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NCATE 2010 Standard 6

The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.

 

[In this section the unit must include (1) initial and advanced programs for teachers, (2) programs for other school professionals, and (3) off-campus, distance learning, and alternate route programs, noting differences when they exist.]

 

6a. Unit Leadership and Authority

 

6a.1. How does the unit manage or coordinate the planning, delivery, and operation of all programs at the institution for the preparation of educators?

 

The School of Education is one of eight academic units that report to Vice President of Academic Affairs. Each unit is managed by the dean of the school and abides by the University Faculty Handbook, Undergraduate Catalog, and Graduate Catalog.

 

There are four divisions within the Unit: (1) Curriculum and Instruction, (2) Health, Physical Education, Recreation and Coaching, (3) Leadership Studies, (4) Career and Technical Education. Each division is managed by a chairman, along with designated coordinators who oversee specific programmatic and administrative areas. Coordinators of programs include: Licensure and Certification, Higher Education Administration, Field Experience and Clinical Practice (Undergraduate), Alternative Route internship (Graduate), Secondary Education, Gifted Education, Special Education, Science Education, Educational Specialist, and Elementary Education. The Director of Education manages the Tradition campus under the leadership of the Dean of the School of Education. All divisions collaborate at monthly faculty meetings and promote a shared responsibility in the preparation of educators.

 

 

6a.2. What are the unit's recruiting and admissions policies? How does the unit ensure that they are clearly and consistently described in publications and catalogues?

 

The unit’s recruiting and admission policies are clearly and consistently explained in the university catalogs, publications, and advertising methods, which are available in electronic formats via the university website and published formats through brochures, flyers, and other advertising mediums. The Unit and institution actively recruit undergraduate and graduate students from diverse backgrounds and areas utilizing the expertise of resource components (Admissions, Student Services, Preview days, university recruitment activities, partnerships with K-12 schools and community colleges, and distance learning opportunities). The university recruitment center within the Admissions Office notifies the School of Education of prospective students and students seeking admission. Partnerships with community colleges (Jones County Junior College, Copiah-Lincoln Community College, Mississippi Gulf Coast Community College) offer undergraduate and graduate classes on their campuses. P-16 Council Districts (Covington, Harrison, Jackson, North Pike, Petal, Hattiesburg, Union, Neshoba, Wayne, Forrest, Philadelphia, Lamar, Jones, Simpson, Greene, and Marion) have entered into partnerships to offer graduate courses within the districts.

 

At the undergraduate level, admission to the Teacher Education program is based on the specific transition points described in the Undergraduate catalog and student program of study planning sheet.

 

At the graduate level, the Unit collaborates with the University Registrar, Graduate Admissions, and coordinators of graduate programs to supervise graduate admissions. Admission requirements for all graduate programs are explained in the Graduate Catalog and students’ programs of study and transition points.

 

The Catalogs and official bulletins of the university are reviewed annually by the Vice President of Academic Affairs, the Dean’s Council, and the Executive Committee of the School of Education. All promotional brochures are under the review process of the School of Education and are updated as needed. The website is going through a complete overhaul with an entirely new design. Therefore all documents of the School of Education have been through an intensive review over the past three months in preparation for the site’s inauguration in Fall 2011.

 

 

6a.3. How does the unit ensure that its academic calendars, catalogues, publications, grading policies, and advertising are accurate and current?

 

Program materials are reviewed yearly under established guidelines under the direction of the Vice President of Academic Affairs. Review of all materials is through the proper chain of command to confirm that information is accurate and current. The Academic Council meets regularly to formulate revisions to the policies of the university and its individual schools.

 

 

6a.4. How does the unit ensure that candidates have access to student services such as advising and counseling?

 

The University and Unit provide students opportunities for advising and counseling through numerous university programs (Academic Advising, Student Support Services, Student Services, Professional Standards committee, and Counseling Center). According to the Faculty handbook, advising is described as a major responsibility. The dean, department chairs, and faculty advise and counsel students regularly to ensure that students are progressing through the transition points. All faculty have an open door policy during set office hours to meet student needs. Student feedback related to advising is incorporated to improve access and methods. While online registration has been implemented across the university, the School of Education’s undergraduate students must meet their advisors during registration each term to plan their academic schedule.

 

 

6a.5. Which members of the professional community participate in program design, implementation, and evaluation? In what ways do they participate?

 

According to the bylaws of the University, it is the responsibility of the faculty to prescribe, subject to approval of the Board of Trustees, requirements for courses of study, requirements for graduation, and other policies related to academic programs. Faculty of the School of Education are constantly seeking ways to improve course offerings and the design of the program based on new research, changing demands of learned societies, best practices, and on recommendations set forward by the IHL /MDE Blue Ribbon Commission on Teacher Education (the university wide commission encompassing all schools with certification programs). The Blue Ribbon Commission Program Renewal Report for William Carey University sets out the comprehensive program revisions across all undergraduate and graduate programs in the School of Education. These recommendations were implemented in 2009-2010 with a full review during 2010-2011. In 2009-2010 the Mississippi Department of Education completed its Annual Program Review; all standards were met and recommendations were implemented the next term. Changes in the undergraduate curriculum are initiated at the department level and are sent to the teacher education committee and then to the undergraduate curriculum committee for approval. Modifications to existing departmental programs are then sent to the faculty assembly for approval. Addition of new programs, deletion of existing programs, and modification of core requirements must first be approved by the Academic Council before presentation to the faculty assembly. New programs must be presented to the Board of Trustees for final approval. Curriculum proposals that affect teacher education are reviewed and must be recommended by the teacher education committee. Substantive changes in licensure programs and new licensure programs are approved by the Unit and University and then sent to the Mississippi Department Education for approval to the Teacher Licensure Commission who makes recommendations to the State Board of Education.

 

P-16 Councils have been established in individual districts in order to have a more eclectic population of educators and administrators. These eight districts represent over 150 members who meet with the SOE Dean and faculty members. The P-16 Councils are encouraged to establish partnerships within the university such as providing training workshops for undergraduate students. Because we are a small institution, the unit operates more informally when seeking input from students and other outside stakeholders. The annual surveys allow the unit to measure student program satisfaction. The cooperating teachers for student teaching meet twice a year for training and to discuss how program elements can be improved.

 

 

6a.6. How does the unit facilitate collaboration with other academic units involved in the preparation of professional educators?

 

Under the Blue Ribbon Commission Renewal Process, the School of Education meets regularly with the School of Arts and Letters, the School of Music, and the School of Natural and Behavioral Sciences. Curricula are in a continuous improvement process as mandated by the Mississippi Department of Education and S.A.C.S. The Deans and Chairs of departments connected with secondary education programs maintain regular contact with the Dean of the School of Education. This collaboration is fairly new in design – started in 2008-2009 and remains to be formalized into standing committees. One example is the Science Education committee, a collaborative partnership between the School of Education and the Departments of Chemistry and Biology.

 

 

6a.7. (Optional Upload for Online IR)

 

6b. Unit Budget

 

6b.1. What is the budget available to support programs preparing candidates to meet standards? How does the unit's budget compare to the budgets of other units with clinical components on campus or similar units at other institutions?

 

A detailed annual budget is prepared through an efficient and effective planning process. A determination is made regarding the anticipated student enrollments in Hattiesburg, Tradition, and New Orleans. These enrollment estimates are used to project expected tuition revenues for the coming year. All academic, administrative, and educational support offices submit a budget expenditure request for the year.

Once revenues and expenditure estimates are obtained, the treasurer/controller and the budget director have the responsibility of coordinating the development of a detailed fiscal year budget for the university. The Board of Trustees approves the annual budget focusing on the matters of broad policy, not detailed management of the budget.

 

The School of Education and its four departments have budgets for personnel and operating expenses broken down into various sub-categories. The School of Education submits the budget request in the spring trimester. Decisions on how school and departmental budgeted funds are expended are made at these levels provided expenditures do not exceed the budgeted line-item amounts. The level of administrative signature required depends upon the dollar amount being expended.

