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2012-13 Annual Report Template
Middle Grades, Secondary and K-12 Education (MDSK)
A. HIGHLIGHTS OF THE YEAR
Major accomplishments (including student accomplishments) of unit/department/college during the year reported by Academic Affairs Goal.
1. To offer a portfolio of educational programs that are forward looking and responsive to the intellectual, cultural,
and economic needs of the region:
A new undergraduate engagement minor, Urban Youth and Communities was implemented this year. The minor is open to all majors and represents a curricular extension of our Crossroads Charlotte work. Dr. Susan Harden is the program coordinator. The minor is an interdisciplinary program focused on civic engagement and service learning designed to prepare UNC Charlotte students to become informed and engaged citizens. A focus of this curriculum is to prepare
students to be change agents in their community.
2. To advance programs of research and scholarship that expand the frontiers of knowledge, including those that solve problems at the interface of disciplines and leverage discovery for the public benefit:
New Journal Aimed at Urban Education Issues
The UNC Charlotte Urban Education Collaborative has launched an on-line graduate student peer-
reviewed journal entitled Urban Education Research and Policy Annuals.
The journal will highlight the research of graduate students from across the United States in the field of urban education. Doctoral candidates from the College of Education will manage the journal with oversight from Chance Lewis, Carol Grotnes Belk Distinguished Professor of Urban Education and director of thecollaborative.
Graduate students from U.S. colleges and universities are invited to submit articles for publication with faculty mentors; however, the graduate student must be thefirst author on the scholarly product.
The first issue will be released in March. The project is a joint venture with the J. Murrey Atkins Library at UNC Charlotte. A launch party is being planned for a Spring date to be determined.
Drs. Tina Heafner and Paul Fitchett (and Rich Lambert) were recipients of the College of Education
Annual Award in Research.
3. To graduate students prepared for personal success and civic responsibility in the 21st century by offering challenging degree programs, encouraging community engagement, and integrating the values of liberal education throughout the undergraduate curriculum:
A new undergraduate engagement minor, Urban Youth and Communities was implemented this year. The minor is open to all majors and represents a curricular extension of our Crossroads Charlotte work. Dr. Susan Harden is the program coordinator. The minor is an interdisciplinary program
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focused on civic engagement and service learning designed to prepare UNC Charlotte students to become informed and engaged citizens. A focus of this curriculum is to prepare students to be
change agents in their community.
4. To integrate at the graduate level quality teaching and mentoring with research to prepare the next generation of leaders:
A number of our undergraduate professional education courses are being taught by graduate students. Theses graduate students are both graduate assistants in the department and students in
the C&I doctoral program. Each graduate student is assigned a course mentor.
Dr. Lan Kolano was this year’s recipient for the College of Education Excellence in Teaching Award.
5. To respond to the educational needs of a diverse community of learners through innovative programming and delivery of credit and non-credit programs of study:
Continue offering the online MAT and middle grades and secondary education.
Continue offering the online MEd in Middle-Secondary Education.
Explore the possibility of offering the MEd in TESL online. To this effect, two TESL courses were revised for online delivery this past year.
6. To promote student achievement and personal development by providing high quality advising, academic services, curricular enrichment, and international experiences:
Participation in the College Honors Program. This year two MDSK education majors participated in this program and presented their research at the UNC Charlotte Undergraduate Research Fair.
7. To engage in focused efforts to creatively address university and community needs through internal collaboration and partnerships with public, private, and non-profit organizations:
Continue to offer Middle Grades University to area middle grades students.
8. To support the success of faculty and staff through career development opportunities, mentoring, and access to supportive infrastructure:
Promotion of Dr. Tina Heafner to full professor.
Promotion of Drs. Teresa Petty and Spence Salas to associate professor with conferral of permanent tenure.
9. To actively promote diversity among faculty, students, and staff and in the curriculum:
MDSK hired two new faculty this year. Dr. Joan Lachance was appointed as an assistant professor of TESL and Dr. Michelle Stephan was appointed as an assistant professor of mathematics education.
10. To create a flexible, responsive culture that uses effective review and assessment as the basis for I improvement:
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Program coordinators continue to lead assessment efforts in their specialty areas and complete SACS and SLO reports on time. They also lead program area assessment discussions and work with faculty to make data-driven decisions for improvement.
