field with what is occurring in the courses, through providing short-term useable knowledge that was integrated with theory.  To this end, a field experience was identified for each course in the program, continually building on the idea of the reflective practitioner.

From the administrative focus groups, it came to light that any revision to the program needed to reassess program admission requirements; therefore, program admission was also addressed in Phase II.  A major concern expressed by the practicing administrators was that any individual who attained Graduate Record Examination scores of 450 verbal and 450 on either the quantitative or the analytic sections and had an undergraduate GPA of 2.7 and/or a graduate GPA of 3.0 was automatically admitted into the program.  The basic concern was that there were individuals admitted into the program who do not possess requisite traits (i.e., a people-person; flexible; insight into the development of “self”; organized; effective communicator) nor the master teaching ability needed for effective instructional leadership.  These practitioners indicated that they would rather assist on the “front end” with interviews and specific letters of recommendations than face the consequences on the “tail end.”  Thus, the faculty sought ways to move beyond the current criteria to a process that would utilize multiple criteria and multiple voices.  Students admitted into the on-campus program, in addition to the aforementioned criteria, under the new program must submit a statement of their philosophy of teaching and learning and three letters of recommendation.  These letters of recommendation must come from a current supervisor and two additional individuals that know of the candidate’s leadership potential and teaching ability.  In addition to these elements, those individuals admitted into one of the Leadership Academies must participate in an extensive interview selection process in their school district.

Based on the recommendations from the external reviewers and the administrative focus groups, the faculty sought internship options that would provide students with opportunities to practice the principalship or to experience a series of year-long administrative activities.  Students have two choices to complete the initial internship as a culminating requirement in administration and supervision.  The first option is as a full-time experience conducted during summer school.  Students selecting this option will work side-by-side with a principal and the university supervisor assisting in a summer school experience or rotating with two weeks in a summer school, two weeks at central office, and two weeks with their field mentor preparing for the opening of the new academic year.  The second option is the yearlong experience whereby students will work under the direction of their field supervisor and a university supervisor for three consecutive semesters.  The intent is for the student to gain insight into the functions of the administrator over the yearlong period.  Students will be expected to complete at least 50 hours of administrative experience during each of the semesters.  Some examples of fall activities include, but are not limited to: FTE count, book distribution, new student registration, and assisting with new teacher and new student orientation sessions.   Spring semester experiences should focus around in-depth activities in school operations, such as budgeting and finance, staff development, textbook selection, and curricular/instructional issues.  Summer semester activities should focus on in-depth experiences in the tasks required preparing for a new school year.  Examples of activities for this summer internship include ordering, scheduling, and facility maintenance.
Exit from the program was the final piece considered by the faculty and Advisory Committee during Phase II of the curriculum revision process.  Following the recommendation of the administrator focus groups, the faculty reconsidered the comprehensive examinations.  Recognizing that the comprehensives did not provide a clear picture regarding the student’s ability to lead program change nor demonstrate experience in each of the six Interstate Leaders Licensure Consortium Standards, a decision was made to move to portfolio assessment.  Organized according to these standards, included in the portfolio is a statement of the student’s leadership philosophy, a revised copy of his/her philosophy of philosophy of teaching and learning, copies of the field experiences from the coursework, and a copy the school improvement project.

Phase III of the curriculum reform initiative will occur during the fall of 2000, when the revised program will be fully implemented.  In accordance with the advice of the external reviewers, continuous evaluation of the implementation progress will remain central throughout implementation.  During Phase III, the educational leadership faculty also will revisit several considerations/recommendations for future implementation, which arose as a result of this reform initiative.  First the possibility of adding an in-basket/out-basket activity to the on-campus admissions process will be examined.  Next, the external reviewers suggested that a two-day orientation program be developed for those students newly admitted into the program.  Also, consideration needs to be given to establishing a mechanism through which field practitioners will conduct exit interviews with graduating students.  Of major importance is the need to reexamine the reward structure within the department in light of the new internship program.  Additionally, the department must continually seek ways to help bridge the natural disconnects between higher education and realities in schools.  In addition, plans are underway to develop a speakers’ bank of practicing field administrators.  Finally, the department needs to constantly ask, “How are we collaborating with schools?”

The mission of the department is to provide a quality preparation program for our students through continuing leadership development experiences.  This will be accomplished through a sound knowledge-based curriculum, which has embedded throughout substantial exposure to effective school practices.  The intent is for our students to be able to remove the barriers that impede academic achieve for all students.  Students will be expected to demonstrate this ability through the planning and implementation of a school improvement project.  It is expected that through this project students will use leadership skills, data collection and analysis, and advocacy, at a minimum, to establish conditions that are known to support teacher success, so that students of diverse backgrounds can achieve high levels of learning.
 