The School of Education has equal dollar amounts per person for professional development activities of their respective faculties. (This is the case in all schools and departments.) The unit has adequate resources to support teaching, service, and scholarship by faculty and the teacher candidates.

 

 

6b.2. How adequately does the budget support all programs for the preparation of educators? What changes to the budget over the past few years have affected the quality of the programs offered?

 

The budget for the School of Education has been more than adequate with heavy allocations going into technology ($75,000), the university libraries ($100,000), facilities renovations, and software upgrades ($55,000). These major upgrades have taken place over the past three years in preparation for the S.A.C.S. visit in 2010 and the NCATE visit in 2011. Professional development funds have been increased across campuses for education faculty ($6,000 annually). The University made a major investment in TK20 (a data management system) in 2010 and D2L (course management system $35,000) in 2008. Budgets for 2010-2011 are attached.

 

 

6b.3. (Optional Upload for Online IR

 

6c. Personnel

 

6c.1. What are the institution's and unit's workload policies? What is included in the workloads of faculty (e.g., hours of teaching, advising of candidates, supervising student teachers, work in P-12 schools, independent study, research, administrative duties, and dissertation advisement)?

 

The University Faculty Handbook delineates the workload policies for all faculty. In order to meet NCATE standards, education faculty teach 27 hours on a 9 month contract (three trimesters: Fall, Winter, and Spring). Faculty members are allowed to complete their contract requirements over the summer term if needed.

 

Each faculty member is assigned advisees and maintains ten hours a week to meet with students for advising. All advisors meet all undergraduate advisees once a term. Online Courses are part of the faculty teaching load.

 

Adjunct faculty are employed to team teach through enhanced course delivery in undergraduate and graduate courses. Planning is collaborative and instruction is monitored. Each clinical faculty is assigned a faculty mentor who provides all teaching materials and online delivery support through Desire 2 Learn (D2L – course management system) and TK20 (outcomes based assessment and portfolio). These part-time faculty are regularly evaluated by their mentors and their students.

 

Faculty members work in P-12 schools through the Unit’s laboratory courses in the field. Classes are held on the school campuses and teacher candidates are distributed through the school for active engagement in the learning process. Professional development and independent study is strongly supported by university funds and unit funds. Faculty with administrative duties are given course release.

 

 

6c.2. What are the faculty workloads for teaching and the supervision of clinical practice?

 

Faculty workloads are nine courses per academic year across four terms (Fall, Winter, Spring, Summer). Course size is capped at 24 students to insure quality of instructional delivery. Technology courses are limited to 16 students. Student teaching loads are limited to six undergraduate student interns per class and twelve graduate MAT interns per class.

 

 

6c.3. To what extent do workloads and class size allow faculty to be engaged effectively in teaching, scholarship, and service (including time for such responsibilities as advisement, developing assessments, and online courses)?

 

Faculty are encouraged to be actively engaged in scholarship and research due to the fact that class loads remain under 24 with clinical field experience (i.e., EDU 413, EDR 441) loads under 16.

 

 

6c.4. How does the unit ensure that the use of part-time faculty contributes to the integrity,

coherence, and quality of the unit and its programs?

 

The unit hosts an orientation meeting for all adjunct faculty bi-annually to discuss university and unit changes. The unit sends a newsletter to adjunct faculty each trimester informing them to meet with their mentors, important dates, and requirements for the term. Each adjunct faculty is assigned a faculty member who mentors the adjunct providing syllabi, teaching materials, software, and D2L course development. The goal is equity across courses and campuses (faculty and adjunct). Part-time faculty members are selected based on their leadership in districts, expertise in the field, and excellence in teaching. All adjunct courses are evaluated through national examination results, comprehensive exams, student evaluations, and mentor evaluations.

 

 

6c.5. What personnel provide support for the unit? How does the unit ensure that it has an

adequate number of support personnel?