11. Other:
B. MAJOR NEW ACTION STEPS PLANNED TO ACHIEVE GOALS IN 2010-2015 STRATEGIC PLAN Describe major new action steps planned (if any) to achieve goals in the 2010-2015 Strategic Plan. (Note: this section was included in the event that major new action steps became necessary after the 2010-2015 Strategic Plan was developed. For most units/depts./colleges, this section will be blank.)
The 2013-2014 academic year will see a major revision in the College’s assessment plan. The college has decided to adopt edTPA as its assessment plan. As a result, we will phase out the electronic evidences (EE) that have been in place over the past three years and replace them with the edTPA tasks. This will also involve adopting a set of new rubrics.
C. ANNUAL EVALUATIONS BY UNIT Briefly describe any annual evaluations conducted by units/departments/colleges to assess outcomes that are not included in the unit/department/college’s 2010-2015 Strategic Plan (.e.g., scholarly productivity.)
Student Course and Instructor Evaluations
Faculty annual reports
Department Level Program Reports
D. EXAMPLES OF DATA-BASED IMPROVEMENTS DURING THE YEAR
Describe 3 examples of how the unit/department/college has used assessment data for the purpose of improvement during the year.
(PhD in C&I) All students met the expectations for the comprehensive exam and the dissertation defense and, based on the data collected, no changes are needed. As previously noted, in the interest of continuous improvement, the Doctoral Program Steering Committee will review the assessment measures currently being used, and will consider whether or not changes are warranted for the comprehensive exam and for dissertation defense effectiveness measures.
Overall, students are scoring proficient on electronic evidence (EE) EE 2 (content paper), EE 3 (unit lesson plan) and EE 6 and 6A (school improvement plan). As such, we are left to conclude that all programs are meeting their goals and no revisions are needed. We have concluded that the use of these EE is not meeting our needs and providing us with an authentic picture of our candidates’ performance. As a result, the department has supported the College in its effort to implement edTPA. edTPA will be piloted during the 2013-2014 academic year with full implementation in spring 2015. To prepare for this implementation, courses will have to be remodeled to incorporate one or more of the assessment’s three tasks and fifteen rubrics.
Middle grades undergraduate candidates continue to struggle with outreach to families and communities, which can often feel intimidating to undergraduate students. (This is evidenced by lower scores or by the NA’s that are often applied to the situation by the University Supervisor in student teaching.) We will stress this next year in
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clinical work in MDLG 3130 and 3131, and add a component for parent communications and parent conferences when allowed by the clinical sites. This should add to the candidate’s comfort level prior to student teaching.
E. ASSESSMENT OF EVALUATION METHODS Comment on the strengths and weaknesses of unit/department/college’s assessment methods and describe plans (if any) to strengthen outcomes assessment during the coming year.
Strength -- Every program collects initial and mid-point data, which is reported by program coordinators. At the end of each year, programs meet and the coordinator presents data trends.
Weakness – Reporting measures seem to keep shifting. As a result, program coordinators often are confused about the format for reporting data for SACS and SLO reports. This has caused much consternation and general unhappiness among program coordinators and faculty
REQUIRED ATTACHMENTS TO 2012-13 ANNUAL REPORT
1. ANNUAL PROGRESS ASSESSMENT OF PERFORMANCE OUTCOMES FOR 2010-2015 STRATEGIC PLAN GOALS: After completing sections III I. and III J. of your 2010-2015 Strategic Plan (i.e., the annual report section of the strategic plan template), attach the entire 2010-2015 Strategic Plan to the annual report.
2. STUDENT LEARNING OUTCOMES ASSESSMENT DATA: Attach a 2012-13 Student Learning Outcomes Assessment Plan and Report for each undergraduate and graduate degree program and certificate program, stand alone minor, and distance education program offered online only by each department. Colleges that do not submit the required Student Learning Outcomes Assessment Plans and Reports will be contacted by the Office of Academic Affairs.
3. (FOR DEANS AND ASSOCIATE PROVOSTS ONLY) MEMORANDUMS TO DEPARTMENT AND UNIT HEADS: Deans and associate provosts are to attach copies of their written feedback to department and unit heads on the status of outcomes assessment in the department or unit, and identifying any areas meriting priority attention in the coming
year.