Section 4 (8e) Other Graduate Programs—Specialist in Education in Administration and Supervision

A. Course numbers, titles, and number of credit hours per course

EDLE 8324     Ethics in Educational Leadership    3 credit hours
EDLE 8328     Educational Leadership in a Pluralistic/Diversified Society 3 credit hours
EDLE 8383 Research Proposal for Educational Leadership or
EDLE   8301    Planning and Research in Education  3 credit hours
EDLE 8384 Research Seminar in Educational Leadership   3 credit hours
 EDLE 8386 Advanced Internship      3 credit hours
 EDLE 7382 Directed Readings      3 credit hours

Specialization in Curriculum and Supervision
  EDFD 8371 Advanced Principles of Curriculum or EDLE 8334  Curriculum Design (for curriculum) or EDLE 8311 Instructional Leadership (for supervision)
      3 credit hours

Choose two from          6 credit hours
  EDLE 8320 Staff Development
  EDLE 8334 Curriculum Design          EDLE 8336 Curriculum Inquiry and Change
  EDLE 8338 Clinical Techniques in Supervision

Specialization in Law, Finance, and Policy
 Choose three from         9 credit hours
  EDLE 7316 The Teacher and the Law
  EDLE 7324 Special Education Law
  EDLE 8312 School Finance
  EDLE 8322 Law for School Counselors and School Psychologists
  EDLE 8326     Politics and Policy in Education
  EDLE 7311 School and Community Relations
  EDLE 8332 Mediating Conflict in Organizations

Specialization in Leadership
EDLE 8326     Politics and Policy in Education

 Choose three from         9 credit hours
  EDLE 8320 Staff Development
  MEDT 7463 Issues in Instructional Technology
  EDLE 8316 Educational Facilities
 EDLE 8330 Group Leadership Techniques in Administration and Supervision
 EDLE 8314 The Principalship (K-12)
 EDLE 8332 Mediating Conflict in Organizations

B. Course syllabi that include course descriptions are located on the Web

http://www.westga.edu/~coe/syllabi/edle/
 
 

Section 4 (9g) Other Graduate Programs—Master of Education in Media

A. Course numbers, titles, and number of credit hours per course

 CEPD 6101 Psychology of Classroom Learning   3 credit hours
 EDRS 6201 Research in Education     3 credit hours
 PTED 7571 Issues in School Curriculum    3 credit hours
MEDT 6461 Administration of the School Media Center  3 credit hours
MEDT 6463 Technical Services     3 credit hours
MEDT 6464 Reference Sources and Services   3 credit hours
MEDT 6465 Selection of Materials     3 credit hours
MEDT 6466 Media Program     3 credit hours
MEDT 6467 Technology for Media Services   3 credit hours
MEDT 7461 Instructional Design     3 credit hours
MEDT 6486 Internship in Media or MEDT 6487 Practicum 3 credit hours

 Choose one from         3 credit hours
 EDFD 7305 History of American Education
 EDFD 7307 Critical Issues in Education
 EDFD 7309 Philosophical Foundations in Education

B. Course syllabi that include course descriptions are located on the Web

 http://www.westga.edu/~coe/syllabi/medt/

C. Learning Outcomes

The Department of Media and Instructional Technology offers the initial preparation of media specialists in the state of Georgia.  This program is designed to ensure that graduates acquire the professional skills and knowledge necessary to support teaching and learning in P-12 schools and is based on the competencies and guidelines established by national professional organizations including the American Association of School Librarians, the Association for Educational Communications and Technology, the National Board for Professional Teaching Standards, as well as the initial certification competencies outlined by the Professional Standards Commission.  These competencies require that graduates be able to:

· Understand the principles and methods of teaching and learning
· Demonstrate commitment to professional growth
· Communicate effectively with students, faculty, staff, administrators, parents, and other colleagues
· Evaluate and select resources and equipment to build and maintain a resource collection that includes internal holdings and external information access points;
· Use resources to support the personal, developmental, and curricular needs of students, and the instructional development needs of faculty
· Assist faculty and students in the design and production of resources
· Implement policies and procedures for effective and efficient acquisition, cataloging, processing, circulation, and maintenance of equipment and resources
to ensure access
· Develop, implement, and evaluate school library media programs to meet educational goals, including the management of personnel
· Serve as a learning facilitator within schools and as a leader of faculty, administration, and students in the development of effective strategies for teaching and learning
· Develop a school library media program dedicated to providing access to information and ideas

The Department of Media and Instructional Technology has mapped its curriculum against these competencies to ensure that graduates receive instruction and experience in all of these areas.  Each competency is addressed in one or more courses that students are required to complete satisfactorily before they complete the program.  In addition, a successful field experience, under the direction of a supervising media specialist and university professor, must be completed and provides an opportunity for students to demonstrate and apply the acquired in classes.  At the conclusion of their coursework and field experience, candidates complete an oral examination to demonstrate their mastery of the knowledge and competencies described above.  Plans are underway to require an exit portfolio that will further document student attainment of these competencies along with the competencies described in the conceptual framework of the College of Education.