 

There is one administrative assistant assigned to the School of Education who maintains all records, admissions, licensure, and graduation. There are two education secretaries (Tradition and Hattiesburg). Student workers are an important part of the support team assisting with the ongoing projects in the unit. The Instructional Technology Department is immediately available to support all technology needs including updating and maintaining all equipment.

 

 

 

6c.6. What financial support is available for professional development activities for faculty?

 

The University provides faculty grants up to $1,500.00 annually. The School of Education provides $250.00 annually for professional meetings, trainings and conferences. The School of Education has a professional development budget designed to bring experts to train faculty members (i.e., TK20, online instruction, Web 2.0 technology).

 

 

6c.7. (Optional Upload for Online IR

 

6d. Unit facilities

 

6d.1. How adequate are unit--classrooms, faculty offices, library/media center, the technology infrastructure, and school facilities--to support teaching and learning? [Describe facilities on the main campus as well as the facilities at off-campus sites if they exist.]

 

The unit has adequate on-campus and off-campus facilities that provide excellent instructional and administrative spaces. The School of Education serves students at the Hattiesburg campus in Fairchild and Lorena Roseberry Halls. There are ten classrooms and one seminar room at the Hattiesburg campus. At the Tradition campus, there are a total of 22 classrooms. Of those 22 rooms classes are assigned randomly by the Academic Dean based on room size and class enrollment. There is only 1 classroom dedicated to education (B-211). This room also serves as the Curriculum Lab and professors' offices.

 

 

 

Assignment of faculty offices and classroom space is assigned by the dean. Faculty have access to computing and internet capabilities, telephones, copy machines, and other 21st century instructional technology and hardware (i.e laptop carts, Promethean interactive whiteboards, Smartboards/Sympodiums, mounted LCD projectors, flip video cameras, digital cameras) to enhance classroom instruction. Students also have access to wireless internet for their personal computers. The unit also has appropriate software resources to support learning.

 

The facilities, equipment, and technologies are well maintained. Custodial services are performed daily in the buildings. Routine maintenance services are provided by the maintenance department and any problems or special needs are met when requests are made by the unit. SOE receives assistance and service comparable to all other academic units.

 

The university library provides off-campus facilities through a variety of services, including electronic books, card catalog, electronic databases and journals, and the Interlibrary Loan program. All of these resources are web-based and free to students and faculty members. The unit maintains three curriculum rooms (two in Hattiesburg and one at Tradition). Each curriculum lab contains supplemental materials, curriculum guides, a library of children's books, and instructional textbook resources to support teaching and learning.

 

 

 

 

 

 

6d.2. (Optional Upload for Online IR)

 

6e. Unit resources including technology

 

6e.1. How does the unit allocate resources across programs to ensure candidates meet standards in their field of study?

 

 

 

All candidates have equal access to resources. The majority of resources is web-based and can be accessed via the internet.

 

 

 

 

 

 

 



 

6e.2. What information technology resources support faculty and candidates? What evidence shows that candidates and faculty use these resources?

 

The unit is equipped with technology infrastructure (hardware and software) and support equivalent to public school partners in the local area. All facilities have wireless internet accessibility. The unit offers candidates access to 21st century technology equipment, and faculty members model the use of this hardware within their instruction. Technology equipment includes 2 wireless laptop computer carts (Windows 7 platform), 2 curriculum labs with desktop PCs, LCD projectors, Promethean interactive whiteboards, learner response systems, Smartboard/Sympodiums, digital cameras, and flip video cameras. Professional development is offered to faculty and students on best practices to integrate technology into classroom instruction.

 

Desire 2 Learn (D2L) is the course and learner management system used by the university and unit. The unit requires all full time and adjunct faculty to include supplemental and online resources in D2L. Online quizzes, submission of assignments, grading, announcements, discussions, chat, and surveys are other features that many faculty incorporate into classroom instruction.

 

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6e.3. What resources are available for the development and implementation of the unit's assessment system?

 

 

 

2,000 characters

 

 

Tk20 is the outcome based assessment management system used by the unit. The unit implemented this electronic portfolio system in 2010. Key assessments and clinical field experience data are collected and managed by the program.

 

Faculty and adjunct faculty use D2L as their course management system. Students submit assignments in electronic dropboxes and have access to syllabi, supplemental readings, multi-media files, online quizzes, project files, and grading. D2L was the electronic management system for individual faculty members starting in 2008. Before Tk20, data was collected, aggregated, and analyzed by the Data Management Team and made available to all faculty members each term. Data charts are regularly uploaded to the School of Education website as well as the Five-Column Model Annual Reports.

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 

6e.4. What library and curricular resources exist at the institution? How does the unit ensure they are sufficient and current?

 

The university and unit provide on campus and off campus library resources. All resources can be accessed via the internet for students and faculty (electronic books, electronic databases, primary sources), which ensures accessibility and current information. The Interlibrary Loan program is also free to all students and faculty. A representative from each academic unit serves on the university library committee. The committee meets occasionally to discuss unit needs.

 

The unit houses three curriculum libraries of current textbook materials, instructional guides, and other curriculum resources such as children's books, trade books, and classroom sets of books. Faculty review the libraries on an annual basis, and new materials are purchased to ensure that resources are sufficient and current.

 

William Carey University Libraries

School of Education Materials, July 2011

 

Books (printed and electronic) and media for Education:

 

 

 

Printed Books

 

 

Hattiesburg

3884

 

Tradition

944

 

TOTAL

 

4828

 

 

 

Electronic Books

 

2423

 

 

 

Children's Books

 

 

Hattiesburg

1484

 

Tradition

620

 

TOTAL

 

2104

 

 

 

TOTAL BOOKS

 

9355

 

 

 

Media

 

 

Hattiesburg

80

 

Tradition

87

 

TOTAL MEDIA

167

167

 

Financial support (2010-2011):

 

  • Expenditures for books and media: $8,481
  • Expenditures for specialized databases* and

interdisciplinary databases** with significant

Education content $86,371

 

*Specialized Education databases:

  • Education Research Complete
  • ERIC
  • PsycARTICLES
  • PsycINFO
  • Teacher Reference Center
  • Mental Measurements Yearbook

 

**Interdisciplinary databases with significant education content:

  • Academic Search Premier
  • Credo Reference
  • JSTOR Arts & Sciences Collections I through IX
  • MAS Ultra—School Edition
  • Primary Search
  • Project Muse

 

Journal Titles: 1,453

 

 

6e.5. How does the unit ensure the accessibility of resources to candidates, including candidates in off-campus, distance learning, and alternate route programs, through electronic means?

 

 

 

 

All library resources can be accessed via the internet to ensure accessibility of resources to all candidates. All candidates across programs have equal access to curriculum libraries, computer labs, etc. Integration of Web 2.0 technologies (i.e. Skype, D2L, video sharing) allow for enhanced distance learning means and access for all candidates.

 

 

 

 

 

 

 

 

 



 

6e.6. (Optional Upload for Online IR)

 

Optional

 

  1. What does your unit do particularly well related to Standard 6?

 

 

 

 

2,000 characters

 

 

The School of Education has grown from 700 students to 1200 within the past decade. As the need of space increased, the University built a second education building on the Hattiesburg campus which is a state-of-the-art facility modeling technology in all classes. The Tradition campus opened in 2010 – a project that moved the campus from the property devastated by Hurricane Katrina to a new facility north of Interstate 10. The campus facilities make available high technology to students and faculty.

 

 

 

 

 

 

 

 

 

 

 

 

 



 

  1. What research related to Standard 6 is being conducted by the unit or its faculty?

 

 

 

 

The unit is currently researching ways to strengthen training and ease of accessibility of course materials for adjunct faculty. The unit hosts an orientation meeting bi-annually with adjunct faculty and their mentors to provide updated information and requirements for the unit and university. Training in the course management system and assessment system has been conducted by the adjunct’s mentor. The unit is in the process of developing web-based video tutorials on how to navigate the two systems and course materials.