INSTITUTIONAL REPORTFirst Accreditation Visit

Continuous Improvement Pathway

7210 NW 39th ExpresswayBethany, OK 73008

March, 2015Institutional Report for First Accreditation: Continuous

Improvement Pathway

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I. OVERVIEW AND CONCEPTUAL FRAMEWORK

I.1 Mission, Historical Context, Unique Characteristics

University MissionSouthwestern Christian University is a Christ-centered liberal arts institution equipping students for a life of learning, leadership, and service; integrating faith, learning, and living; and empowering graduates to excel and to positively impact their work for Jesus Christ.

University VisionProviding a values-driven holistic Christian liberal arts educational experience designed to train, equip, and deploy servant-leaders throughout the world.

Our Focus To provide a higher educational experience at a price-point that brings it within

the reach of a majority of students from various socio-economic groups To serve students with a demonstrated desire to succeed in life by Soaring High

and Beyond, and willing to submit to a rigorous academic program and a campus life strategically designed to enable them to maximize their potential

To prepare students to become servant-leaders, and to become ambassadors of Southwestern Christian University wherever they go.

University Motto – Scholarship, Spirit, Service

University Core Values

Scholarship - Scholarship at SCU is pursued from the perspective of a Biblical-Christian worldview. The integration of faith, learning and living is central to every academic discipline and is led by dedicated faculty members who are committed to academic excellence, the elevation of critical thinking skills, and personal, spiritual and intellectual growth.

Spirit - SCU is dedicated to cultivating a Spirit-led environment where students grow in their spiritual relationship with God and their interpersonal relationship with others.

Service - SCU is focused on serving both Christ and others. Through the development of servant-leadership SCU empowers graduates for a life of learning, leadership and global impact.

Historical Context

SCU was established in 1946 by the International Pentecostal Holiness Church as Southwestern Bible College. In the 1960's, the student population increased and as various junior college programs were developed, the institution received accreditation from the Oklahoma State Regents for Higher Education. In 1973, the junior college received accreditation from the North Central Association of Colleges and Schools and was approved as a four-year baccalaureate-level, degree-granting college in the field of religion in 1979. In the fall of 1981, SCU transitioned into Southwestern College of Christian Ministries, selling the old

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campus once located on 4700 NW 10th and opening its doors at its present location in Bethany. The name of the institution was changed to Southwestern Christian University in 2001 and continues to expand curriculum offerings each year. Its purpose is to equip students for a life of learning, leadership, and service; integrating faith, learning, and living; and empowering graduates to excel and to positively impact their world for Jesus Christ. The university’s educational philosophy holds that biblical literacy and the Christian worldview are at the heart of its educational programs. The university maintains that knowledge of the Bible and Christian thought is necessary and fundamental for all academic pursuits, Christian work, and personal Christian growth. Committed to the total development of the individual (Luke 2:52), the university seeks to prepare its students for useful and fulfilling lives. Vital to this total preparation for living is the required general education curriculum which helps provide students with an understanding of themselves and the world around them. To this end SCU currently offers an Associate of Arts degree, thirty Bachelor’s degree options, and two graduate degrees: Master of Ministry degree and Master of Arts in Theological Studies.

Teaching has long been recognized as one of the most fundamental means by which an individual can help build a better future for his/her community, state and world. With students from around the United States and multiple foreign countries, it is the hope and intent that SCU can make a meaningful contribution to the essential pool of future teachers who are both highly-qualified and ethically/morally prepared. The university continues to maintain accreditation with the Higher Learning Commission and approval of the Oklahoma State Regents for Higher Education.

Unique Characteristics

In its most recent Fall Enrollment report (Fall 2014) to the Integrated Postsecondary Education Data System (IPEDS) SCU reported an unduplicated count of 778 undergraduate enrollment and 35 graduate students representing 40 different states and 35 different countries (Africa, Bolivia, England, Malawi, Russia, Serbia, Slovakia, Tasmania, Wales, etc.). There are 389 male students and 424 females. The race/ethnicity breakdown of the student population is as follows:

Hispanic/ Latinos 56American Indian or Alaska Native 27Asian 5Black or African American 223Native Hawaiian or other Pacific Islander 3White 370Two or more races 16Race and ethnicity unknown 31Non-resident Aliens 82

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I.2 Unit Summary, Vision, Mission, Relationship to Other Units

Unit Summary

The Department of Education is housed in the School of Education and Sport Studies. The Chair of the Department of Education main responsibilities include: oversight of administrative functions of the Teacher Education program; rotation of teacher education courses; communication with P-12 partners; chair of Teacher Education Faculty Committee and chair of Teacher Education Council; and collaboration with the School of Art and Sciences faculty and administration. Candidates complete coursework in both the School of Education & Sport Studies and the School of Arts & Sciences.

Unit Vision

The vision of the SCU Teacher Education program focuses on developing effective teachers who can integrate faith and learning as they positively impact the lives of others.

Unit Mission

The mission of the SCU Teacher Education program is to develop and nurture competent and caring teachers who model Christ through a life of service and leadership; embrace scholarship and its application; demonstrate an understanding of individual differences; and dedicate their efforts to the education and welfare of all students.

Relationship to Other Units

Even though this is a relatively small university faculty (30 total faculty members 2014-15) there is a purposeful system in place to ensure communication, collaboration, and authority in regards to the Teacher Education program. Teacher Education Faculty Committee (8 members) includes all faculty who have a minimum of three years of P-12 classroom experience and have advanced professional preparation in their field of study. The Teacher Education Faculty Committee consists of faculty in both the School of Education & Sport Studies and the School of Arts & Sciences. Monthly meetings are used to discuss policies, procedures, and progress as the program is implemented. Recommendations are sent to the Teacher Education Council for approval and then submitted to the SCU Academic Council which includes representatives across campus and finally to the Provost to ensure institution-wide communication.

I.3 Programs Offered

All programs at SCU are at the initial level. There are no advanced programs or programs for other school professionals at this time. Candidates may seek alternative certification in any of the programs with the unit providing appropriate coursework outlined by the State Department of Education.

SCU submitted the Preconditions Report and all three program reports listed below to the Oklahoma Commission for Teacher Preparation (OCTP) on March 15, 2014. At the May 2014 meeting all three programs were approved with conditions due to the lack of data. Data collection began in fall 2014 and will continue to grow as each course with the

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program sequence is implemented. Table I.3.a describes the programs the unit is currently offering.

Table I.3a – Programs currently being offered by the unitName of Program Degree

Awarded

Where Housed Structure for Oversight

Level

English Education B.A. Ed Dept. Language Arts

Teacher Ed. Council

Initial

History Education B.S. Ed. Dept. History Teacher Ed. Council

Initial

Physical Education/Health/Safety

B.S. Ed. Dept. of Education

Teacher Ed. Council

Initial

Each program is aligned to the corresponding specialized program association. Table 1.3b shows the alignment for each program. Program coordinators have the program report feedback and are in the process of addressing areas for improvement as identified in the State of Oklahoma Recognition Reports, February 2014.

Table I.3b – Program Alignment to the Specialized Program AssociationsName of Program Degree

AwardedSPA Program Coordinator

English Education B.A. Ed National Council of Teachers of English

Shelley Groves

History Education B.S. Ed. National Council for the Social Studies

Eddie Chet Horn

Physical Education/Health/Safety

B.S. Ed. National Association for Sport & Physical Education

Phylis Hadley

The professional teacher education course sequence has been developed and is consistent across each program. The Exhibit I.5a.3 Teacher Education Course Integration Timeline shows the progression and the implementation timeline for program courses and their scheduled availability for teacher candidates beginning spring 2014 through spring 2018. This timeline will ensure the availability of required coursework for candidates.

I.4 Unit Conceptual Framework, Institutional Standards, and Candidate Proficiencies

Conceptual Framework

The SCU Teacher Education Conceptual Framework (CF) guides the work of the unit. It is consensus-based and provides the foundation for all processes and procedures of the unit. The CF encompasses the InTASC standards to address the fundamental issues of what SCU candidates need to know (critical knowledge), what they need to be able to do (skills/performances), and what they value and how teachers act in practice (critical dispositions) (Council of Chief State School Officers, 2011).

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The unit works to ensure that the programs and thus its teacher candidates are as knowledgeable of their field as possible. To that end the unit has aligned its program with standards set forth by the Office of Educational Quality and Accountability (OEQA, formerly the Oklahoma Commission for Teacher Preparation [OCTP]) and the Interstate Teacher Assessment and Support Consortium (InTASC). The CF also supports the essence of our Christian mission by embracing a strong commitment to preparing teacher candidates who demonstrate caring for all students and the belief that all can learn; as they reflect on professional and personal practice; serve as a model of Christian character through leadership and involvement; and pursue scholarship as an integral part of life-long learning.

The essence of our Christian mission is represented in the CF. This mission is also supported by a strong commitment to preparing competent, caring, reflective, and qualified educators. The unit emphasizes the integration of subject matter, clinical experiences, and pedagogical knowledge as demonstrated by caring actions, service in the field, and teaching skills. We believe the teacher is the orchestrator of the learning environment and has the responsibility to create a positive atmosphere for all students. This is reached through specific themes designed to provide a unique educational experience at SCU.

The goal of the SCU teacher education program is for graduates to be:Caring for all students and the belief that all can learnReflective…On professional and personal practiceService-guided as a model of Christian character through leadership and involvementScholarship-minded in the pursuit of life-long learning

Conceptual Framework Model

As teacher education faculty began to identify the themes associated with the CF, the CRSS (for the themes Caring, Reflective, Scholarship, and Service) arrangement became apparent. An acronym using this arrangement was a good match for the SCU beliefs, and the model was a natural out-flowing of faculty collaboration. There was discussion about finding an “O” word, however, it was decided to incorporate the “O” into the phrase associated with reflective. The CRoSS acronym was the final choice and fully supported the shared vision for the teacher education program. Accordingly, the unit’s CF model includes the shape of the cross to model the university mission (see figure above). The themes included on each part of the cross represent the need for a holistic approach to preparing future teachers. The CF encompasses the interrelatedness of each component in an effective teacher education program. By each component working together, the unit promotes scholarship, service, reflection, and caring educators.