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Attachments:
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2010-2015 Strategic Plan Template
(Department of Middle, Secondary and K-12 Education {MDSK})
2010-2015 Strategic Plan
I. EXECUTIVE SUMMARY
1-2 pages
A. Mission and goals: The Department of Middle, Secondary, and K-12 Education is committed to
advancing education through the support and preparation of educational
professionals to positively impact teaching, research, and learning for social justice
in the 21st
century. We strive to produce excellent educators who can effectively
respond to the demands of an increasingly diverse and global society. And we aim to
foster the growth of candidates who possess knowledge, skills, and dispositions
necessary to support and develop learning for all students, particularly those in urban
public schools.
MDSK
2010-2015 Goals (Approved by the faculty 2/12/2010)
1. The Department will enhance the internationalization and global awareness of
faculty and students and prepare graduates for our globally interconnected
world.
2. The Department will aim to contribute to the College’s distinguished record of
engaged research, scholarly publications and grant writing.
3. The Department will graduate highly effective and ethical 21st century
professionals – teachers, who will have a positive impact on children, youth,
families, communities and schools and who will be successful in urban and
other high need settings.
4. The Department supports the success of candidates through innovative
programming and delivery, technology integration, excellent advising and
academic services, and enrichment activities.
5. The Department will lead the College in its pursuit of an expertise in urban
education and will effectively prepare its candidates for work in urban centers.
6. The department will infuse a deeper understanding of diversity
throughout all programs and courses, thus increasing our candidates’
ability to respond to the diverse nature of the students and the
communities they serve. 7. The Department will receive external validation of its work and its impact
through accreditation reviews and increased recognition of its expertise and
resources.
8. The Department will strengthen effective partnerships with schools and
communities.
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9.The Department will participate in the College’s 40th
Anniversary
celebration and campaign.
B. Summary of process used to develop unit goals:
A copy of the 2005-2010 Department goals as well as the 2010-2015 College of
Education goals was distributed in an email to all MDSK faculty. A work session
was scheduled during the department faculty meeting held on February 12, 2010.
The purpose of the work session was to discuss the 2010-2015 Department Goals. A
discussion was held resulting in the identification of eight Department goals. At the
close of the meeting MDSK faculty unanimously supported the generated goals.
C. Summary of major goals in strategic plan:
MDSK has three overarching goals for the period outlined in this strategic plan. To
begin with the Department is committed in its pursuit of an expertise in urban
education. As part of this commitment the Department will enhance the
internationalization and global awareness of faculty and students. Secondly, the
Department will spotlight an appreciation for diversity throughout its work. The
third goal is to support the success of candidates and graduate highly effective and
ethical 21st century teachers.
D. Summary of new resources required to achieve new goals:
Urban educator to work in the PhD program in C&I –tenure track assistant
professor (replacement)
Middle Grades educator –tenure track assistant professor (replacement)
Middle Grades educator- tenure track assistant professor (new)
Clinical assistant professor [online] (new)
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II. ENVIRONMENTAL SCAN/ UPDATES SINCE LAST FIVE –YEAR STRATEGIC PLAN 1-2 pages
A. Assessment of
cumulative progress in
meeting goals in
current strategic plan:
MDSK Goal One: The Department will continue to respond to the increased
demand for excellent teachers.
The Department has actively recruited candidates who are interested in entering
the teaching profession at all levels, including undergraduate, initial licensure,
masters, and doctoral.
The Department has made programs accessible to a wide variety of students
through such efforts as an M.Ed. taught on-site at Concord Middle School
(middle grades education), the Summer Pathway to Teaching (formerly the
Lateral Entry Teacher Initiative), establishment of the graduate certificate
program(GTC) and an online delivery of both the GTC and MAT program
MDSK Goal Two: The Department will continue to support and recognize
the research work of its professors and students.
The Department has encouraged collaborative publications, presentations, and
grant work.
The Department has encouraged joint scholarly efforts with our doctoral and
masters degree candidates.
Adoption of a new COED workload policy that Minimizes faculty loads to
create time for this work.
MDSK Goal Three: The Department will spotlight an appreciation for
diversity throughout its work.
The department has revisioned its initial licensure programs infusing a deeper
understanding of diversity
The Department continues to recruit a diverse faculty.
MDSK Goal Four: The Department will lead the College in its pursuit of an
expertise in urban education and will effectively prepare its candidates for
work in urban centers.
Recruited two faculty members who are experts in this area.
In the revisioning of all initial licensure programs all courses were reviewed and
an urban education strand was incorporated where appropriate.
The Department assisted the local schools in better assessing and addressing
their needs, and especially those found within the urban Charlotte Mecklenburg
district.
MDSK Goal Five: The Department will target effective and accurate
advising and other services that are readily available to all students in all
programs.
Required advising as a mandated part of registration, including a system for
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course permits.
Worked closely with support areas within the unit, including the Office of
Teacher Education, Advising, and Licensure, Teaching Fellows, and the Office
of Field Experiences.
Maintained an accurate data base of all students.
Established a MDSK Advising Center and fulltime faculty advisor
Maintained an equitable advising load across professors and programs.
MDSK Goal Six: The Department will review all programs and major
outreaches, and will seek to improve their delivery and effectiveness.
Revisioning of all initial licensure programs.
Infused diversity, technology, and urban education throughout all courses and all
programs.
Appointment of an online coordinator. .
B. Environmental
scan/updates of
challenges,
opportunities, and
obstacles since last
strategic plan:
Opportunities-
Online delivery of Graduate Certificate Program and MAT degree
Development of online MAT courses
Development of online advanced content course in social studies
Implementation of the Graduate Certificate program
Keeping faculty knowledgeable of new technologies and programs
Remote Observation of Graduate Interns (ROGI)
Initiative to support Junior Faculty and provide a stronger support network.
Dispositions review.
Putting the M.Ed. middle grades program online.
Challenges-
Having advanced content courses available for phase II MAT and MEd students,
both online and face-to-face
Reaching a point where department faculty have an intuitive understanding of
urban education.
Providing faculty the professional development for effective online instruction
Creating a current and relevant curriculum
Expanding the scope of the curriculum to include more complex issues such as
globalization and internationalization
Establishing a more holistic and comprehensive relationship with Central
Cabarrus High School, our PDS high school
Changing platforms- WEbCT to BlackBoard to Moodle
Continually cover all courses with fulltime faculty
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Obstacles
Budget constraints and its impact on personnel, support and programs
Need for new faculty positions
Unsuccessful search for a middle grades educator
Lack of graduate assistantships, this impacts department in two ways- lack of
support for faculty and financial support of prospective doctoral students
Limited summer school offerings
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III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES FOR 2010-2015
A. Unit, Dept. or College Goal #1:
The Department will enhance the internationalization and global awareness of faculty and students
and prepare graduates for our globally interconnected world.
B. Relationship of goal to next higher reporting unit goal:
1. The College of Education will enhance the global awareness of faculty
and students and prepare graduates for our globally interconnected world.
C. Action plans to achieve goal:
1.1 The Department will offer LBST 2102 Global Perspectives in Education during
the fall and spring semesters.
1.2 The Department will assume a leadership role on the College’s Committee on
Internationalization.
1.3 MDSK faculty will participate in professional development focused on
internationalization and global awareness.
1.4 MDSK faculty will continue to attend sessions focused on internationalization
and global awareness at professional conferences.
1.5 Based on areas of interest, MDSK faculty will engage in scholarly activities
focused on internationalization and global awareness.
1.6 Course content focused on internationalization and global awareness will be
infused in the appropriate courses of each and every program of study.
1.7 Develop a globalization course.
D. Effectiveness measures/methods to assess outcomes/goal
attainment:
Evaluate efforts to achieve global awareness by student feedback, course
evaluations, faculty feedback, faculty annual reviews and faculty program reviews.
E. Assessment schedule to assess goal:
Ongoing
F. Person/group responsible: Department Chair G. Performance outcomes for goal:
Increased global awareness by students and faculty (teaching, scholarship and
service)
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H. Resources Required:
ANNUAL REPORT
I. Annual progress assessment of performance outcomes:
Through the work of the Internationalization Committee together with increased participation in international presentations there is an increased awareness in internationalization and global awareness. A number of faculty have traveled abroad and have incorporated their experience into scholarly products.