By establishing program objectives that map to national standards and competencies, ensuring that instructional experiences support acquisition of those competencies, and evaluating students against those competencies, the initial preparation program for media specialists ensures that graduates will possess the professional skills and knowledge necessary to support teaching and learning in P-12 schools.

Section 4 (8h) Other Graduate Programs—Specialist in Education in Media

A. Course numbers, titles, and credit hours per course

 CEPD 8102  Lifespan Human Development   3 credit hours
 MEDT 8461 Diffusion of Innovations    3 credit hours
 MEDT 7463 Issues in Instructional Technology   3 credit hours
MEDT 7469 Supervision of School Library Media Programs 3 credit hours
 MEDT 8462 On-Line Searching and Collection Development 3 credit hours
MEDT 8483 Research Project     3 credit hours
 MEDT 8484 Research Seminar in Media and Technology  3 credit hours
EDLE 7311 School and Community Relations or approved
curriculum course    3 credit hours

 Choose one from         3 credit hours
  MEDT 6467 Technology for Media Services
MEDT 7464 Integrating Technology into the Curriculum
MEDT 7465 Materials for Children and Young Adults
MEDT 7466 Photography in Instruction
MEDT 7467 Advanced Computer Utilization
MEDT 7468 Introduction to Multimedia
MEDT 7470 Videotape Production and Utilization

B. Course syllabi that include course descriptions are located on the Web

 http://www.westga.edu/~coe/syllabi/medt/

Section 4 (8j) Other Graduate Programs—Specialist in Education in Special Education

A. Course numbers, titles, and credit hours per course

 Special Education Curriculum Specialist

SPED 8701  Individual Appraisal of Exceptional Children 3 credit hours
SPED 8771  Curriculum Design and Implementation   3 credit hours
SPED 8704  Issues in Special Education     3 credit hours
SPED 8876  Supervision of Special Education    3 credit hours
SPED 8783  Research Seminar      3 credit hours
SPED 8784  Research Project      3 credit hours

 Choose two from        6 credit hours
 SPED 7702 Technology in Special Education
CEPD 8102  Lifespan Human Development
MEDT 7468 Introduction to Multimedia
CEPD 7138 Multicultural Counseling and Development
EDLE 7324 Special Education Law or EDLE 7316    The Teacher and the Law
ECED 8272 Teacher as Leader

Elective         3 credit hours

 Director of Special Education

CEPD 8102  Lifespan Human Development   3 credit hours
SPED 8704  Issues in Special Education     3 credit hours
 EDLE 6311 Leadership and the Administrative Process  3 credit hours
 EDLE 6319 Instructional Leadership    3 credit hours
SPED 7786  Supervision in Special Education    3 credit hours
SPED 7704  Administration of Special Education    3 credit hours
SPED 8324 Special Education Law    3 credit hours
SPED 8783  Research Seminar      3 credit hours
SPED 8784  Research Project       3 credit hours

B. Course syllabi that include course descriptions are located on the Web

 http://www.westga.edu/~coe/syllabi/sped/

Section 4 (8k) Other Graduate Programs—Doctor of Education in School Improvement

A. Course numbers, titles, and credit hours per course

EDUC 9921 Impact of New and Emerging Technologies   3 credit hours
EDUC 9923 Critical Diversity for the 21st Century   3 credit hours
EDUC 9925 Legal and Ethical Issues in School Improvement  3 credit hours
EDUC 9931 Special Education and School Improvement   3 credit hours
EDUC 9933 Leadership for Change     3 credit hours
EDUC 9935 Diffusing Innovations into Social Systems   3 credit hours
EDUC 9984 Seminar: Examination of Change    3 credit hours
POLS 6204 Public Policy: Analysis and Evaluation or MGNT 6670 Organizational Theory and Behavior: A Managerial Perspective    3 credit hours
EDUC 9941 Identifying and Discriminating Among Teaching and Learning Reform Models for School Improvement 3 credit hours
EDUC 9942 Analyzing Teaching and Learning Innovations in School Improvement       3 credit hours
EDUC 9943 Solving Teaching and Learning Problems to Facilitate School Improvement      3 credit hours
EDUC 9944 Developing Innovative Teaching and Learning Environments to Facilitate School Improvement  3 credit hours
EDUC 9961 Research Design in Education    3 credit hours
EDUC 9962 Qualitative and Mixed Methods Analysis in EducationalResearch      3 credit hours
EDUC 9963 Quantitative Methods of Analysis in Educational Research 3 credit hours
EDUC 9964 Advanced Quantitative Methods and Program Evaluation 3 credit hours
EDUC 9998 Research for Doctoral Dissertation    6 credit hours

B. Course syllabi that include course descriptions in education are located on the Web

http://www.westga.edu/~doe/courses.html

C. Learning Outcomes

The doctoral program in school improvement focuses on preparing school administrators and instructional leaders who can initiate and model the effective teaching and learning and who can effect and sustain a systemic culture change in schools.  The major strands of study, expanded knowledge about teaching and learning for a diverse student population, effective use of research data and student assessments, development of leadership abilities, and incorporation of effective instructional technologies, will result in proven ability to design, implement, and evaluate school improvement projects.

This doctoral program embodies five of the Board of Regents’ Principles for the Preparation of Educators.  In addition to the System’s assurance of quality, this program focuses on the National Board for Professional Teaching Standards principles, prepares educators who can help bring diverse students to high achievement, institutionalizes at a graduate level the shared responsibility for teacher education, prepares teachers to transform classrooms based on current research findings, and expands the assumption of school partnerships as a constant strategy for change.

The hallmarks of graduates of the West Georgia Ed.D. program will be the use of research findings for educational renewal, a relentless commitment to collaboration within schools and with University partners to discover new ways to enhance student learning, a tireless commitment to use both research and collaboration to bring all learners to successfully achieve high standards of learning, and the selective use of technology to discover new and evolving strategies for achieving student learning.  A variety of assessments will measure candidates’ progress in achieving the required competencies including the development and presentation of a portfolio, a school improvement project, and a school-based dissertation project.

Following the Board of Regents’ approval of the Ed.D. in School Improvement proposal in June of 1999, the University-wide Ed.D. Committee began its work with the following charge:

· Develop admission criteria, procedures, and process
· Prepare marketing and information materials
· Design curriculum to include courses and program requirements
· Submit and obtain approval of course proposals and program overview to Faculty Council, Teacher Education Advisory Committee, Committee on Graduate Studies and Faculty Senate
· Identify criteria for Ed.D. faculty and governance model for the Ed.D. program and oversee position searches
· Determine evaluation procedures for all phases of program and courses, portfolios, school improvement projects, admission to candidacy, and dissertation project
· Identify mechanism/method for keeping faculty informed and involved

The following Mission Statement was designed to include the major principles outlined in the approved proposal.

The mission of the Doctor of Education in School Improvement program is to develop change agents and transformational leaders who, through collaboration with colleagues, schools, and communities, initiate sustainable systemic change in the schools they serve.  The program is grounded in research knowledge and skills, technological competence, teaching and learning processes, and commitment to diversity.  Graduates will plan strategically and design, implement, and document collaboratively the impact of educational improvement programs that bring all students to high levels of academic achievement.

The mission drives the entire program from curriculum design to program policy and requirements, from admission and selection of students to continued support of graduates and from advertising and marketing to dissemination of school improvement dissertation projects.  The mission is the unifying link that drives the program from theory, to practice, to documented impact, to sustainable change, and then to dissemination of results.

The first cohort of diverse individuals from a variety of certification areas (at the masters degree level) will begin in the summer semester of 2000.  The first graduates are expected in the summer of 2003.

. Inputs

I A.  Responsibility for leader preparation programs vested in a collaborative of education, other academic units, and school partners (2001)

Rating:

0 = Insufficient evidence provided to make a judgment
1 = Controlled by the college of education; roles of other colleges and school partners at input level
2 = Equitable representation among college of education, other colleges, and school partners; advisory to education dean
3 = Equitable representation among 3 groups, responsible for aspects of leader preparation, but no authority over programs
4 = Equitable representation, responsibility, and authority for the preparation of leaders among education, other academic units, and school partners

Regents' Principles and Actions Principle # 8.

I B.  Active practitioner-based advisory committee in place to provide ongoing feedback as to the success of graduates in meeting the outcomes of the guarantee and to suggest strategies for continuous improvement (2001)
     Rating:

0 = Insufficient evidence provided to make a judgment
1 = Advisory committee meets infrequently and gives feedback on program redesign presented by the college faculty
2 = Advisory committee meets regularly and relies on surveys of graduates and their supervisors as measures of success
3 = Advisory committee meets regularly and relies on extent to which graduates meet the performance and results outcomes of the guarantee as measures of success
4 = Advisory committee meets regularly and relies on extent to which graduates meet the performance and results outcomes of the guarantee as measures of success; advisory committee recommends strategies for continuous improvement of the program based upon the data

Regents' Principles and Actions Principle # 8.

I C. Field-experiences—at least 150 contact hours—well integrated into courses (2001)
 Rating:

0 = Insufficient evidence provided to make a judgment
1 = Students complete less than 100 clock hours of field experiences in schools in each program
2 = Students complete more than 100 but less than 150 clock hours of field experiences in schools in each program
3 = Students complete at least 150 clock hours of field experiences in schools in each program but they are not integrated into courses
4 = Students complete at least 150 clock hours of field experiences in schools in each program and they are well integrated into courses

Regents' Principles and Actions Principle # 5.

I D.  Admission requirements comparable to those of other graduate programs within the institution (2001)
   Rating:

0 = Insufficient evidence provided to make a judgment
1 = Admission requirements in leader preparation are lower than those used in other graduate programs within the institution
2 = Plan in place for raising the admission requirements in leader preparation to be within the range of admission requirements for other graduate programs within the institution
3 = Students admitted to leader preparation programs have either cumulative GPAs or score(s) on test(s) required for admission  that are within the institution’s range of GPAs or test scores for graduate students
4 = Students admitted to leader preparation programs have cumulative GPAs and score(s) on test(s) required for admission that are within the institution’s range of GPAs and test scores for graduate students

Regents' Principles and Actions Principle # 5.

II A. Performance—Institutions

II A (1). Institutions guarantee that graduates meet all expectations listed under performance and results, and provide additional training for any graduate identified by a school system as not meeting expectations (2001)
     Rating:

0 = Insufficient evidence provided to make a judgment
1 = Partial plan in place for districts in service area to invoke the “take back” provision
2 = Partial plan in place to invoke “take back” provision statewide
3 = Full plan in place for districts in service area to invoke “take back” provision
4 = Full plan in place to invoke “take back” provision statewide

Regents' Principles and Actions Principle # 5.

Thiird Annual Report

II A (2). Institutions Guarantee Their Graduates and Provide Additional Training when Needed (the “Take Back”)

0 = Insufficient evidence provided to make a judgment
1 = Partial plan in place for how school districts in the region may invoke “take back” provision of Guarantee
2 = Partial plan in place as to how school districts may invoke “take back” provision of Guarantee regardless of where graduates are teaching in Georgia
3 = Complete plan in place for school districts statewide to invoke “take back” provision
4 = Complete plan in place for school districts statewide to invoke “take back” provision with roles and responsibilities clearly delineated*
5 = Plans in place for using data from the “take back” provision for program improvement

The following plan to provide graduates additional training when needed was developed in consultation with school districts in our region.  Within the plan, roles and responsibilities are clearly delineated.

The "guarantee" is in effect when the following conditions have been met by the novice teacher or leader (herein after referred to as novice) as exit requirements of the University or entry requirements of the profession:

· The novice completed an approved teacher education program or other certification program and was recommended by UWG for a clear renewable certificate.
· The novice's competence upon completing the UWG program was documented by:
1. A successful final field experience evaluation - Field experience evaluation is a critical part of the student teacher summative assessment. If specific levels of performance to determine teaching competency were established by the state those performance indicators would be incorporated into the currently utilized documents.  Issues of inter-personal skills are still being discussed.
2. Completion of a portfolio demonstrating competencies outlined by the Interstate New Teacher Assessment and Support Consortium (INTASC) principles (for undergraduate students) or the National Board for Professional Teaching Standards (NBPTS) propositions (for graduate students), and
3. A passing score on the Praxis II in the area of certification.
· The novice secured clear, renewable certification within one year of graduation. (The University is responsible only after the candidate has been recommended for clear, renewable certification in an approved program.)
· The novice began the professional position within two years of being recommended for initial clear, renewable certification.
· The novice is still in the "induction phase" of the profession (1-3 years after graduation and entry into the field).
· The novice has a position in the State of Georgia.
· The novice is functioning in an institution that requires professional certification.
· The novice is functioning in an "in field" context in an appropriate environment to the field of certification.
· The novice is functioning in a school environment that is similar to the preponderance of the education/training activities of the initial academic program.
· The novice has received appropriate initial induction experiences and continued documented guidance or mentoring from the school principal and staff development personnel of the district and the University.
· The novice is in a collaborative school with communication between the University and the school.
· The problems associated with the unsuccessful experience are directly related to the academic development or the field training experiences of the novice.

Invoking the Guarantee for an Unsuccessful Experience
· The employing school district has in place a specified staff person to assess/document the novice's difficulties. This person is responsible for handling the "guarantee" process and following published procedural guides to assist the novice and then to invoke the process of the guarantee.
· The University has in place a specified staff person to handle the "guarantee" process and a published procedural guide to invoke the process.

The district procedures should include the following:
· Determination of an unsuccessful experience must be based upon clear documentation of significant problems over a period of time during the induction period.
· The process may be initiated by the novice or the principal or other administrative supervisor, professional peers, Department Chairs, or parents. All referrals must progress through the process as established by the District.
· Evidence must be shown that the problems were an impediment to pupil learning and that removal from the learning environment is the best alternative for the District.
· Documentation must show that the district made all reasonable attempts to remediate the situation through staff development, mentoring, or other appropriate avenues of intervention.
· The documentation of problems must be specific enough so that it can lead to further remediation activities.
· The remediation plan must be agreed upon by the novice and the District so that both parties are willing participants in the development.

Implementing the Guarantee
· The University staff person processing the returning novice must assemble an appropriate panel to diagnose, prescribe, plan, and implement an appropriate remedial program (called the Redevelopment Plan).
· The Redevelopment Plan must be agreed upon by the novice, the district, and the University.
· The Redevelopment Plan must set specific criteria for completion.
· The Redevelopment Plan must not place unreasonable demands upon the faculty or staff involved with the redevelopment. Credit (both credit hours and for Service) must be given for faculty involvement.
· Remedial activities for Redevelopment must be completed within 2 years of initiation.
· Remedial activities may not produce credit hours or experience that may be used for any other certifications or endorsements.
· Each phase of the Redevelopment Plan must be completed in sequence.
· The panel proposing the Redevelopment Plan must "certify" that the plan has been completed successfully.
· The novice will receive a re-endorsement attesting to competence.
 

II A (2). Institutions increase the numbers of high quality applicants from majority and minority groups (2001)
   Rating:

0 = Insufficient evidence to make a judgment
1 = Partial plan in place
2 = Plan in place that includes baseline data, recruitment goals, timeline, strategies, and assessments for increasing the number of high quality applicants from majority and minority groups
3 = Evidence of progress toward reaching some recruitment goals set for targeted groups of students
4 = Evidence of progress toward reaching all recruitment goals set for targeted groups of students

Regents' Principles and Actions Principle # 10

II A (3). In collaboration with the schools, institutions mentor graduates on all dimensions of the guarantee during their first two-years of practice as newly certified educational leaders in Georgia (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Partial plan in place to provide support, assistance, and professional development on all dimensions of the guarantee for first two years of practice as newly certified leaders only for graduates identified by school district as “struggling”
2 = Partial plan in place to provide some support, assistance, and professional development on all dimensions of the guarantee for first two years of practice as newly certified leaders to all graduates, with a primary focus on those who are “struggling”
3 = Partial plan in place to provide support, assistance, and professional development on all dimensions of the guarantee for first two years of practice as newly certified leaders for all graduates practicing in region served by institution
4 = Full plan in place to provide support, assistance, and professional development on all dimensions of the guarantee for first two years of practice as newly certified leaders for all graduates practicing in Georgia public schools
.

Regents' Principles and Actions Principle # 5.

II A (4). Institutions focus partner schools (or approved alternative) on:
· Increasing P-12 student learning and achievement,
· Mentoring beginning leaders,
· Seeking nominations of potential leaders for admission into preparation programs,
· Providing field-placements for leader candidates to demonstrate outcomes of guarantee,
· Collaborating in the preparation and development of leaders,
· Encouraging practitioner research by providing appropriate training in research on school improvement, and
· Increasing the amount of school-based research on improvement of schools and on leader preparation and development programs (2001)
     Rating:

0 = Insufficient evidence provided to make a judgment
1 = Partner school (or approved alternative) model under development that focuses on all dimensions stated in the Principle
2 = Partner school (or approved alternative) model that focuses on all dimensions stated in the Principle implemented in some schools
3 = Full network of partner schools (or approved alternative) in place that focuses on all dimensions stated in the Principle; all field-placements confined to partner schools; all have contractual agreements
4 = Evidence of impact of partner schools (or approved alternative) on P-12 students, pre-service and in-service leaders

Regents' Principles and Actions Principle # 9.

II A (5). Institutions have at least an annual 80% pass rate on certification exam(s) for each reportable demographic group of leader candidates by 2006,  while maintaining or increasing the number of minority leaders prepared; institutions set annual goals toward the 80% threshold between 2002-2006 (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Partial plan in place
2 = Plan in place that includes baseline data, annual goals, timeline, milestones as to numbers targeted, strategies for reaching goals, and how progress is to be evaluated
3 = Less than an 80% annual pass rates on certification exam(s) for all reportable demographic groups, while maintaining or increasing the number of minority leaders prepared
4 = At least an 80% annual pass rate on certification exam(s) for all reportable demographic groups, while maintaining or increasing the number of minority leaders prepared

II A (6). Institutions support and recognize faculty for participation in leader preparation and in school improvement efforts through decisions in such areas as promotion and tenure, salary increases, workload, and allocation of resources (2001)
    Rating:

 0 = Insufficient evidence provided to make a judgment
1 = Faculty reward system under study for leader preparation faculty in education
2 = Faculty reward system under study for leader preparation faculty in the college of education and other colleges vested in the collaborative that prepares educational leaders
3 = Leader preparation faculty in the college of education and other colleges vested in the collaborative are supported and recognized in reward system
4 = Evidence that the success of leader preparation faculty in promotion, tenure, merit salary increases, and post-tenure review is comparable to that of non-leader preparation faculty

II B. Performance—Leader Candidates

II B (1). Leader candidates set high expectations for all students in the school or system and organize curriculum, instruction, and assessment around the high expectations (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes strategies for leading standards-based schools
2 = Plan in place to assess the extent to which leader candidates set high expectations for all students and organize curriculum, instruction, and assessment around the high expectations
3 = Leader candidates have opportunities in field-placements to demonstrate that they can set high expectations for all students in the school or system and organize curriculum, instruction, and assessment around the high expectations
4 = Leader candidates are assessed on their performance in setting high expectations for all students in the school or system and organizing curriculum, instruction, and assessment around the high expectations

Regents' Principles and Actions Principle # 5.

II B (2). Leader candidates use data on student learning and achievement to set benchmarks and to monitor student progress toward continuous improvement (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes strategies for using data on student learning and achievement to set benchmarks and to monitor student progress
2 = Plan in place to assess the extent to which leader candidates use data on student learning and achievement to set benchmarks and to monitor student progress toward meeting benchmarks
3 = Leader candidates have opportunities during field-placements to demonstrate that they can use data on student learning and achievement to set benchmarks and to monitor student progress toward meeting benchmarks
4 = Leader candidates are assessed on their performance in using data on student learning and achievement to set benchmarks and to monitor student progress toward meeting benchmarks

Regents' Principles and Actions Principle # 5.

II B (3). Leader candidates use technology to meet the individual learning needs of students, teachers, and administrators (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes use of technology to meet individual learning needs of students, teachers, and administrators
2 = Plan in place to assess the extent to which leader candidates use technology effectively to meet individual learning needs of students, teachers, and administrators
3 = Leader candidates have opportunities during field-placements to demonstrate that they can use technology effectively to meet individual learning needs of students, teachers, and administrators
4 = Leader candidates are assessed on their performance in using technology effectively to meet individual learning needs of students, teachers, and administrators

Regents' Principles and Actions Principle # 5.

II B (4). Leader candidates lead schools using standards-based objectives, results-based performance management, and continuous improvement (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes strategies for leading schools using standards-based objectives, results-based performance management, and continuous improvement
2 = Plan in place to assess the extent to which leader candidates use standards-based objectives, results-based performance management, and continuous improvement
3 = Leader candidates have opportunities during field-placements to demonstrate that they can use standards-based objectives, results-based performance management, and continuous improvement
4 = Leader candidates are assessed on their performance in leading schools using standards-based objectives, results-based performance management, and continuous improvement

Regents' Principles and Actions Principle # 5.

II B (5). Leader candidates raise perceptions of all parties that the school or system can do better (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes strategies for raising perceptions of all parties that a school or system can do better
2 = Plan in place to assess the extent to which leader candidates raise perceptions of all parties that a school or system can do better
3 = Leader candidates have opportunities during field-placements to demonstrate that they can raise perceptions of all parties that a school or system can do better
4 = Leader candidates are assessed on their performance in raising perceptions of all parties that a school or system can do better

Regents' Principles and Actions Principle # 5.

II B (6). Leader candidates develop a school or system plan for improvement (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes strategies for developing school and system plans for improvement
2 = Plan in place to assess the extent to which leader candidates develop a school or system plan for improvement
3 = Leader candidates have opportunities during field-placements to demonstrate that they can develop a school or system plan for improvement
4 = Leader candidates are assessed on their performance in developing a school or system plan for improvement

Regents' Principles and Actions Principle # 5.

II B (7). Leader candidates help teachers customize instruction for individual students or groups of students that reflect students’ own experiences, learning styles, interests, cultures, and special needs (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes strategies for customizing instruction for individual students or groups of students that reflect students’ own experiences, learning styles, interests, cultures, and special needs
2 = Plan in place to assess the extent to which leader candidates help teachers customize instruction for individual students or groups of students that reflect students’ own experiences, learning styles, interests, cultures, and special needs
3 = Leader candidates have opportunities during field-placements to demonstrate that they can help teachers customize instruction for individual students or groups of students that reflect students’ own experiences, learning styles, interests, cultures, and special needs
4 = Leader candidates are assessed on their performance in helping teachers customize instruction for individual students or groups of students that reflect students’ own experiences, learning styles, interests, cultures, and special needs

Regents' Principles and Actions Principle # 5.

II B (8). Leader candidates provide students with the resources they need to achieve high learning standards through a comprehensive program of student support services (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes the study of a comprehensive program of student support services for standards-based schools
2 = Plan in place to assess the extent to which leader candidates provide students with the resources they need to achieve high learning standards through a comprehensive program of student support services
3 = Leader candidates have opportunities during field-placements to demonstrate that they can provide students with the resources they need to achieve high learning standards through a comprehensive program of student support services
4 = Leader candidates are assessed on their performance in providing students with the resources they need to achieve high learning standards through a comprehensive program of student support services

Regents' Principles and Actions Principle # 5.

II B (9). Leader candidates increase student learning-time as needed, using flexible schedules, structures, and technology (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes strategies for increasing student learning-time through use of flexible schedules, structures, and technology
2 = Plan in place to assess the extent to which leader candidates increase student learning-time as needed through use of flexible schedules, structures, and technology
3 = Leader candidates have opportunities during field-placements to demonstrate that they can increase student learning-time as needed through use of flexible schedules, structures, and technology
4 = Leader candidates are assessed on their performance in increasing student learning-time as needed through use of flexible schedules, structures, and technology

Regents' Principles and Actions Principle # 5.

II B (10). Leader candidates establish a safe and orderly environment that supports reaching the goals of the improvement plan (2001)
   Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes study of the importance of and strategies for establishing a safe and orderly environment that supports reaching goals of the school or system improvement
2 = Plan in place to assess the extent to which leader candidates establish a safe and orderly environment that supports reaching goals of the school or system improvement plan
3 = Leader candidates have opportunities during field-placements to demonstrate that they can establish a safe and orderly environment that supports reaching goals of the school or system improvement plan
4 = Leader candidates are assessed on their performance in establishing a safe and orderly environment that supports reaching goals of the school or system improvement plan

Regents' Principles and Actions Principle # 5.

II B (11). Leader candidates lead the school or system in accordance with school law and professional ethics (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes the study of school law and professional ethics
2 = Plan in place to assess the extent to which leader candidates lead a school or system in accordance with school law and professional ethics
3 = Leader candidates have opportunities during field-placements to demonstrate that they can lead a school or system in accordance with school law and professional ethics
4 = Leader candidates are assessed on their performance in leading a school or system in accordance with school law and professional ethics

Regents' Principles and Actions Principle # 5.

II B (12). Leader candidates use state-of-the-art technology practices from business and industry to effectively and efficiently manage resources, planning, record keeping, and evaluation of schools or systems (2001)
    Rating:

0 = Insufficient evidence provided to make a judgment
1 = Curriculum includes the study of state-of-the-art technology practices in planning, managing, record keeping, and evaluating schools or systems
2 = Plan in place to assess the extent to which leader candidates implement state-of-the-art technology practices to effective and efficiently manage resources, planning, record keeping, and evaluations of schools or systems
3 = Leader candidates have opportunities during field-placements to demonstrate that they can use state-of-the-art technology practices to plan, manage, keep records, and evaluate schools or systems
4 = Leader candidates are assessed on their performance in using state-of-the-art technology practices in planning, managing, record keeping, and evaluating schools or systems

Regents' Principles and Actions Principle # 5.
 

III.  Results

III A. Graduates from educational leadership programs who move immediately into educational leadership positions improve their schools by increasing student learning and achievement within two-years of practice as educational leaders (2001)
   Rating:

0 = Insufficient evidence provided to make a judgment
1 = Plans in place to track graduates who move into leadership positions in Georgia schools within two years of graduation
2 = Plan in to gather baseline data on student learning and achievement in Georgia schools where new graduates serve
3 = Plan in place for induction and mentoring of leaders during their first two years
4 = Evidence that graduates increase student learning and achievement during their first two years as educational leaders

Regents' Principles and Actions Principle # 5.

III B. Through partner schools (or approved alternative) P-12 students from diverse groups are learning and achieving at high levels (2001)
   Rating:

0 = Insufficient evidence provided to make a judgment
1 = Plan in place to measure extent to which P-12 students from diverse groups who attend partner schools (or approved alternative) are learning and achieving at high levels
2 = Plan implemented in some partner schools (or approved alternative)
3 = Plan implemented in all partner schools (or approved alternative)
4 = Evidence that P-12 students from diverse groups who attend partner schools (or approved alternative) are learning and achieving at high levels

Regents' Principles and Actions Principle # 9.