Conceptual Framework Alignment with National and State Standards

During Teacher Education Faculty Committee (TEF) meetings in spring 2013, the CF themes were aligned directly to the Oklahoma General Competencies for Teacher Licensure (Table I.4a). Even though the Commission on Teacher Preparation provided an

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alignment chart for the Oklahoma General Competencies for Teacher Licensure and the Interstate Teacher Assessment and Support Consortium (InTASC) standards (Table I.4b), during TEF meetings in the fall of 2013 it was decided that it would be wiser for the unit to align its CF themes with InTASC standards released April 2011 (Table I.4c). Since the unit’s program is newly created, the faculty felt it would be easier to work with the newly adopted standards rather than to make future changes. This alignment would allow for consist thinking, planning, and incorporating as the process moved forward to build a solid foundation on which to develop all of the supporting documents, processes, and procedures. The themes guide the unit and the InTASC Standards are the goals and objectives incorporated throughout the teacher education program.

Table I.4a – Conceptual Framework aligned to Oklahoma General Competencies for Teacher Licensure

Oklahoma General Competencies for Teacher Licensure

CONCEPTUAL FRAMEWORK

THEMES

OK#

1

OK

#2, 3

, 7

OK

#4, 1

4, 1

5

OK#

8

OK

#5

OK

#6, 1

0, 1

1

OK

#9, 1

2, 1

3

Caring X X XReflective X XService X XScholarship X X

Table I.4b – InTASC Standards aligned to Oklahoma Competencies

InTASC Standards Oklahoma Competencies

1 2,32 33 5, 6, 114 15 4, 66 87 7, 148 4, 69 9, 13, 1510 10, 12

Table I.4c – Conceptual Framework aligned to InTASC Standards InTASC Standards

Learner Knowledge Instructional Practice Professional

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CONCEPTUAL FRAMEWORKTHEMES

1.De

velo

pmen

t

2. D

iffer

ence

s

3. E

nviro

nmen

ts

4. C

onte

nt

5. A

pplic

ation

6. A

sses

smen

t

7. P

lann

ing

8. S

trat

egie

s

9. L

earn

ing

&

Prac

tice

10. C

olla

bora

tion

Caring X X XReflective X X XService XScholarship X X X

Unit Goals/Organizational Standards

The unit standards are designed to ensure that teacher candidates develop a strong foundation in the liberal arts, a sound knowledge of their discipline, and an understanding of how students learn and develop. Teacher candidates are encouraged to explore, reflect, analyze, and think critically as they develop curriculum; design appropriate assessment procedures with awareness of different learning styles; and strive to create a positive classroom environment that facilitates learning and partnerships with the home, school, and community through a reasonable mastery of communication skills. As stated earlier the unit has adopted the InTASC Standards. Based on research and a solid knowledge base the InTASC Standards will serve as the practical application of the unit’s CF.

The CF, as describe in the Teacher Education Handbook, provides a set of assumptions, expectations, knowledge, skills, and learning outcomes adopted by our program. This organizing framework shapes the structure of the program by providing a system for ensuring coherence among curriculum, instruction, field experiences, and assessment across a candidate's program (Karmon, 2007). The document, as well as the program itself, is continuously reviewed, evaluated and modified to incorporate new knowledge and experience about best practices in education. Data collected from candidate assessments, candidate evaluations, recent graduates, and members of the professional community are utilized to help make necessary modifications and improvements. The unit’s stakeholders take part in this continuous evaluation process through regular monthly meetings of the Teacher Education Faculty Committee and semester meetings of the Teacher Education Council. Also, aspects of the CF document will be included in the university catalog, on course syllabi, and on evaluation tools. In addition, the Teacher Education Handbook is available for review by members of the professional community and other interested individuals.

Knowledge Base Overview

The unit’s CF is grounded by a knowledge base derived from research, disciplined inquiry, informed theory, and the wisdom of practice. The contributions of many educators, philosophers, researchers, and practitioners give direction to the development of the professional education programs at SCU. Inspired by the scholarship of Dewey (1904/1977), and the work of Bransford, Darling-Hammond and LePage (2005), embracing the historical shift in pedagogy from teaching as a mechanical process of delivering information, to a concept of more informed practice based on reflection,

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caring, and inquiry. The unit supports the national movement to bring professional educators and P-12 school practitioners together for common purposes (Goodlad, 1990) and a teacher preparation program fully grounded in clinical practice (Duncan, 2010). With these principles in mind and the overall mission of our institution, the four themes of the CF were identified.

I.5 ExhibitsI.5.a Pages from catalogs and other printed documents describing general

education, specialty/content studies, and professional studies1.SCU Catalog 2014 – 2015

a. Pg. 57-58 Department of General Educationb. Pg. 65-66 BA in English Education Degree Planc. Pg. 63-64 BS in History Education Degree Pland. Pg. 79-81 BS Physical Education, Health, & Safety Degree Plan e. Pg. 71-77 Teacher Education Transition Points

2.Preconditions Report S’14 3.Teacher Education Course Integration Timeline 4.SCU Teacher Education Handbook 5.Teacher Education Faculty Committee (TEF) 6.Teacher Education Council (TEC )

I.5.b Examples of syllabi for professional education courses1. EDUC 2301 Introduction to Teaching 2. EDUC 2000 Clinical Practice3. EDUC 2113 Foundations in Education4. EDUC 3202 Educational Technology

I.5.c Conceptual framework(s)1. Conceptual Framework Overview

I.5.d Findings of other national accreditation associations related to the preparation of education professionals (e.g., ASHA, NASM, APA, CACREP)

Not ApplicableI.5.e Updated institutional, program, and faculty information under institutional

work space in AIMS Not Applicable

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II. Unit Standards and Movement Toward Target

Movement Toward TargetPlease indicate the standard(s) on which the unit selected to demonstrate movement toward target:

Standard 1 – Candidate Knowledge, Skills, and Professional DispositionsCandidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.

1.1. Candidate Knowledge, Skills, and Professional DispositionsWhat do candidate assessment data tell the unit about candidates' meeting professional, state, and institutional standards and their impact on P-12 student learning? For programs not nationally/state reviewed, summarize data from key assessments and discuss these results. [10,000 characters]

Teacher Candidates’ Content Knowledge

The unit has been approved by the Office of Educational Quality and Accountability (OEQA) to offer certification in three areas: English, Physical Education, Health and Safety, and History. Each of these programs has aligned its standards with those of the appropriate Specialized Professional Association (SPA) to ensure that its candidates can demonstrate that they have sufficient knowledge of content to help all students meet standards for P–12 education. The unit further ensures acquisition of knowledge and skills by requiring that candidates maintain a 2.75 cumulative grade point average on all coursework earned and that they earn a C or higher in content area core classes. The state required certification exams (OGET and OSAT) will also provide assurance of candidates’ mastery of knowledge and skills. At SCU candidates are required to have a passing score on the OGET to be admitted to the Teacher Education Program. They must have a passing score on the OSAT to be admitted to their clinical practice internship. However, since SCU’s program was only approved in May of 2014, the unit offered courses prior to this approval as elective classes to existing majors. Beginning in fall 2014 the program officially began offering teacher education coursework. Consequently, we do not currently have candidate scores on these exams. The first candidate applications were received spring 2015 and are currently being admitted to the program. As data becomes available through the application to the program process we will report these numbers.

Initial Advanced StandardsStandard 1: Candidate Knowledge, Skills, and Professional DispositionsStandard 2: Assessment System and Unit Evaluation

X NA Standard 3: Field Experiences and Clinical Practice

Standard 4: Diversity

Standard 5: Faculty Qualifications, Performance, and DevelopmentStandard 6: Governance and Resources

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Candidates also demonstrate their knowledge of content through the assessments conducted in their specific program. As part of the program review process, SCU will conduct candidate assessments as the courses in which they are imbedded are offered in each program’s course rotation. The scoring guides and other documents that show the program’s alignment with and adherence to the professional standards for their respective SPAs as well as those of InTASC and OGCTL are available in the program review documents for English Education, Social Studies Education, and Physical Education.

Application Criteria

The unit has been approved by the Office of Educational Quality and Accountability (OEQA) to offer certification in three areas: English, Physical Education, Health and Safety, and Social Studies. Each of these programs has aligned its standards with those of the appropriate Specialized Professional Association (SPA) to ensure that its candidates can demonstrate that they have sufficient knowledge of content to help all students meet standards for P–12 education. The unit further ensures acquisition of knowledge and skills by requiring that candidates maintain a 2.75 cumulative grade point average on all coursework earned and that they earn a C or higher in content area core classes.

OGET Scores

Candidates are required to successfully complete the OGET prior to admission.

OSAT Scores

Candidates are required to successfully complete the OSAT prior to clinical internship.The state required certification exam will also provide assurance of candidates’ mastery of knowledge and skills. At SCU candidates are required to have a passing score on the OGET to be admitted to the Teacher Education Program. They must have a passing score on the OSAT to be admitted to their clinical practice internship. However, since SCU’s program was only approved in May of 2014, the unit only offered the Introduction to Teaching and Foundations of Education courses as elective classes to existing majors. Beginning in fall 2014, the program officially began offering teacher education coursework. Consequently, we do not currently have any candidates who are far enough along in their program to be ready to take the OSAT exams.

Course Grades

All courses in each education program were designed to align to SPA Standards. The advantage of starting a new program is the ability to be thoughtful and purposeful about the courses that are included. Syllabi, assignments, activities, and research papers are also aligned to the specific SPA Standards. All standards are addressed multiple times in more than one course to ensure an adequate knowledge and experience base. See Exhibit 1.4c.2 English Education Program Candidate Course Grades Data Tables for a sample of the data charts and aggregation tables to be used for assessment of candidate knowledge.

Professional and Pedagogical Content Knowledge for Teacher Candidates

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Unit Plan

The Unit Plan is a required assessment of each program. It as part of ENGL 4813 Methods of Teaching English, HPSM 3433 Methods in Elementary Physical Education, and the HIST 4813 Methods of Teaching History courses. The Unit Plan rubric is the evaluation tool used to assess the candidates’ ability to effectively plan classroom-based instruction. The Unit Plan Rubric evaluates whether the candidates possess the content knowledge and skills associated with the central concepts, tools of inquiry, and structures of the themes and disciplines that make up the field of language arts. See Exhibit 1.4c.3 English Education Program Candidate Unit Plan Rubric & Data Tables for a sample of the data charts and aggregation tables to be used for assessment of candidate knowledge and skills. Exhibit 1.4c.3b Unit Plan Components Across Degree Plans also shows the specific instructions for each Unit Plan across the education programs and the elements they have in common. We will continue to compare data sets across programs to ensure consistency in elements and valid use as a unit assessment.

Clinical Internship Competency Assessment

The teacher candidate will be evaluated by the university supervisor and the clinical faculty two times during the clinical internship semester. Clinical faculty should complete the Clinical Internship Competency Assessment as a mid-term progress report and share that information with both the clinical intern and university supervisor. The Clinical Internship Competency Assessment is completed again at the end of the clinical internship by both the clinical faculty and the university supervisor. Both assessments are also submitted to the Teacher Education Office. The final assessment is used to provide data about candidate performance, program strengths, and weaknesses. See Exhibit 1.4c.4 English Education Clinical Competency Assessment Part 1 & 2 for a sample of the data charts and aggregation tables to be used for assessment of candidate knowledge and skills.

Clinical Practice

During the clinical internship experience, teacher candidates will have the opportunity to demonstrate their content knowledge, teaching skills, and professional dispositions by developing a teaching unit that builds on the strengths, needs, and prior experiences of their students. Through this performance assessment, clinical interns will document their ability to demonstrate caring in the classroom contexts of instruction; will diagnose and interpret students’ learning needs; will exhibit scholarship and service as they plan, implement, and evaluate instruction; will assess student learning; and will reflect for professional growth.

Teachers should be able to demonstrate that they can deliver an effective instructional unit, employ meaningful classroom assessments and analyze and reflect on their experiences. Successful teachers should have an impact on student learning. Their students should gain substantive knowledge and skills. The purpose of this assignment is to evaluate the degree of impact you have on student learning by examining:

ability to construct and deliver an instructional unit ability to construct challenging, meaningful classroom assessments ability to construct students’ pre-test to post-test score learning gains

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ability to analyze and reflect on your experience to promote your own professional growth

This assignment not only provides teacher candidates with feedback on their own professional development, but candidates who demonstrate evidence of their ability to impact student learning will be more professionally competitive in the job market.

Student Learning for Teacher Candidates

Teacher Work Sample

To demonstrate their ability to impact student learning candidates are required to complete a Teacher Work Sample (TWS) that is a modified version of the original work developed under a Title II Teacher Quality Enhancement grant from the Oklahoma Department of Education. With the TWS candidates teach a multiple-week instructional sequence during their clinical internship. They describe the learning context and any specific instructional adaptations they made to meet the learning needs of individual student and provide opportunities adapted to diverse learners. Instructional goals are based on state and/or district content standards and the candidates’ knowledge of content, students, families, the community, and curriculum goals. Their learning objectives include outcomes in content knowledge, skills/performance, and reasoning abilities. An assessment plan is created to measure student performance before (pre-assessment), during their instructional sequence (formative assessments), and at the end of instruction (post-assessment). Candidates are asked to analyze and reflect on their instructional design, educational context and degree of learning gains demonstrated by their students. They must show that they are able to reflect on and continually evaluate the effects of choices and actions on others. The clinical faculty members working with the candidates provide documentation that they have prepared and conducted the TWS on their own. Documentation is signed and dated.

Professional Dispositions of Candidates

The SCU Teacher Education Dispositions Competencies are communicated to teacher candidates throughout the program (Teacher Education Handbook, Clinical Practice Handbook, and part of Foundations in Education course work). The disposition instrument will be completed four times during the candidate’s program. The first disposition assessment will begin spring 2015 in the Foundations of Education class. See Exhibit 1.4e.2 Candidate Self-Assessment of Dispositions and 1.4e.5 Candidates Evaluations of Dispositions by Education/Clinical Faculty.

Assessment #1 - Foundations of Education – self assessment by teacher candidateAssessment #2 - Foundations of Education – assessment by education facultyAssessment #3 - Clinical Internship Application - assessment by education facultyAssessment #4 - Clinical Internship – assessment by clinical faculty

Data are collected and recorded for each candidate including the semester and year. The score for the 41 dispositions associated with each of the four CF themes is summarized. At this point SCU has only conducted the first two disposition assessments. Exhibit 1.4e.1 SCU Dispositions and Form shows the assessment instrument and Table 1.4e.2 Candidate Self-Assessment of Dispositions Sample is a completed self-assessment of a candidate in

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fall 2014 Foundations of Education class. Exhibit 1.4e.4 Candidates Self-Assessment of Dispositions Data Table shows the data table of scores that will be used to aggregate data. Exhibit 1.4e.5 Candidates Evaluation of Dispositions by Education Faculty is the data table to be used for university faculty and clinical faculty assessment information in an aggregated form. The SCU Dispositions are also aligned to the InTASC standards as demonstrated in Exhibit 1.4e.3 SCU Teacher Education Dispositions Competencies InTASC Alignment.

Portfolio

The purpose of the portfolio is to show the progression of understanding of subject matter and teaching strategies and to show evidences of various teaching experiences of the teacher candidate. Therefore, some artifacts are taken from activities that the teacher candidate experienced early in his/her undergraduate degree, while other artifacts are taken from the clinical internship (student teaching) experience. Individual artifacts should reflect the teacher candidate’s best work at the time the artifact was submitted to the portfolio, and the portfolio should reflect the development of the teacher candidate as they develop into a professional decision maker. See Exhibit 1.4c.6 Teacher Education Portfolio Content and Check Points.

1.2 Moving Toward Target or Continuous ImprovementPlease respond to 1.2.a if this is the standard on which the unit is moving to the target level. If it is not the standard on which you are moving to the target level, respond to

1.2.a NOT APPLICABLE

1.2.b Continuous Improvement [5,000 characters]Discuss plans for sustaining and enhancing performance through continuous improvement as articulated in this standard.

Improvements in Assessment of Knowledge, Skills, and Dispositions

Application Criteria

The first candidate applications were received spring 2015 and are currently being admitted to the program. As data becomes available through the application to the program process we will report these numbers.

Program Assessments

Candidates also demonstrate their knowledge of content through the assessments conducted in their specific program. As part of the program review process, SCU will conduct candidate assessments as the courses in which they are imbedded are offered in each program’s course rotation. The scoring guides and other documents that show the program’s alignment with and adherence to the professional standards for their respective SPAs as well as those of InTASC and OGCTL are available in the program review documents.

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OSAT Scores

The Framework Development Correlation Table will be used to provide information about possible alignment of some of the knowledge and skills contained within the CEOE framework for a test field with other conceptualizations of the knowledge and skills of a field. It was produced using Oklahoma and educator association standards documents that were publicly available at the time of framework development. In the preparation of the Correlation Table, the alignment of a CEOE test competency with standards documents was indicated if the content of a standard was covered, in whole or in part, by the CEOE test competency. For some CEOE test competencies, multiple standards from Oklahoma, or other documents were aligned with the content of a CEOE test competency. An indication of alignment in the Correlation Table does not necessarily imply complete congruence of the content of a CEOE test competency with the standard.

Identify overall performance on subtests, including those with the strongest and weakest scores. This data will be used to identify areas of institutional strength and improvement, respectively. Strong candidate performance in subarea(s) is an indicator that he or she has the knowledge to teach the corresponding subarea(s).

The unit will use data from this test to analyze candidate’s core content knowledge in the area of health and physical education. Areas of strength and weaknesses are identified. Areas of weakness data is used to identify needed curriculum development in specific course content

Each program will complete an OSAT Candidate Data Table to aggregate the data received on each candidate. Aggregated data will then used to identify program strengths and areas for improvement. Data sets are also used as a component of the Program Review. See Exhibit 1.4c.1 English Education Program Candidate OSAT Data Tables for a sample of the data charts and aggregation tables to be used for assessment of candidate knowledge.

Clinical Practice

Since SCU’s program just began admitting candidates in the fall of 2014 no candidates have progressed to the point in the program that they are ready to enroll in EDUC 4815 Teaching Clinical Internship I or EDUC 4825 Teaching Clinical Internship II. It is scheduled to be offered for the first time spring 2017. The aggregated data chart will be developed and the results including in program and unit review.

Unit Plan

The unit of study contains components identified by research and best practice as fundamental to improving student learning. Each component includes a task, a prompt (directions) and a rubric that defines various levels of performance on the component. The components and rubrics will be used to evaluate the unit of study. The prompts guide the candidate in documenting the components and performance as they construct and implement a teaching unit during their clinical internship experience.

As part of the clinical internship experience, candidates are required to design and teach a comprehensive unit. (NOTE: Full block candidates plan a two-week unit and then use a structured lesson plan to present instruction. Clinical interns in split block placements

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must design a unit in the first block; then plan structured lessons and present these as directed by the mentor teacher and supervisor in the second block.

Planning Phase: Before candidates teach the unit, they will describe the contextual factors, identify learning goals based on state and/or district standards, create an assessment plan to measure student performance before, during, and after instruction, and plan for the instruction. This section is reviewed and approved by the clinical faculty and university supervisor prior to delivery of the unit.

Delivery and Reflection Phase: Throughout the delivery of the unit, candidates review and reflect on each day’s events and make notes. Candidates record personal insights, student interactions, teaching adjustments, and challenging moments as they experience them. After teaching the unit, they will analyze student learning and then reflect upon and evaluate their teaching as related to student learning using notes as a source of information.

The TWS is also aligned to each specific SPA standards in order to be used as a key assessment for program improvement. See Exhibit 1.4c.5 English Education Teacher Work Sample Instructions, Rubric, & Data Tables for a sample of the data charts and aggregation tables to be used for assessment of candidate knowledge and skills.

Clinical Internship

Clinical Internship is scheduled to be delivered spring 2017. This will be the first time the Clinical Internship Assessment will be used. The Part One assessment instrument uses the SCU Conceptual Framework Themes which are directly aligned to the OK Competencies and the InTASC Standards 2011. The aligned of the InTASC Standards and the 15 General Competencies for Licensure and Certification was provided by the Oklahoma Commission for Teacher Preparation. Part Two is program specific and aligns to each programs SPA Standards. Data collected from Part One will be used for unit improvement and data collected from Part Two will be used for program improvement.

Teacher Work Sample

The TWS includes seven components, which candidates will use as an outline to plan and teach a unit during their final internship. Candidates must address several questions when constructing a response for each section. Each component is listed below:

1. Contextual Information and Learning Environment Adaptations 2. Unit Learning Goals and Objectives

3. Assessment Plan 4. Instructional Design

5. Instructional Decision Making

6. Analysis of Learning Results

7. Reflection on Teaching and Learning

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Rubrics and data charts have been developed in order to prepare a system of data collection for program improvement. Being able to assess candidate’s impact on P-12 students is essential and will provide a significant data source to guide our progress.

Professional Dispositions of Candidates

As more assessments are conducted the data tables will be completed and will be used for improvement by aggregating data within specific programs and as a whole for unit assessment purposes.

1.3 Areas for Improvement Cited in the Action Report from the Previous Accreditation ReviewSummarize activities, processes, and outcomes in addressing each of the AFIs cited for the initial and/or advanced program levels under this standard. [12,000 characters]

1.4 Exhibits for Standard 11.4.a State program review documents and state findings (Some of these

documents may be available in AIMS.)1.English Education Program Report 2.English Education Recognition Report 3.Social Studies Education Program Report 4.Social Studies Education Recognition Report 5.Physical Education, Health, and Safety Program Report 6.Physical Education, Health, and Safety Recognition Report

1.4.b Title II reports submitted to the state for the previous three years Not applicable

1.4.c Key assessments and scoring guides used for assessing candidate learning against professional and state standards as well as proficiencies identified in the unit’s conceptual framework (Some of this information may be accessible for nationally recognized programs in AIMS. Cross reference as appropriate.)

1.4.d Aggregate data on key assessments, including proficiencies identified in the unit’s conceptual framework (Data should be disaggregated by program and level regardless of location or method of delivery.)

1. English Program Key Assessment Data Charts 2. Social Studies Program Key Assessments Data Charts 3. Physical Education, Health, & Safety Education Key Assessments Data Charts

To be used data charts can be viewed within each Program Report as a key assessment.

1.4.e Key assessments and scoring guides used for assessing professional dispositions, including fairness and the belief that all students can learn

1. SCU Dispositions Overview & Form 2. Candidate Self-Assessment of Dispositions Sample 3. SCU Teacher Education Dispositions Competencies InTASC Alignment 4. Candidates Self-Assessment of Dispositions Data Table 5. Candidate Evaluation of Disposition by Education & Clinical Faculty Data Table

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1.4.f Aggregate data on key assessments of candidates’ professional dispositions (Data should be disaggregated by program and level regardless of location or method of delivery.)

Will be when additional data is collected

1.4.g Examples of candidates’ assessment and analysis of P-12 student learning1. Teacher Work Sample

1.4.h Examples of candidates’ work (e.g., portfolios at different proficiency levels) from programs across the unit

1. Teacher Education Office – available on-site2. Teacher Candidate Portfolios – available on-site

1.4.i Aggregate data on follow-up studies of graduates Teacher Education Graduate Survey

1.4.j Aggregate data on employer feedback on graduates Employer Feedback Survey

1.4.k Data collected by state and/or national agencies on performance of educator preparation programs and the effectiveness of their graduates in classrooms and schools, including student achievement data, when available

Available as program develops

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Standard 2. Assessment System and Unit EvaluationThe unit has an assessment system that collects and analyzes data on the applicant qualifications, the candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs.

2.1 Assessment System and Unit EvaluationHow does the unit use its assessment system to improve candidate performance, program quality and unit operations? [10,000 characters]

Assessment System

Until 2010, SCU most departments consisted of only one faculty member and had a limited number of students. However, in the last five years the institution has been adding approximately 4-6 faculty members each year. The first university Assessment Day was held in March 2013 which assessed each program of study with nationally validated instruments and instruments assessing specific student learner outcomes by program. The Department of Education is also a newly formed entity and additional unit assessments were developed as part of the accreditation process. After the conditional approval of the teacher education program and three degree programs, the School of Education and Sport Studies was established fall 2014. The addition of the third school was a supportive move by university administration to build an infrastructure to support future growth of the education program.

University assessment procedures are facilitated by the SCU Assessment Committee with the Provost making the final decisions. The SCU Assessment Committee is a committee that monitors the operations and programs of the University, but is not unit based; therefore, the SCU Assessment Committee is a component of the unit evaluation system but does not specifically evaluate candidates or teacher education programs. The SCU Teacher Education Faculty Committee has the primary responsibility for developing program assessments and the Teacher Education Council approves assessments for the teacher education program. All assessments are implemented incrementally and data is aggregated to be used for program and unit improvement. To ensure meaningful use of data, new assessments are added each semester instead of initiating multiple new assessments within the same time frame. This is a new education program and faculty implement each assessment when the corresponding course is delivered.

SCU Teacher Education recognizes assessment as a continuous process that underlies all excellent programs of teaching and learning. The unit has designed a systematic process for determining the extent to which its initial teacher preparation programs address the outcomes of the conceptual framework. Internal and external program assessment data are collected in order to help evaluate the work of the Unit. This data is systematically reviewed and recommendations are made for unit improvement. The goal is to direct improvement efforts in order to ensure program quality.

Currently, the unit uses a variety of assessments to improve the operations and programs of the unit including faculty evaluations, course evaluations, candidate evaluations, and program evaluations. The SCU Teacher Education Council, which is headed by the Department of Education Chair, has a subcommittee called the Education Assessment Committee which maintains a consistent cycle of unit, program, and candidate data analysis. Each teacher education program submits an assessment plan that identifies

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goals, intended candidate outcomes, and means of how to measure intended student outcomes with performance levels identified through the use of rubrics and other assessment instruments. Additional measures of candidates’ performance are based on Oklahoma competency exams (OGET, OSAT, and OPTE), course grades, portfolio, and clinical internship.

The unit’s conceptual framework themes are aligned with the Oklahoma General Competencies for Teacher Certification and the InTASC Standards 2011. The unit assessment process gathers multiple pieces of data at each Transition point and after graduation. The unit will get feedback from principals who hired SCU graduates at the end of the first year of teaching (first assessment scheduled for spring 2018). The unit Assessment Committee (subcommittee of Teacher Education Council) reviews all data. The process is designed to provide data and information to the appropriate faculty members or committees to make course or program changes. The process also assesses candidate proficiencies, as outlined in the conceptual framework and unit operations. The unit collects data and collaborates with the SCU Office of Institutional Effectiveness for statistical analysis. In addition to the assessment tools displayed here, the unit also relies on GPA and state testing scores to determine eligibility for admission to the program and internship. The testing data is shared with the Teacher Education Council.

The unit’s assessment system reflects the conceptual framework (CF). The CF has been aligned with the Oklahoma General Competencies for Teacher Licensure (OGCTL) and InTASC standards (refer to Tables I.4.a, b, and c and the Teacher Education Handbook for specific alignment to standards and cross-cutting themes).

The unit uses four transition points as its primary assessment structure to make decisions regarding the progress of initial teacher candidates through the program:

Transition I: Admission to Teacher Education Transition II: Enrollment in Professional Coursework and Clinical Practice Transition III: Admission to Clinical Internship Transition IV: Recommendation for Certification

.The unit’s assessment system includes the evaluation of candidate dispositions. At SCU dispositions are defined as the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and which affect student learning and achievement, motivation, and development, as well as the educator's own professional growth. If sincerely held, dispositions should lead to actions and patterns of professional conduct.

For unit candidates, the expected dispositions flow from the university's mission statement and the CF. An education emphasizing spirit, service, and scholarship in the context of a Christian worldview seeks to teach, reinforce, support, and cause learners to contemplate certain foundational values which Christianity exemplifies. These normative Christian values are integral to the development, maturity, and education of ethical and morally respectable citizens who continue on the path of life-long learning and service. For SCU candidates, this is manifested in the professional dispositions associated with Caring, Reflection, Service, and Scholarship as integral components of the CF. The CF is aligned to the InTASC 2011 Standards and has utilized the dispositions associated with each standard as a viable assessment of teacher candidate professional dispositions.

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The SCU Disposition of Candidate Assessment instrument is completed four times during the candidate’s program:

Assessment #1 - Foundations of Education – self assessment by teacher candidateAssessment #2 - Foundations of Education – assessment by education facultyAssessment #3 - Clinical Internship Application - assessment by education facultyAssessment #4 - Clinical Internship – assessment by clinical faculty

Additional assessments may occur at any time during a candidate’s education program. All of the assessments are given equal consideration and reviewed when submitted to the Department of Education. Transfer candidates are required to complete Assessment #1 and #2 as a required component of the application to the unit’s teacher education process. Assessment #3 is required prior to applying for the clinical internship.

Data are collected and recorded for each candidate including the semester and year. The score for the 41 dispositions associated with each of the four CF themes are summarized. Data will be used for program and unit improvement by aggregating data within specific programs and as a whole for unit assessment purposes.

If a candidate scores an Unacceptable (1) in any area on the Disposition of Candidate Assessment instrument, a consultation with the faculty evaluator will occur. Specific examples are given to effectively communicate the area for concern. If the candidate receives four or more Unacceptable ratings in all assessments combined, then s/he will write a plan of improvement to be submitted to the Department of Education chair. Consultation(s) will occur to consider the appropriateness for the candidate to remain in the education field or to examine another career choice for the individual. A follow-up assessment will be conducted at the end of the semester. A candidate may be dismissed from the program if his/her dispositions are not compatible with the dispositions required for an effective teacher.

All candidates in the SCU Teacher Education Program must complete a portfolio requirement in preparation for their senior comprehensive evaluation. Candidates compile the portfolio during their undergraduate study, including prescribed documents from courses and experiences that best represent their individuality and competencies for teaching. The portfolio is a documented profile of an individual's accomplishments, learning, and strengths related to the learning outcomes and standards established by the learned societies for his/her content/specialty area, the Office of Educational Quality and Accountability (OEQA, formerly the Oklahoma Commission on Teacher Preparation), the Oklahoma State Regents for Higher Education, the State Department of Education and the Department of Education at SCU. The portfolio should represent the candidate's professional knowledge, performance, experiences, and dispositions.

The portfolio documents candidates’ increasing proficiency toward the competencies of a caring, reflective, responsive, and scholarly professional as identified by the CF. It is an authentic assessment procedure that allows teacher candidates to set personal learning goals, assess growth, and document competence. It also provides an avenue for the faculty to assess candidate growth and progress toward demonstration of the identified program competencies.

The unit’s portfolio utilizes John Dewey's concept of reflective action as its principle of organization. As candidates progress through the program, they are enabled to reflect

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about their own teaching and learning in four broad areas; Caring, Reflection, Service, and Scholarship. Candidates’ progress and competency are documented through artifacts placed in the portfolio. The instructions for setting up the portfolio are provided in EDUC 2113 Foundations in Education. It is evaluated at four points in the candidate’s program. The purpose is to evaluate progress in the portfolio development and to assist with questions, if necessary. The four evaluation times are:

1. Portfolio Check Point #1 – Application for Teacher Education, Transition I2. Portfolio Check Point #2 – Assessed during teacher education Methods course, Transition II3. Portfolio Check Point #3 – Application for Clinical Internship, Transition III4. Portfolio Check Point #4 – Assessed upon completion of clinical internship and all coursework, candidates will submit their portfolio for evaluation to Department of Education office

For a complete description of SCU’s portfolio requirements see the SCU Teacher Education Handbook.

The unit uses the multiple strategies to ensure fairness, accuracy, consistency, and elimination of bias throughout its assessment system.

Candidates work closely with their faculty advisors. Unit faculty members assess the progress of candidates and work with candidates to foresee and prevent academic problems. Members of the Teacher Education faculty assess candidates on their dispositions each semester and advise them on their progress in this area. Each semester these two areas, academic and dispositional, are used to monitor candidates’ progress through their program. Candidates who experience difficulties in the program, academic or dispositional, work with their advisor to remediate deficiencies. These remediation plans may involve tutoring, retaking classes, or reviewing results from clinical practice evaluations. If candidates show improvement, no further action is required.

For candidates who do not meet unit expectations, the unit has developed the following system in collaboration with the university administration, partner schools, P-12 clinical faculty, program faculty, Teacher Education Faculty Committee, Teacher Education Council, and. When a candidate’s performance falls below expectations (determined by the university supervisor, P-12 clinical faculty, and/or course instructor), and informal corrective actions have not been successful, the candidate is placed on an official plan of improvement. This involves identifying the proficiencies the candidate does not meet. These proficiencies are described in the assessment instruments utilized in each professional semester (see the Candidate Plan for Improvement in the Clinical Practice Handbook).

The Candidate Plan for Improvement contains a timeline for assessment as well as specific assessment procedures. The Plan is assessed periodically during summative and formative assessments and at the end of the candidate’s placement. If, at the end of the timeline, the candidate does not meet the requirements of the Plan, the candidate is dismissed from the teacher education program. The candidate may appeal the dismissal to the university Appeals Committee by submitting an appeal in writing to the Department of Education office. The Appeals Committee meets to review the candidate’s grades, performances in the field, and assessments. The candidate is notified of the results in writing. If the Appeals Committee rejects the appeal, the candidate may appeal to the

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Dean of the School of Education and Sport Studies. If the Dean rejects the appeal, the candidate is dismissed from the teacher education program. The Dean will provide alternate degree options and provide information.

The unit recognizes assessment as a continuous process that underlies all excellent programs of teaching and learning. It has designed a systematic process for determining the extent to which its teacher preparation program addresses the outcomes of the CF. Internal and external program assessment data are collected in order to help evaluate the work of the unit. These data are systematically reviewed and recommendations are made for unit improvement. The goal is to direct improvement efforts in order to ensure program quality.

Currently, the unit uses a variety of assessments to improve the operations and programs of the unit including faculty evaluations, course evaluations, candidate evaluations, and program evaluations. The Teacher Education Council, which is headed by the Department of Education Chair, has a subcommittee called the Education Assessment Committee, which maintains a consistent cycle of unit, program, and candidate data analysis. Each teacher education program submits an assessment plan that identifies goals, intended candidate outcomes, and means of how to measure intended student outcomes with performance levels identified through the use of rubrics and other assessment instruments. Additional measures of candidates’ performance are based on Oklahoma competency exams (OGET, OSAT, and OPTE), course grades, portfolio, and clinical internship.

Each of the unit’s assessments is designed to evaluate specific elements of the standards. The assessments are administered to all candidates in all teacher education programs to ensure a valid assessment system. Thus, all candidates in the program that reach the designated transition points will be required to complete the same assessments. When including course-based assessment(s) as part of the assessment system, the unit ensures that candidates in different sections of the same course are administered the same assessment(s). To ensure consistently across all programs, the Teacher Education Council and the Assessment Committee review assessments, rubrics, and aggregated data sets each semester. The head of the unit has the authority to address and implement a plan whenever a discrepancy is identified to ensure that each program is operating in the context of an overall assessment system. The unit also has processes in place to provide assessments that are fair, accurate, and consistent. Table 2.b shows the timeline the unit has established for the development and implementation of major assessments. The Teacher Education Council approves all assessments.

Data Collection, Analysis, and Evaluation

The SCU Teacher Education program will utilize spreadsheets for data collection. However, the university administration has already entered into a contract agreement with LiveText for both the university and the teacher education program. Preliminary meetings have already been held to determine the infrastructure requires for the Teacher Education Portfolio and each of the proposed teacher education programs. Pilot groups will begin using LiveText in Fall 2015 and a dual system of data collection will be utilized until full implementation of the LiveText assessment software is accomplished. At this time, all data will be stored on a shared university server and backed up according to university protocols on a daily basis.

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The Teacher Education Council (TEC) is responsible for the assessment of the unit. The TEC includes not only Teacher Education faculty, but also educators in P-12 settings, school administrators, college administrators and staff, candidates, and community leaders. The Director of Teacher Education reports information and makes recommendations for an action agenda to the TEC. The council reviews the proposal and is the final authority.

SCU Teacher Education Council believes there is valuable insight to be gained from providing feedback options from multiple perspectives during the clinical internship semester. Also, the clinical internship is a critical component of the teacher candidate’s preparation and assessments from different perspectives can be instrumental in program improvement.

All evaluation instruments are based on the written responsibilities and requirements for each participant. The evaluations are designed to provide valuable information in each area and those being evaluated have been given copies of the evaluation instrument at the beginning of the clinical internship semester. Assessment criteria are aligned to the CF themes and learning objectives. All evaluations are submitted to the Department of Education office and data is shared in an aggregated form.

Use of Data for Program Improvement

The unit regularly and systematically uses data, including candidate and graduate performance information, to evaluate the efficacy of its courses, programs, and clinical experiences. The unit analyzes program evaluation and performance assessment data to initiate changes in programs and unit operations. Faculty have access to candidate assessment data and/or data systems. Candidate assessment data are regularly shared with candidates and faculty to help them reflect on and improve their performance and programs.

Once the system is in place, data from the system, particularly candidate assessment data, will be compiled each semester. These intervals will correspond with the transition points discussed above and will provide unit assessment data. Data will be collected initially through paper-based assessments that will be submitted to the Teacher Education Office. All assessments will be entered into a spreadsheet for data aggregation. Portfolio artifacts will be assessed individually by a faculty member when associated with a course. Assessments not associated with a course will be submitted to the Teacher Education Office and will be assessed by the Education Assessment Committee (subcommittee of the Teacher Education Council) Once the assessments are evaluated, the data will be summarized and analyzed.

The purpose of summarization and analysis is to enable the unit to look across programs to examine strengths and weaknesses; to identify trends in comprehension of knowledge, skills, and dispositions, and to pinpoint where additional support and academic work needs to be done. The summarization and analysis of graduate and employer surveys can further help the unit identify programmatic strengths and weaknesses. Similarly, the summarization and analysis of faculty evaluations can inform the unit of professional development needs. Summarization and analysis shifts focus from individuals to programs. Programmatic analysis, in turn, should lead to program change and

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improvement. All assessments analysis and summaries will be presented to the Teacher Education Council. Decisions will be made about candidate progress at each transition point by the program coordinator, Director of Teacher Education, the chair of the Education Department and presented to the Teacher Education Council for final decisions.

Data summaries will be shared with teacher candidates, teacher education faculty, clinical faculty and administrators, university faculty and administration, and the Teacher Education Council. In the development of a new teacher education program it is imperative to establish a collaborative environment of sharing information and asking for input in order to continue to make changes for positive improvement and impact. This represents a continuous improvement model in which all assessments are reviewed on a regular basis and input from multiple sources is valued.

The SCU Teacher Education program recognizes the value of unit assessments to determine the overall effectiveness and the need to continue to develop assessments aimed to improve the unit operations at each transition point. Exhibit 2.4a shows the elements of the unit’s assessment system that address unit operations.

The assessments listed in Table 2.1.c are the starting point, the Teacher Education Council will continue to explore additional assessments. Since the development, collection, analysis, and use of these data must be built in to the unit assessment system, the belief is that SCU will concentrate on utilizing the initial assessments effectively before adding additional ones. Also, the initial assessments may need to be revised to adequately assess the specific areas they are designed to assess.

Other aspects of unit operations, that may be included in the future as part of the unit assessment system, include the effectiveness of advisement, record keeping, the admissions system, student teaching placement, governance structures, etc. In addition, provisions will be made to study the extent to which the requirements at the various transition points are adequate predictors of candidate success. This is a process and will require an organized process of continuous evaluation and assessment. Instruments will always need to be modified, extended, and evaluated to provide the most effective teacher education program possible.

2.2 Moving Toward Target or Continuous ImprovementPlease respond to 2.2.a if this is the standard on which the unit is moving to the target level. If it is not the standard on which you are moving to the target level, respond to 2.2.b.

2.2.a Standard on which the unit is moving to the target levelNOT APPLICABLE

2.2.b Continuous Improvement [5,000 characters]

As stated in the introduction to this institutional report (Section I.4), during meetings in the fall of 2013, unit faculty decided that it would be wiser for the unit to align its Conceptual Framework with the InTASC Standards released in April of 2011. This was done partially to ensure that as we move forward with the development and implementation of our program assessments, they will be oriented to the accreditation standards set forth by the Council for the Accreditation of Educator Preparation (CAEP). Our intent is to ultimately have a sustained, evidence based system that provides us with valid data from multiple measures, including evidence of our candidates’ positive impact

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on P-12 student learning and development and the effectiveness of our completers. With these data we will be able to establish priorities and enhance program elements and capacity.

The assessments we have chosen to implement represent key effectiveness indicators (KEI) that enable us to construct a uniform program assessment framework. Using the assessment categories suggested by the Teacher Preparation Analytics (TPA) Report provided to CAEP we will develop a system that produces data that is the most direct interest of our stakeholders. As data are collect they are reviewed and analyzed first by the Teacher Education Faculty Committee (TEF). This committee meets monthly and makes recommendations to the Teacher Education Council. The TEC meets each semester. However, subcommittees of the TEC may meet at other times if there is a need.

We have only administered some of the initial assessments set forth in our assessment plan. Data from these assessments is currently being collect and will be reviewed and analyzed at the March TEF committee meeting. Results and findings will be available at the time of the on-site visit.

Transition Points

At Transition I point the unit will evaluate the successful completion of admission requirements to determine the candidate’s current level of progression toward the academic knowledge, dispositions, and performance skills necessary to enter teacher education. A Faculty Interview will be used to assess candidates’ communication skills and disposition.

The unit deliberates the recommendations of the program coordinators at Transition II to determine that teacher candidates are ready to enter a full-time professional experience. Throughout the teacher preparation program, candidates are expected to successfully pass program-based assessments during courses and clinical practices. Candidates who are not initially successful on an assessment will have to first successfully complete the assessment before advancing through the program. If a candidate continues to fall below expectations a Plan of Improvement is in place. This process is monitored through course assessments and/or transition point checks by program faculty. Each program has designated six to eight program-based assessments as part of requirements for the program review documents submitted to the Specialized Professional Associations (SPA). These key assessments include assessments of content knowledge, effective planning, impact on P-12 student learning, and additional program-based assessments.

Approval for clinical internship at Transition III provides a key assessment point for candidates in the program. For clinical internship approval, candidates submit an application to the Department of Education office and must be approved by their department (including both education and content area departments). Each department checks to ensure candidates have met the necessary requirements and makes recommendations to the Teacher Education Director for placement(s) in the internship clinical experience.

At Transition IV the unit deliberates the recommendations of university and clinical faculty to determine if candidates have successfully completed all components of the

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program to earn a degree. The Education Department office determines if candidates meet the requirements for recommendation for certification. Candidates qualify through OGET, OSAT, and OPTE scores, GPA, and course grades. The evaluation of SPA-specific assessments, portfolios, development and delivery of unit plans, and clinical internship evaluations determine candidate proficiencies. Survey analysis of cooperating teachers, supervisor, and principals help determine the competence of candidates. For specific requirements at each transition point see the unit’s Assessment System Handbook

2.3 Areas for Improvement Cited in the Action Report from the Previous Accreditation ReviewSummarize activities, processes, and outcomes in addressing each of the AFIs cited for the initial and/or advanced program levels under this standard. [12,000 characters]NOT APPLICABLE

2.4 Exhibits for Standard 2

2.4.a

Description of the unit’s assessment system including the requirements and key assessments used at transition points

1.Key Assessments Summary List 2.Teacher Education Admission Faculty Interview Guidelines 3.Unit Operation Elements in the Unit

2.4.b Admission criteria and data from key assessments used for entry to programs1.Admission to Teacher Education Criteria

2.4.c

Policies, procedures, and practices for ensuring that key assessments of candidate performance and evaluations of program quality and unit operations are fair, accurate, consistent, and free of bias

1.SCU Teacher Education Plan for Improvement 2.Strategies to Ensure Fairness 3.Strategies to Ensure Consistency

2.4.d

Policies, procedures, and practices for ensuring that data are regularly collected, compiled, aggregated, summarized, analyzed, and used for continuous improvement

1.Timeline for the Development and Implementation of Major Assessments

2.4.ePolicies, procedures and practices for managing candidate complaints

In process of being developed

2.4.f

File of candidate complaints and the unit’s responses and resolutions (This information should be available during the onsite visit)

None have been submitted at this time

2.4.gExamples of significant changes made to courses, programs, and the unit in response to data gathered from the assessment system

Future data analysis will be used for program improvement27

Standard 3. Field Experiences and Clinical PracticeThe unit and its school partner’s design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn.

3.1 Field Experiences and Clinical PracticeHow does the unit work with the school partners to deliver field experiences and clinical practice to enable candidates to develop the knowledge, skills, and professional dispositions to help all students learn? [10,000 characters]

Collaboration Between Unit and School Partners

The unit currently works with Bethany Middle School, Mayfield Middle School, and Overholser Elementary School to place candidates for EDUC 2113 Foundations of Education. However, there are several other schools in the area and we are continually seeking other partners (Exhibit 3.4a.2 Partnership School Agreement). We will utilize the agreements with other schools as we have candidates matriculate through the program and need different clinical experiences. Each partner school has actively worked with the Director of Teacher Education to determine the best placement for teacher candidates. Placements are a shared responsibility between SCU and the partner school (Exhibit 3.4e.1 Clinical Practices Handbook). Candidates are tentatively assigned to a partner school based on the candidate’s placement preferences, requests from program coordinators, school and clinical faculty availability, and diversity requirements. Requests are made by SCU to the school/school district.

Partner schools may choose to accept, modify, or reject requests. Partner schools confirm the placement in writing to Teacher Education Office. Clinical faculty are assigned based on areas of certification, experience, and effective teaching practices as identified by the partner school principal, university supervisors, program faculty, teacher candidates and the Teacher Education Director. Teachers selected for mentoring teacher candidates and clinical interns (student teachers) are required to have completed a total of three (3) years of teaching experience and have standard certification in the teacher candidate’s major area of study.

To avoid potential conflicts of interest, candidates cannot complete clinical practices at school sites where they have children attending, close family members employed, have graduated from high school, or have completed other clinical practices. Depending on the size of the district and the closeness of the relationship, candidates may be precluded from completing clinical practices in a particular district if the potential for conflict of interest is high. Candidates are expected to identify and disclose in writing any potential conflict of interest during the clinical practice enrollment process. Failure to disclose conflicts of interest can impact admission status, clinical practice credit, and possible delay or denial of clinical internship eligibility. Teacher candidates and clinical interns cannot complete clinical practices at school sites where they have been or are now employed.

The unit maintains a commitment to diversity in its field placements. Criteria considered in this commitment include school population, student population ethnicity, socio-

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economic status, classroom/administration characteristics including number of special education teachers, and free/reduced lunch information (see Table 3.1.a). Candidates will be required to complete two of the four clinical practices/clinical internship in partner schools reflecting diversity and socioeconomic status percentages established.

Table 3.1.a – Diversity of Partner Schools – Fall 2013

Ethnic Group

Ove

rhol

ser

Elem

enta

ry

May

field

Mid

dle

Scho

ol

Beth

any

Mid

dle

Scho

ol

Stat

e

Caucasian 55% 26% 79% 59%Black 11% 23% 2% 9%Asian 3% 5% 2% 2%Hispanic 25% 22% 14% 14%Native American 6% 3% 3% 16%Free/Reduced Lunch 86% 99% 39% 62%Classroom/Administration

CharacteristicsEnrollment 505 664 372 383Poverty Rate (district) 16% 16% 19% 17%Students in Special Education 14.9% 23.5% 15.9% 14.9%

Special Education Teachers (FTE) 3.0 8.0 3.5 2.4

For each clinical practice, candidates are placed with a clinical faculty member whose teaching license area most closely aligns with the candidate’s major. PK-12 majors can expect to complete clinical practices in both elementary and secondary sites as they progress through their programs.

Clinical practice placements1, 2, 3, and 4 must be completed in an identified partner school within a 30-mile radius of SCU. Special placement options beyond the 30-mile limit may be considered on a limited basis during the candidate’s clinical internship semester. Arrangements addressing site suitability, supervision, assessment, and logistics must be established. The strength of a candidate’s academic background and the rationale for requesting a special placement are factors in determining approval. Requests for special placement during the clinical internship semester must be made at the time of application.

Design, Implementation, and Evaluation of Clinical Practices

The Clinical Practice component of the teacher education program at SCU provides teacher candidates with extensive opportunities to put their acquired knowledge into practice in the classroom. Our partners in providing guided and gradual induction into classroom teaching are the teachers and administrators in P-12 school systems. The Teacher Education Office works collaboratively with partner schools to provide field-based programs for teacher education candidates seeking initial certification.This program is part of a continuing effort by the teacher preparation program to provide

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more "firsthand experiences" and narrow the gap between theory and practice. It is designed to be a collaborative effort in which the clinical faculty and university faculty work together in helping pre-service candidates make a smooth transition from the university classroom to the final phase of their preparation program that includes 16 full weeks of clinical internship.The Teacher Education Program at SCU places candidates in clinical placement sites that are aligned with the unit’s mission and the CF (see SCU and Partner School Agreement). The CF is grounded in the notion that candidates become critical thinkers, problem solvers, and leaders through Caring, Reflection, Service, and Scholarship--all active qualities that require significant clinical experiences.

The unit considers clinical practices to be a valuable educational experience. Guidelines have been established to ensure that all teacher candidates and clinical interns are provided physically and psychologically safe environments in which to learn and grow as professional educators. Clinical practice requirements include 160 clock hours of time spent in partner schools with clinical faculty members (P-12 classroom teachers) prior to a 16-week clinical internship (see Clinical Practices Handbook). Table 3.1.b Clinical Practice Sequence & Quantity

Classification Fall SpringFreshmanSophomore EDUC 2301 Introduction to

Education - 3 site visits as a group

EDUC 2113 Foundations in Education – 40 hours

Junior EDUC 3202 Educational Technology – 40 hours

EDUC 4232 Assessment and Evaluation – 40 hours

Senior Methods Course (degree specific) – 40 hours

EDUC 4xx5 Clinical Internship I – 8 weeksEDUC 4xx5 Clinical Internship II – 8 weeks

Total Clinical Practice Hours = 160 hours Clinical Practice Total Clinical Internship = 16

weeks

The first clinical practice (EDUC 2000) occurs during the time candidates are enrolled in EDUC 2113 Foundations in Education. Its purpose is to provide teacher candidates, before admission to the Teacher Education Program, the opportunity to begin to identify the knowledge, skills, and dispositions involved in helping all students learn. Working with teachers and students in a school setting provides the opportunity, for those considering teaching as a career, to be involved in meaningful and relevant activities. The experiences should increase candidates’ understanding of teaching as a career and the responsibilities associated with being an educator. EDUC 2000 is designed to assist potential teacher candidates make earlier and wiser decisions relative to entrance into Teacher Education. Candidates will have the option of completing the application into SCU Teacher Education as part of EDUC 2113. The scope of this first clinical practice is to provide teacher candidates with opportunities such as experiencing actual classroom settings; observing student behavior; and becoming familiar with school policies such as working hours, records and reports, lesson planning and other responsibilities as they affect teachers.

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The second clinical practice (EDUC 3200) is the practical application of concepts being taught during the time candidates are enrolled in EDUC 3202 Educational Technology and supporting the concepts from major core courses. Candidates will have been admitted to the Teacher Education Program at this point. The scope of this experience is to provide teacher candidates’ opportunities to be involved in the application of the education theories addressed in university class work and textbooks such as creating, contributing, and maintaining educational blogs; fashioning digital stories that communicate a lesson, concept, or theory related to their content area; or developing a wiki that links to an education lesson associated with their area of study.

The third clinical practice (EDUC 4000) is the practical application of concepts being taught during the time candidates are enrolled in EDUC 4232 Assessment and Evaluation. The scope of this clinical practice is to provide candidates the opportunity to practice the use of assessment tools used in educational settings. It emphasizes both formal and informal assessment tools and the evaluation processes such areas as teacher made tests; standardized testing, authentic assessment and evaluation, developing a record keeping system and parent-teacher conferences.

The fourth clinical practice is a 40-hour clinical experience in an appropriate P-12 school setting under the combined direction of clinical faculty member and a university supervisor. This pre-internship clinical practice is the practical application of concepts being taught in the methods class of the candidate’s discipline. Candidates will have been admitted to the Teacher Education Program and are developing the skills and competencies to prepare them for clinical internship for which they will apply during this course. Candidates will be placed with the same clinical faculty member for both this fourth clinical practice and Clinical Internship in order to provide a continuous experience in the last two semesters of the program.

For candidates in English Education the clinical practice takes place in ENGL 4000 Methods of Teaching English Clinical Practice which is taken concurrently with ENGL 4813 Methods of Teaching English. The scope of this experience is to provide teacher candidates’ with the opportunity to practice methods used for teaching in the junior and senior high school English classes. It stresses the teaching of languages, literature, and composition, with emphasis on current trends as shown in recent textbooks, journal articles, experimental studies, and curriculum guides.

History Education candidates’ clinical practice is in HIST 4000 Methods of Teaching History Clinical Practice which is taken concurrently with HIST 4813 Methods of Teaching History. This course is designed to introduce candidates to the methods and strategies of teaching history at the secondary level. It emphasizes the selection and organization of materials and methods of instruction and evaluation, creating active learning opportunities, effective teaching strategies, methods of historical inquiry, use of primary and secondary sources in the classroom, curriculum development aligned with states standards, and lesson design and evaluation.

Physical Education/Health/Safety candidates’ clinical practice is in HPSM 4000 Methods of Teaching Elementary Physical Education Clinical Practice which is taken concurrently with HPSM 4433 Methods of Teaching Elementary Physical Education. They are also required to take HPSM 4113 Methods of Teaching Secondary Physical Education. Even though

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there isn’t a clinical practice directly associated with the methods course, the candidate will be involved in a clinical practice during the semester and the activities/involvements are coordinated between the methods faculty and the professional teacher education faculty member. The scope of this experience is to provide teacher candidates’ with the opportunity to practice methods and techniques for teaching physical education in either secondary or elementary schools. The emphasis is on group organization and program planning for instruction in a health and physical education curriculum.

As the final component of the teacher education sequence, EDUC 4815 Clinical Internship I and EDUC 4825 Clinical Internship II, give candidates an opportunity to test and evaluate in practice the theories learned in university classes and elsewhere. It is a full semester focused on the components of teaching in which clinical interns are immersed in the full responsibilities and duties of the classroom teacher. The scope of the final clinical practice, provides teacher candidates with opportunities such as being subjected to the real world of students, schools, communities, and the teaching profession; observing individual differences among students such as interests, values, cultural and socio-economic background; experiencing classroom conditions which are varied and appropriate; and plan and conducting instruction by setting objectives, devising lessons to achieve the goals, and selecting curricular materials. This list is not all encompassing. Certainly many other situations will arise which can provide insights into the rewards and demands of teaching.

The unit’s candidates demonstrate their understanding of the relationship of content and content- specific pedagogy their performance in the mandatory 160 hours of clinical practice (EDUC 2000 Foundations Clinical Practice-40 hours, EDUC 3000 Technology Clinical Practice-40 hours, EDUC 4000 Assessment Clinical Practice-40 hours, and the clinical practice associated with the methods class in the candidate’s specific discipline-40 hours) and 16 weeks of clinical internship (EDUC 4815 Clinical Internship I and EDUC 4825 Clinical Internship II). Candidates maintain log sheets documenting their participation time in the 160 clinical hours. Clinical faculty members sign the log sheet validating participation time. Candidates submit the log sheet to the course instructor according to the instructor’s syllabus. During each clinical experience candidates are evaluated by the clinical faculty member using the Clinical Faculty Assessment of Teacher Candidate form. The assessment form is aligned with the unit’s CF which has been aligned with national and state standards.

With the clinical assessment form candidates are rated as being at Target, Acceptable, or Unacceptable. In the fall 2014 SCU’s began offering its Teacher Education program. Seven candidates were enrolled in EDUC 2000 Foundations Clinical Practice. Each semester one additional teacher education course will be added based on the program sequence of the newly established program (see Table I.3.b Integration & Teacher Educational Course Frequency). Table 1.c shows the performance of the seven students enrolled in EDUC 2000 in the fall of 2014. In spring 2015 three candidates are enrolled in EDUC 2000 and two are enrolled in EDUC 3000 Technology Clinical Practice. Data showing the performance of these candidates will be available during the on-site visit.

Candidates’ Development and Demonstration of Knowledge, Skills, and Professional Dispositions to Help All Students Learn

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All teacher candidates will maintain a log sheet documenting the participation hours. The log should be completed after each visit recording the date, time, and type of involvement. The clinical faculty also signs the log sheet validating each occurrence. Be sure to document your participation and involvement by using the codes at the top of the sheet. At the completion of the clinical practice, the teacher candidate will submit the log sheet to the SCU course instructor according to the instructor’s syllabus.

The form for the clinical faculty's assessment of the candidate will be sent to each clinical faculty near the end of the clinical practice semester. The clinical faculty should complete the assessment form and share the contents with the teacher candidate. The clinical faculty will be responsible for returning the completed electronic assessment form to the Teacher Education Director and to the teacher candidate.

A teacher candidate’s grade will be contingent on the completion of forty (40) hours of involvement as documented by the log sheet submitted by the teacher candidate to the Teacher Education Director’s office. It will expedite the process if teacher candidates submit log sheets to the SCU instructors at the designated time. Teacher candidates will receive an "I" (Incomplete) for the course if the clinical practice log sheet is not submitted or complete. Clinical faculty will also be expected to complete the assessment form and submit it to the Teacher Education Director and to the teacher candidate in a timely manner. All forms used in the assessment process of the clinical practice hours are part of the official reporting system; therefore, candidate falsification of any records can result in a failing grade for the course and/or removal from the program.

Candidates must submit the log sheet to the professor who submits it to the Teacher Education Director’s office for verification of all hours of involvement. The Clinical Faculty Assessment of the Teacher Candidate should be submitted by the clinical faculty to the Teacher Education Office and to the candidate. The principal and the clinical faculty from each participating school will receive a program assessment form near the end of the semester. Any suggestions for improvement of the overall process will be appreciated.

3.2 Moving Toward Target or Continuous Improvement

3.2.a Standard on which the unit is moving to the target level [15,000 characters] Describe areas of the standard at which the unit is currently performing at the target

level for each element of the standard. Summarize activities and their impact on candidate performance and program

quality that have led to target level performance. Discuss plans and timelines for attaining and/or sustaining target level performance

as articulated in this standard.

3.2.b Continuous Improvement [5,000 characters] Discuss plans for sustaining and enhancing performance through continuous

improvement as articulated in this standard.

Describe areas of the standard at which the unit is currently performing at the target level for each element of the standard.

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Summarize activities and their impact on candidate performance and program quality that have led to target level performance.

Discuss plans and timelines for attaining and/or sustaining target level performance as articulated in this standard.

Even though the Teacher Education program is a newly established program with a limited number of candidates and data, this is the standard identified as Moving Toward Target. This is due in part to the focus on clinical practice integration throughout the program.

Initial Teacher Preparation ProgramsProgram Award

Level Number of Candidates Applying or Admitted (Fall 2014 Headcount)

Agency or Association Reviewing Programs

Program Report Submitted for National Review?

State Approval Status

English Education

Bachelor 4 Oklahoma Commission for Teacher Preparation

No Initial

Social Studies

Education

Bachelor 5 Oklahoma Commission for Teacher Preparation

No Initial

Physical Education, Health, &

Safety

Bachelor 8 Oklahoma Commission for Teacher Preparation

No Initial

3.3 Areas for Improvement Cited in the Action Report from the Previous Accreditation Review Summarize activities, processes, and outcomes in addressing each of the AFIs cited for the initial and/or advanced program levels under this standard. [12,000 characters]

3.4 Exhibits for Standard 3

3.4.a Examples across programs of collaborative activities between unit and P-12 schools to support the design, implementation, and evaluation of field experiences and clinical practice, including memoranda of understanding

1. Teacher Education Program School Partnership Letter 2. SCU Partner School Agreement 3. SCU Partner School Agreement Revised 4. Teacher Education Council Meeting Minutes

a. TEC Meeting Minutes 042513 b. TEC Meeting Minutes 120513 c. TEC Meeting Minutes 051214

5. Early Release Agreement 6. SCU Clinical Practice Log & Reflection 7. SCU Clinical Practice Confidentiality Agreement

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8. Co-Teaching Strategies 3.4.b Aggregate data on candidate placement in field experiences and clinical

practice (Data should be disaggregated by program and level regardless of location or method of delivery.)

1. Clinical Practice #1 Candidate Aggregated CF Data 2. Clinical Practice #1 Candidate Aggregated Performance Levels 3. Clinical Practice #1 CF Themes Aggregated Scores

3.4.c Criteria for the selection of clinical faculty, which includes both higher education and P–12 school faculty

1. Clinical Faculty Handbook

3.4.d Examples of support and evaluation of clinical faculty across programs1. Clinical Faculty Handbook

3.4.e Guidelines/ handbooks on field experiences and clinical practice for candidates, and clinical faculty, including support provided by the unit and opportunities for feedback and reflection

1. Clinical Practice Handbook2.Transition Points at Unit & Program Level 3.Co-Teaching Strategies & Examples 4.Clinical Faculty Handbook

3.4.f Assessment instruments and scoring guides used for and data collected from field experiences and clinical practice for all programs, including use of technology for teaching and learning (These assessments may be included in program review documents or the exhibits for Standard 1. Cross-reference as appropriate.)

1.Assessment of Clinical Practice2.Clinical Faculty Assessment of Teacher Candidate CP#13.Clinical Faculty Assessment of Teacher Candidate CP#24.Clinical Faculty Assessment of Teacher Candidate CP#35.Clinical Faculty Assessment of Teacher Candidate CP#46.Clinical Faculty Assessment of Teacher Candidates CP# Internship7.SCU Teacher Education Application8.Clinical Intern Biographical Sheet9.Candidate Emergency Contact Information Form10. Clinical Practice Log Sheet 11. Teacher Work Sample – English Education 12. Teacher Work Sample – Social Studies Education 13. Teacher Work Sample – Physical Education, Health, & Safety Education 14. Clinical Practice #1-3 Overview 15. Clinical Practice Reflection Template 16. EDUC 2110 Clinical Practice 17. EDUC 3200 Clinical Practice 18. EDUC 4230 Clinical Practice 19. Foreign Language Proficiency 20. Professional Code of Ethics for Teacher Candidates 21. SCU Teacher Candidate Dress Code Agreement

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Standard 4. DiversityThe unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P-12 school faculty; candidates; and students in P-12 schools.

4.1 Diversity

Design, Implementation, and Evaluation of Curriculum and Experiences

The unit’s curriculum has been designed and will be evaluated using the themes of the unit’s Conceptual Framework (CF). The CF has been aligned with the 2011 InTASC Standards (see Teacher Education Handbook, p. 30). Theme #4, Scholarship, in the CF incorporates planning for instruction standards aimed at ensuring that candidates understand cultural diversity; individual differences (InTASC, 7i); how learner diversity can affect communication (InTASC, 3l); and how these factors impact ongoing planning.

As part of the Caring section of the required portfolio candidates must demonstrate how they are able to create positive and caring environments for student development and learning. Required artifacts for this section include lesson plans illustrating the candidate’s ability to plan for individual differences (Methods class) and a diversity paper (EDUC 4812 Classroom Strategies).

Beginning with EDUC 2113 Foundations in Education, SCU’s candidates begin learning about culturally responsive teaching that recognizes and incorporates the growing student diversity of schools into teaching and the curriculum (see EDUC 2113 syllabus). Lessons and assignments are aimed at exposing candidates to current issues from applied and theoretical perspectives using historical, philosophical, religious, political and diverse cultural understandings of education and their relationship to classroom practice. This exposure continues through candidates’ general education, major coursework, and the professional education sequence.

The unit maintains a commitment to diversity in its field placements. It places its candidates in clinical placement sites that are aligned with the its mission and the CF. Criteria considered in its commitment include school population, student population race/ethnicity, socio-economic status, classroom/administration characteristics including number of special education teachers, and free/reduced lunch information. Beginning with EDUC 2000 Foundations in Education Clinical Practice candidates are place in one of our partner schools for a 40-hour clinical experience. Candidates are required to log the time they spend each week at their assigned school and reflect on the experiences they have had. Time in the partner schools continues with EDUC 3000 Educational Technology Clinical Practice, EDUC 4000 Assessment and Evaluation Clinical Practice, and the candidate’s specific methods class. Candidates are required to complete two of the four clinical practices in partner schools that reflect appropriate diversity and socioeconomic status (see Clinical Practice Handbook, p. 56). Clinical practice requirements include a total of 160 clock hours of time spent in partner schools in the P-12 classroom with clinical faculty member (P-12 classroom teachers) followed by a 16 week (two 8-week placements) clinical internship. As shown in Table 3.1.a SCU’s partner schools are very

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diverse in their race/ethnic make-up, as well as their socio-economic status and number of special needs students. Each partner school has expressed a level of commitment to the SCU teacher preparation program by actively working with the Director of Teacher Education to determine the best placement of teacher candidates.

Experiences Working with Diverse Faculty

According to the 2013-2014 IPEDS report of full-time faculty the university had 13 male faculty members and 9 females. Of the 22 faculty members one was Non-resident alien and one was Black or African American. The remainder was white. In the same report the university indicated that it had 55 part-time instructional staff (27 males and 28 females). Of this group one was Hispanic/Latino, one was American Indian or Alaska Native, two were Asian, three were Black or African American, and three were of two or more races. The remainder was white. At this time, within the unit, all full-time and part-time faculty members are white.

Experiences Working with Diverse Candidates

As indicated in the History and Characteristics section of this Institutional Report (I.1) SCU has a very diverse student body. Of its 813 students (778 undergraduates and 35 graduate) Hispanic/ Latinos make up 6.9 percent, American Indian or Alaska Natives 3.3 percent, Asians .61 percent, Blacks or African Americans 27.4 percent, Native Hawaiians or other Pacific Islanders .37 percent, and those from two or more races 2.0 percent. Non-resident Aliens make up 10.1 percent of the student population and includes students from 35 different countries (Africa, Bolivia, England, Malawi, Russia, Serbia, Slovakia, Tasmania, Wales, etc.). The candidates who will be admitted to the SCU’s program will have opportunities to interact with this diverse student population via the class they take in general education, major coursework, and professional education courses. Also, the university has numerous co-curricular activities in which candidates can have the opportunity to interrelate with students from across campus (http://swcu.edu/student-life) . Some of these activities include Kappa Kappa Pi – a small women's group that promotes involvement and relationship building; Identified Services – a student led praise and worship experience of the dynamics of campus wide fellowship; Music Ministry - Ensemble(s) – a sharing of the Gospel in song through the ministry of music; Student Senate - the executive committee of the student body and has general charge of student activities on the campus which include campus spiritual emphasis, dorm prayer and Bible study groups, and campus social and intramural events; Intramural Activities - a Christ-centered sportsmanship activities that include flag football, soccer, volleyball, basketball, ping pong, and academic challenges; and intercollegiate sports - SCU athletic program is a member of the MCAC conference at the NAIA Division II level. At the time of the on-site visit SCU will provide a breakdown of the candidates admitted to the program by race/ethnicity, age, and gender.

Experiences Working with Diverse Students in P-12 Schools

The Teacher Education program at SCU requires candidates to log 160 clock hours of clinical practice in its partner schools followed by two 8-week internship placements. As evidenced by Exhibit 4.3.f the schools SCU partners with for its clinical placements have a significantly diverse make-up. Therefore, the unit’s candidates have exceptional opportunities to experience working with diverse P-12. In their clinical practice

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candidates experience both male and female P–12 students from different socioeconomic groups and multiple ethnic/racial groups. Candidates also work with students with disabilities during some of their clinical practice to develop and practice their knowledge, skills, and professional dispositions for working with all students. