cf.3a description of the mission, vision, beliefs, values · tools including blogging, rss feeds,...

CF.3a Description of the mission, vision, beliefs, values

Unit Mission

The mission is to prepare competent, confident, and caring professionals.

Competent graduates demonstrate broad knowledge and apply research-based

instructional practices; they reflect and think critically to impact all students.

Graduates exhibit confidence in their ability to positively affect student learning,

behavior and motivation.

Caring graduates establish relationships in an environment of mutual respect and rapport

as evidenced by all students feeling valued and safe.

Unit Vision

The vision is to be recognized for leadership, innovation, and high quality programs in the Black

Hills region, the state, the nation, and the world.

Unit Beliefs about Teaching and Learning

We believe in learning communities in which members discuss, explore, and learn together

We believe that teaching is and active and reflective process that links theory into practice.

We believe all students can learn.

We believe in using multiple methods and strategies to promote learning for all.

We believe that learning is inquiry-based and a life-long process.

University Core Values

Scholarship

We engage in the scholarship of research and creative activity to contribute knowledge and art to

the community, the state, the region, the nation, and the world; we engage in the scholarship of

teaching by using relevant and cutting edge practices to prepare students for the future; and, we

engage in the scholarship of service by accepting leadership roles in society and making

meaningful contributions to the profession and to the general public.

Student-Centeredness

We accept the responsibility of transforming student lives and treat each student with dignity and

respect.

Educational Excellence and Life Long Learning

We engage in doing quality work by reflecting on our performance, our creativity and ingenuity,

and in continuously challenging ourselves to improve.

Integrity

We adhere to ethical standards of excellence and accept accountability for personal decisions and

actions, which impact our reputation as a dynamic and resourceful institution of higher learning

that places students front and center.

Inclusiveness

We embrace the multi-dimensions of human differences by practicing inclusive education and

unconditional positive regard, supporting multicultural learning experiences for all, and

encouraging international exchange.

Innovation and Change

We anticipate future needs and use our imaginations to be responsive to unique opportunities for

growth by encouraging respectful dialogue that encourages an open-minded exchange of ideas

whereby active listening and critical thinking sustain a vibrant learning community for students,

staff, faculty, administration, alumni, and the public.

CF.3b Unit standards

Unit Standards

The unit prepares teachers for initial teacher certification in nineteen areas that include

elementary education, early childhood special education, K-12 special education, K-12 art, K-12

music, K-12 physical education, K-12 Spanish, 7-12 biology, 7-12 chemistry, 7-12 composite

science, 7-12 composite math and science, 7-12 math, 7-12 English, 7-12 speech, 7-12 composite

language arts, 7-12 history, 7-12 composite social science, 7-12 business, and 7-12 industrial

technology. Each teaching program is aligned with the mission and conceptual framework of the

unit, standards of the Interstate New Teacher Assessment and Support Consortium (INTASC),

and professional standards from its designated Specialized Professional Association (SPA)

including ACEI, NBEA, CEC, NAEYC, NAEA, NSTA, NCTE, ACTFL, NCTM, NASM,

NASPE, NCSS, and ITEA.

The College of Education unit has within its Master of Science in Curriculum and Instruction

four advanced preparation programs for other school professionals. These include Reading

Specialist, Math Specialist, Science Specialist, and Technology Facilitator. Each program is

aligned with the mission and conceptual framework of the unit, propositions from the National

Board for Professional Teaching Standards (NBPTS), and professional standards from its

Specialized Professional Association (SPA) including NCTM, ISTE, IRA, and NSTA.

CF.3c Technology proficiencies initial level

The unit has adopted technology proficiencies from the National Education Technology Standards for Teachers ISTE® 2008 for the

undergraduate program and initial certification. The proficiencies have been aligned to the curriculum and assessment systems are in place to

measure and report candidate performance on an annual basis. As described in the table below, the proficiencies are organized in two levels. In

the first level candidates develop their knowledge and skill with technology; in the second level candidates demonstrate their integration of

technology into teaching.

Undergraduate Technology Proficiencies

Technology Proficiencies Level 1: Knowledge and Skills

Candidates have insight into technology but do not know yet how to implement relevant instruction for

learning)

Required Course for all initial and certification programs: EDFN 365: Computer Based Technology & Learning

Assessment of Level 1: All candidates are required to pass the class with a C or better

Facilitate and Inspire Student

Learning and Creativity

Use knowledge of subject matter,

teaching, and technology to

facilitate experiences that advance

student/candidate learning,

creativity, and innovation in both

face-to-face and virtual

environments

Outcome #2: To learn about the Internet, the World Wide Web and how they can be used as effective teaching

tools including blogging, RSS feeds, wiki, Web2.0 tools, and Google tools.

Assessment - exams & Internet based projects

Outcome 6: To learn to use the following software: Windows operating system, Mac operating system,

Publisher, Office 2007 (includes Word, Excel, Access & PowerPoint), Notebook 10 [SMART Board] & Inspiration.

Assessment – Computer based projects & creation of multimedia learning materials & Final technology-based

project

Outcome 7: To learn how to evaluate educational software and educational web sites.

Assessment – rubric-based evaluation projects

Outcome 8: To learn how to incorporate educational technology into daily classroom activities.

Assessment - Computer based projects & web based projects & creation of multimedia learning materials

Design and Develop Digital-Age

Learning Experiences and

Assessments

Design, develop, and evaluate

authentic learning experiences and

assessment incorporating

contemporary tools and resources to

maximize content learning

Outcome 1: To learn how computers are used effectively in education.

Assessment – exams & computer based projects

Outcome 3: To learn to use the following software: Windows operating system, Mac operating system,

Publisher, Office 2007 (includes Word, Excel, Access & PowerPoint), Notebook 10 [SMART Board] & Inspiration.

Assessment – Computer based projects & creation of multimedia learning materials & Final technology-based

project

Model Digital-Age Work and

Learning

Exhibit knowledge, skills and work

processes representative of an

innovative professional in a global

and digital society

Outcome #2: To learn about the Internet, the World Wide Web and how they can be used as effective teaching

tools including blogging, RSS feeds, wiki, Web2.0 tools, and Google tools.

Assessment - exams & Internet based projects

Outcome 3: To learn about software and hardware applications used in education.


Promote and Model Digital

Citizenship and Responsibility

Understand local and global societal

issues and responsibilities in an

evolving digital culture and exhibit

legal and ethical behavior in their

practices

Outcome 5: To learn about security issues, ethics and emerging technologies in education.

Assessment – exams & emerging technologies based projects

Outcome 4: To learn about multimedia and technology integration in education.

Assessment – exams & multimedia based projects & creation of multimedia learning materials

Engage in Professional Growth and

Leadership

Improve professional practice,

model lifelong learning, and exhibit

leadership in schools and/or

professional community by

promoting the effective use of

digital tools and resources

Outcome 1: To learn how computers are used effectively in education.


Outcome 7: To learn how to evaluate educational software and educational web sites.

Assessment – rubric-based evaluation projects

Technology Proficiencies Level 2: Integration of Technology into Teaching

Candidates use technology to implement relevant instruction for learning

Required Field Experiences for all initial and certification programs

Pre-Student Teaching Practicum (PSTP)

Student Teaching (ST)

Assessment of Level 2: Lesson Plan Integrating Technology in PSTP

ST Final Appraisal: INTASC 4 (Resources for Instruction; Active Learning Through Multiple Teaching

Strategies; Integrates and uses Technology (Internet, PowerPoint, Distance Learning, Programmable

Calculators, etc.)

Facilitate and Inspire Student

Learning and Creativity

Use knowledge of subject matter,

teaching, and technology to

facilitate experiences that advance

student/candidate learning,

creativity, and innovation in both

face-to-face and virtual

environments

Pre-Student Teaching Practicum

Student Teaching

Design and Develop Digital-Age

Learning Experiences and

Assessments

Design, develop, and evaluate

authentic learning experiences and

assessment incorporating

contemporary tools and resources to

maximize content learning


Student Teaching

Model Digital-Age Work and

Learning

Exhibit knowledge, skills and work

processes representative of an

innovative professional in a global

and digital society


Student Teaching

Promote and Model Digital

Citizenship and Responsibility

Understand local and global societal

issues and responsibilities in an

evolving digital culture and exhibit

legal and ethical behavior in their

practices


Student Teaching

Engage in Professional Growth and

Leadership

Improve professional practice,

model lifelong learning, and exhibit

leadership in schools and/or

professional community by

promoting the effective use of

digital tools and resources


Student Teaching

CF.3d Technology proficiencies advanced level

The Technology Facilitator program at the advanced level meets and exceeds

technology proficiencies by design. Candidate performance is assessed as a component of the

clinical practice requirement. The technology guidelines for clinical practice and the core

proficiencies for clinical practice cross all advanced level programs. The Clinical Practice

Assessment Form and clinical practice guidelines are included below and indicate how the

proficiencies are embedded in the MSCI program and how they are assessed.

Technology Facilitator Clinical Practice Assessment Form

Evaluation of Clinical Practice

Based on the International Society of Technology Integration Standards for Technology Facilitators Candidate:

Rubric Completed by:

Clinical Faculty University ED 754 Instructor

Date:

Based on my observations, the candidate’s performance of the following indicators falls within the areas circled below.

Performance Indicator Approaches Standard Meets Standard Exceeds Standard

TF-V.A.1: Identifies resources and participates in professional development activities and professional technology organizations to support ongoing professional growth related to technology.

Participates in professional development activities and professional technology organizations to support ongoing professional growth related to technology

Identifies resources and participates in professional development activities and professional technology organizations to support ongoing professional growth related to technology

Uses resources and professional development activities available from professional technology organizations to support ongoing professional growth related to technology


TF-V.A.2: Disseminates information on district-wide policies for professional growth opportunities for staff, faculty and administrators.

Develops an awareness of district-wide policies for the professional growth opportunities for staff, faculty and administrators

Disseminates information on district-wide policies for professional growth opportunities for staff, faculty and administrators

Implements policies that support district-wide professional growth opportunities for staff, faculty and administrators


TF-V.B.1: Models advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional products.

Reflects on professional practice to make informed decisions regarding the use of technical support of student learning

Continually evaluates and reflects on professional practice to make informed decisions regarding the use of technology in support of student learning

Continually evaluates professional practice to make informed decisions regarding the use of technology in support of student learning and disseminates finds to district administrators


TF-V.C.4: Uses a variety of distance learning systems and uses at least one to

Develops an awareness of several distance-learning systems to support

Uses a variety of distance learning systems and uses at least one to support personal

Uses a variety of distance learning systems to support person and professional

support personal and professional development.

personal/professional development

and professional development

development


TF-V.C.5: Uses instructional design principles to develop hypermedia and multimedia products to support personal and professional development.

Develops an awareness of instructional design principles and its importance in the development of hypermedia and multimedia products

Uses instructional design principles to develop hypermedia and multimedia products to support personal and professional development

Applies instructional design principles to demonstrate hypermedia/multimedia products to support professional development


TF-V.D.1: Models the use of telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning.

Uses telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning

Models the use of telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning

Stays abreast of current telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning


TF-V.D.3: Participates in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics.

Participates in online collaborative curricular projects and team activities

Participates in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics

Investigates and disseminates online collaborative curricular projects and team activities to build bodies of knowledge around specific topics


TF-VII.C.1: Supports technology professional development at the building/school level utilizing adult learning theory.

Identifies opportunities for technology professional development at the building/school level utilizing adult learning theory

Supports technology professional development at the building/school level utilizing adult learning theory

Designs and plans technology professional development at the building/school level utilizing adult learning theory


TF-VIII.E.1: Examines components needed for effective field-based experiences in instructional program development, professional development, facility and resources management, WAN/LAN wireless systems, or managing change related to technology use in school-based settings.

Develops an awareness of the components needed for effective field-based experiences in instructional program dev elopement, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school-based settings

Examines components needed for effective field-based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school-based settings

Determines components needs for effective field-based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school-based settings

Clinical Practice: Guidelines

A. Use of Technology

Candidates participate in an online learning environment through the Learning Management

System Desire2Learn. Candidates will use Desire2Learn to conduct discussions and personal

communications related to the practicum with the instructor and other class members. The web-

based video conferencing system Elluminate is also available to all candidates to facilitate field-

based conferences with mentor and instructor and peers. Additionally, candidates are expected to

integrate available educational technologies including, computer software, Web-based resources,

and classroom equipment including interactive whiteboards (e.g., SmartBoards), video-data

projectors, and other video-conferencing systems to provide appropriate and effective professional

development.

B. Clinical Practice Core Leadership Proficiencies

1. Interaction with/support of teachers/stakeholders in instructional change and

professional growth

(Assessed by #1 and #2 on Math Specialist rubric, #1, #2, and #3 on Reading Specialist rubric,

#1 and #2 on Science Specialist rubric, #1, #2, #4, #5, and #6 on Technology Facilitator rubric)

2. Knowledge of research/latest technologies/latest elements of reform in the field

(Assessed by #3 and #4 on Math Specialist rubric, #1, #2, #3, and #4 on Reading Specialist

rubric, #3 and #4 on Science Specialist rubric, #1 and #6 on Technology Facilitator rubric)

3. Effectiveness of professional development delivered

(Assessed by #1 and #5 on Math Specialist rubric, #4 on Reading Specialist rubric, #1 and #5 on

Science Specialist rubric, #1, #7, and #8 on Technology Facilitator rubric)

4. Reflection on/evaluation of professional practice/ professional development

(Assessed by #6 on Math Specialist rubric, #4 on Reading Specialist rubric, #6 on Science

Specialist rubric, #3 on Technology Facilitator rubric)

CF.3e Diversity proficiencies

The diversity proficiencies are delineated in Standard 4 Exhibits 4.1a, 4.1b, 4.1c, and 4.1d.

CF.3f Assessment system

Unit Assessment System

Measures of five quality indicators are utilized across all programs to provide unit data used for

the improvement of unit policies, programs, and structures. The five indicators are as follows:

Measure #1: Qualities of the program, as reported by candidates

Measure #2: Effects of the program, as reported by P-12 clinical faculty

Measure #3: Effects of the program on teaching, as measured by candidate performance

Measure #4: Effects of the program on P-12 pupils

Measure #5 Effects of the program on teaching in year one and year three of graduates

Data are collected, summarized, analyzed, and reported in aggregate form in the annual Unit

Assessment Report (Exhibit 1.1b). Performance data from quality indicators 2, 3, and 4 are

disaggregated at the program level, analyzed, and reported in each Program Report (1.1a), and

used to make changes in curriculum and instruction that lead to improvement in candidates’

knowledge, skills, and dispositions. The College of Education Assessment System Handbook

provides additional detail regarding the tools which are used for each measure, the collection

process, and the individuals and groups responsible for summary, analysis, and reporting.

CF.3g Theoretical and research base

In the 2006-2007 academic year, the members of the unit’s Mission and Strategic Planning

Committee focused on a thorough review of the literature regarding the theories and research

behind the unit’s mission. The mission drives the work of the unit. Discussions were held with

all stakeholders regarding the findings and input was gathered. Revisions to the mission

statement were made as a result of the review and key terms in the mission statement were

defined. The mission is to prepare competent, confident, and caring professionals. References to

key research pieces regarding competence, confidence, and caring are summarized below.

Competence

Competent teacher education graduates need a thorough understanding of pedagogy as the

cornerstone for successful teaching (Adams and Pierce, 2007; Darling-Hammond, Wise, and

Klein, 1995). Having a broad knowledge base of basic principles and procedures for planning

and preparing lessons ensures effective instruction in which graduates adjust lesson plans based

upon observational assessments of students’ needs and abilities (Ball, 2000; Anderson and

Krathwohl, 2001). Competent graduates develop classroom experiences that provide engaging,

cutting-edge, critical thinking experiences for all students (Cruickshank, 2001; Villegas and

Lucas 2002). Reflective teaching practices lead competent graduates to analytical decisions

about their instruction that is based upon pedagogy and research (Lieberman, 2000; Loughran,

2002).

Confidence

In recent years, the study of teacher effectiveness has gone beyond an examination of teachers’

content area preparation, their ability to develop lesson plans, and their classroom management

skills to include teachers’ self-efficacy or confidence (Bembenutty, 2006; Randi, 2004).

Teachers’ self-efficacy is the teacher’s belief in his or her ability to bring about a positive effect

on student learning, behavior, and motivation. Teachers’ self-efficacy also affects teachers’

positive attitude toward helping students, their level of job satisfaction, and their desire to

motivate their students. (Tschanene-Moran & Woolfolk, 2001). Research indicates that

preservice teachers with a high sense of self-efficacy exerted more effort in their studies and had

higher test scores (Bembenutty & Chen, 2005). Teachers with a high sense of self-efficacy have

a high level of professional commitment (Milner, Woolfolk, Hoy, 2002).

Caring

When individuals think of the teachers who made a difference in their lives and what motivated

them to achieve, they consistently report teachers with caring skills. Students feel safe with

caring teachers and know that they can count on the caring teacher to be fair and compassionate.

(Danielson, 1996). The caring and effective teacher creates an environment of respect and

rapport which impacts both the interactions between the teacher and the students and the

interactions between students (Danielson, 1996; Ellison& Hayes, 2003). A caring teacher

promotes a sense of caring in students by modeling caring behavior such as expressing concern

about people in distress and taking the time to help (DeVries & Zan, 1994). Caring, as perceived

by students, “was related significantly and positively to students’ pursuit of prosocial and social

responsibility goals and to students’ academic effort.” (Wensel, 1997) Research shows that

teachers who care, and can demonstrate their caring, have a greater capacity to increase student

achievement (Costa and Garmston, 2002; DeVries & Zan, 1994; Wensel, 1997; Ellison & Hayes,

2003).

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