J. Follow-up plan to make changes as a result of assessment findings:
All programs have been revised over the past three years. Internationalization and global awareness is one of the 21st century skills that have been embedded into the revised programs. Course and instructor evaluations as well as the faculty members lived experience in the classroom will allow the faculty member to reflect upon and critically analyze course content.
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III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES
A. Unit, Dept. or College Goal #2:
The Department will aim to contribute to the College’s distinguished record of engaged research,
scholarly publications and grant writing.
B. Relationship of goal to next higher reporting unit goal:
2 The College of Education will achieve a distinguished record of research
that benefits children, youth, families, communities, schools and the broader
educational community.
C. Action plans to achieve goal:
2.1 Encouraging collaborative publications, presentations, and grant work
based on topics of current interest and need.
2.2 Encouraging and celebrating joint scholarly efforts with our doctoral and
masters degree candidates.
2.3 Publishing in practitioner based journals.
D. Effectiveness measures/methods to assess outcomes/goal attainment:
Number of publications and presentations made by department faculty.
Number of publications and presentations made by doctoral students
Number of publications and presentations made by department faculty and
students
Number of grants applied for and funded
E. Assessment schedule to assess goal:
Annually via faculty annual reviews
F. Person/group responsible: Department Chair G. Performance outcomes for goal:
Increased number of peer reviewed articles/presentations made by faculty and/or
students H. Resources Required:
ANNUAL REPORT
I. Annual progress assessment of performance outcomes:
Overall, MDSK faculty have had a very prolific year with a large number of publications in refereed journals, articles in conference proceedings, book chapters, books, as well as presentations at the international, national, regional, state and local levels.
Many MDSK faculty have co-authored scholarly works or co-presented with students.
Many MDSK faculty and students have submitted grant proposals.
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J. Follow-up plan to make changes as a result of assessment findings: No changes are needed.
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III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES
A. Unit, Dept. or College Goal #3:
The Department will graduate highly effective and ethical 21st century professionals – teachers,
who will have a positive impact on children, youth, families, communities and schools and who
will be successful in urban and other high need settings.
B. Relationship of goal to next higher reporting unit goal:
1. The College of Education will graduate highly effective and ethical
21st century professionals - child and family development professionals,
teachers, school leaders, and counselors - who will have a positive impact on
children, youth, families, communities and schools and who will be
successful in urban and other high need settings.
C. Action plans to achieve goal:
3.1 MDSK faculty will collaborate with colleagues in both the College of Liberal
Arts and Sciences and the College of Arts and Architecture on programmatic issues
and advising.
3.2 MDSK faculty will collaborate with colleagues in the College of Liberal Arts
and Sciences to recruit and prepare teacher candidates in all licensure areas with
special emphasis on science and mathematics.
3.3 The department will collaborate with the Office of Field Experiences to ensure
that teacher candidates receive clinical placements in diverse school and community
settings.
3.4 As part of the revisioning process, 21st century goals and skills will be
embedded in both initial and advanced licensure courses.
3.5 Recruit undergraduate minors in TESL and FORL.
3.6 The department will continue to collaborate with the Office of Field Experiences
to provide quality supervision of MDSK licensure candidates. D. Effectiveness measures/methods to assess outcomes/goal attainment:
Discussions among program coordinators with liaisons in the Colleges of Liberal
Arts and Sciences and Arts and Architecture
Analysis of clinical placements on student teaching/graduate student internship
applications
Revision course outlines to include 21st century goals and skills
E. Assessment schedule to assess goal:
Ongoing, annual program review, revisioning meetings
F. Person/group Department Chair, Department Program Coordinators Committee, Revisioning
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responsible: Committee
G. Performance outcomes for goal:
Increased communication with Colleges of Liberal Arts and Sciences and Arts
and Architecture
Assignment of department faculty to supervision of MDSK licensure candidates
Increase of undergraduate minors in TESL and FORL.
Incorporation of 21st century goals and skills into course outlines
H. Resources Required:
ANNUAL REPORT
I. Annual progress assessment of performance outcomes:
Revisioned initial and graduate licensure programs have embedded in them the 21st century goals.
The department continues to collaborate with the CLAS and the CAA to deliver a set of eight advanced online content courses for use in the masters programs.
MDSK faculty (TESL and FLED) are involved in supervision of graduate interns,
J. Follow-up plan to make changes as a result of assessment findings:
Explore feasibility of restoring a CAA advisor, housed either in TEAL-R or MDSK.
Analysis of student feedback, both formal and informal in making revision to courses.
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III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES
A. Unit, Dept. or College Goal #4:
The Department supports the success of candidates through innovative programming and delivery,
technology integration, excellent advising and academic services, and enrichment activities.
B. Relationship of goal to next higher reporting unit goal:
5 The College of Education will support the success of candidates through
innovative programming and delivery, technology integration, excellent
advising and academic services, and enrichment activities.
C. Action plans to achieve goal:
4.1 Requiring advising as a mandated part of registration, including a system
for course permits.
4.2 Working closely with support areas within the unit, including the Office
of Teacher Education, Advising, and Licensure, Teaching Fellows, and the
Office of Field Experiences.
4.3 Maintaining an accurate data base of all students.
4.4 Maintaining a public, accurate posting of students and their advisors,
including advisor contact information and dedicated office hours.
4.5 Maintaining an equitable advising load across professors and programs.
4.6 Maintaining a high-quality Advising Center so that students will have
access to personal program information at all times, with questions answered
and issues addressed as quickly as possible.
4.7 Designing and implementing a new Minor in Teaching English as a
Second Language.
4.8 Supporting the development of the new B.A. in Comprehensive Science
(College of Liberal Arts and Sciences) as an opportunity for teacher
candidates to earn a “comprehensive science” teaching license.
4.9 Expanding program delivery partnerships with entities such as Teach for
America and the Model Teacher Education Consortium.
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4.10 Expanding its list of courses offered online.
4.11 Offering an online M.Ed. program in both middle grades and secondary
education.
D. Effectiveness measures/methods to assess outcomes/goal attainment:
Development of an online MEd program in both middle grades and secondary
education
Facilitating the development of online graduate content courses
Ongoing dialogue with entities such as Teach for America and the Model
Teacher Education Consortium
Development of the new B.A. in Comprehensive Science
Designing a new Minor in Teaching English as a Second Language
Compare and contrast faculty advising loads
Assess the effectiveness of the MDSK Advising Center
Maintaining an accurate data base of all students.
Maintaining a public, accurate posting of students and their advisors, including
advisor contact information and dedicated office hours.
Ongoing discussions with support areas within the unit, including the Office of
Teacher Education, Advising, and Licensure, Teaching Fellows, and the Office
of Field Experiences
Ongoing assessment of both advising and registration
E. Assessment schedule to assess goal:
Ongoing
F. Person/group responsible: Department chair, Department faculty G. Performance outcomes for goal:
Implementation of an online MEd program in both middle grades and secondary
education
Development of online graduate content courses
Establishing partnerships with entities such as Teach for America and the Model
Teacher Education Consortium
Implementation of the new B.A. in Comprehensive Science
Implementing the new Minor in Teaching English as a Second Language
Adjusting faculty advising loads as needed
Assess the effectiveness of the MDSK Advising Center
Maintaining an accurate data base of all students.
Maintaining a public, accurate posting of students and their advisors, including
advisor contact information and dedicated office hours.
Ongoing discussions with support areas within the unit, including the Office of
Teacher Education, Advising, and Licensure, Teaching Fellows, and the Office
of Field Experiences
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Ongoing assessment of both advising and registration
H. Resources Required:
ANNUAL REPORT
I. Annual progress assessment of performance outcomes:
MEd program in both middle grades and secondary education went online fall 2011.
Eight advanced online content courses were implemented in summer.
Continue to partner with the TFA program.
Continue with implementation of a new undergraduate TESL minor
Collaborated with SPED on dual program.
Faculty advising loads adjusted.
MDSK student database updated and expanded.
J. Follow-up plan to make changes as a result of assessment findings:
Feedback gleaned from student evaluations.
Feedback shared by department faculty at program coordinator and department faculty meetings.
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III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES
A. Unit, Dept. or College Goal #5:
The Department will lead the College in its pursuit of an expertise in urban education and will
effectively prepare its candidates for work in urban centers.
B. Relationship of goal to next higher reporting unit goal:
1 The College of Education will graduate highly effective and ethical 21st
century professionals - child and family development professionals, teachers,
school leaders, and counselors - who will have a positive impact on children,
youth, families, communities and schools and who will be successful in urban
and other high need settings.
C. Action plans to achieve goal:
5.1 Recruiting a second professor who is an expert in this area, and
immediately enlisting this person as a source of teaching and information for
department and college faculty, as well as for doctoral and other students.
5.2 Reviewing all programs and courses, and infusing an urban education
component within each.
5.3 Tapping into the growing knowledge bases of those Ph.D. candidates
who are studying and researching within the urban education component of
their doctoral program. Among other things, offer them opportunities to
teach within other programs, thus connecting their knowledge to our goal of
infusing urban education throughout all programs and courses.
5.4 Encouraging faculty to attend sessions related to urban education as
found within their professional conferences of choice.
5.5 Assisting the local schools in better assessing and addressing their needs,
and especially those found within our urban region.
5.6 Continuing to recruit new faculty who have experiences teaching in and
working with large urban districts.
5.7 Recruitment of endowed professor.
D. Effectiveness measures/methods to assess outcomes/goal attainment:
Searching for a second professor who is an expert in Urban Education
Revisioning all programs and courses, and infusing an urban education
component within each
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Assess the knowledge base of PhD candidates with an eye towards tapping them
to teach courses in the department
Analysis of faculty annual reports
Assisting the local schools in better assessing and addressing their needs, and
especially those found within our urban region
Searching for an endowed professor.
E. Assessment schedule to assess goal:
Ongoing
F. Person/group responsible: Department chair, Department faculty G. Performance outcomes for goal:
Hiring a second professor who is an expert in Urban Education
An urban education component within each revisioned program
Appointing PhD candidates to teach courses in the department
Analysis of faculty annual reports
Assisting the local schools in better assessing and addressing their needs, and
especially those found within our urban region
Hiring an endowed professor.
H. Resources Required:
ANNUAL REPORT
I. Annual progress assessment of performance outcomes:
A distinguished professor in urban education continues to work with urban education faculty, the community, and LEA.
Urban education perspectives infused in revised licensure programs.
Urban education doctoral students teaching MDSK courses.
Faculty scholarly activity has a focus on urban education.
J. Follow-up plan to make changes as a result of assessment findings: Continued work of the Urban Education Collaborative.
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III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES
A. Unit, Dept. or College Goal #6:
The department will infuse a deeper understanding of diversity throughout all programs and
courses, thus increasing our candidates’ ability to respond to the diverse nature of the students and
the communities they serve.
B. Relationship of goal to next higher reporting unit goal:
4 The College of Education will promote appreciation of and
experience with human diversity and will enumerate and measure its
benefits.
C. Action plans to achieve goal:
6.1 Ensuring that all candidates participate in multiple, diverse experiences
throughout their initial licensure work, including both clinical and (if
applicable) student teaching/internship placements.
6.2 Continuing to recruit and retain diverse faculty and teacher candidates.
6.3 Revision EDUC 5100
D. Effectiveness measures/methods to assess outcomes/goal attainment:
Assessing that all candidates participate in multiple, diverse experiences
throughout their initial licensure work, including both clinical and (if applicable)
student teaching/internship placements.
Recruiting and retaining both a diverse faculty and teacher candidates
Revisioning EDUC 5100
E. Assessment schedule to assess goal:
Ongoing
F. Person/group responsible: Department chair, Department faculty, Search committees, Revisioning committee G. Performance outcomes for goal:
Candidates participating in multiple, diverse experiences throughout their initial
licensure work, including both clinical and (if applicable) student
teaching/internship placements.
Recruiting and retaining both a diverse faculty and teacher candidates
A revisioned EDUC 5100
H. Resources Required: Two faculty positions (One at the assistant professor level one endowed professor)
ANNUAL REPORT
I. Annual progress Adding two diverse faculty members to the department ..
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assessment of performance outcomes:
Candidates continue to have three diverse placements in their clinical experience.
A new undergraduate engagement minor, Urban Youth and Communities was implemented this year. The minor is open to all majors and represents a curricular extension of our Crossroads Charlotte work. Dr. Susan Harden is the program coordinator. The minor is an interdisciplinary program focused on civic engagement and service learning designed to prepare UNC Charlotte students to become informed and engaged citizens. A focus of this
curriculum is to prepare students to be change agents in their community.
J. Follow-up plan to make changes as a result of assessment findings:
Assessing that all candidates participate in multiple, diverse experiences throughout their initial licensure work, including both clinical and (if applicable) student teaching/internship
placements.
Continue to recruit diverse students.
Assess the effectiveness of the Urban Youth and Communities minor.
III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES
A. Unit, Dept. or College Goal #7:
The Department will receive external validation of its work and its impact through accreditation
reviews and increased recognition of its expertise and resources.
B. Relationship of goal to next higher reporting unit goal:
7 The College of Education will receive external validation of its work
and its impact through accreditation reviews and increased recognition of
its expertise and resources.
C. Action plans to achieve goal:
7.1 Evaluating all programs offered by the Department, with areas for
improvement determined and addressed, including varied delivery platforms;
for example: on campus, on line, and off site via the Summer Pathway to
Teaching Initiative and our Professional Development Schools.
7.2 Infusing diversity, technology, and urban education throughout all
courses and all programs.
7.3 The Department will successfully complete the design and
implementation of “revisioned” undergraduate and graduate programs
according to new guidelines from the State Board of Education/Department
of Public Instruction.
7.4 The Department will prepare for and complete the 2013 accreditation
review by NCATE.
7.5 Encourage programs to participate in the SPA review.
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D. Effectiveness measures/methods to assess outcomes/goal attainment:
Reports from accrediting bodies: NCATE; NC Department of Public
Instruction
E. Assessment schedule
to assess goal: Annually
F. Person/group responsible: Chair, program coordinators, department faculty G. Performance outcomes for goal:
All professional education programs will meet the program approval
standards of the North Carolina Department of Public Instruction H. Resources Required:
ANNUAL REPORT
I. Annual progress assessment of performance outcomes:
Faculty worked on committees to draft the various sections of the NCATE Institutional Report.
Program Coordinators work a series of SAC’s reports. Continued work with our three PDS schools
J. Follow-up plan to make changes as a result of assessment findings: Faculty continue to work in committees to write the NCATE Institutional Report
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III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES
A. Unit, Dept. or College Goal #8:
The Department will strengthen effective partnerships with schools and communities.
B. Relationship of goal to next higher reporting unit goal:
3 The College of Education will strengthen effective partnerships with
schools, communities and alumni.
C. Action plans to achieve goal:
8.1 The Department will continue to define and strengthen its collaborative efforts
with its three professional development schools and explore additional urban
partnerships.
8.2 The Department will continue to provide professional development to teachers
at area schools.
8.3 Actively participate in the College’s efforts to maintain relationships with
alumni. Build on existing community partnerships and explore new alternatives. D. Effectiveness measures/methods to assess outcomes/goal attainment:
Faculty annual reports
E. Assessment schedule to assess goal:
Annually
F. Person/group responsible: Chair G. Performance outcomes for goal:
On-going activities for candidates, teachers and students at our PDS
(middle and high) H. Resources Required:
ANNUAL REPORT
I. Annual progress assessment of performance outcomes:
Continued work with our three PDS schools.
Collaboration with James Martin Middle School.
J. Follow-up plan to make changes as a result of assessment findings:
PDS evaluations
Faculty annual reports.
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III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES
B. Unit, Dept. or College Goal #9:
The Department will participate in the College’s 40th
Anniversary celebration and
campaign.
B. Relationship of goal to next higher reporting unit goal:
9 The College of Education will secure the resources needed to strengthen
the mission of the College and will honor the College’s 40th
Anniversary.
C. Action plans to achieve goal:
9.1 Department faculty will participate in College of Education 40th Anniversary
functions. D. Effectiveness measures/methods to assess outcomes/goal attainment:
Faculty annual reports
E. Assessment schedule to assess goal:
Annually
F. Person/group responsible: Department faculty G. Performance outcomes for goal: On-going activities for 40
th Anniversary Celebration
H. Resources Required:
ANNUAL REPORT
I. Annual progress assessment of performance outcomes:
Activities for 40th
Anniversary Celebration are coming to a close.
J. Follow-up plan to make changes as a result of
assessment findings:
Activities for 40th
Anniversary Celebration are coming to a close.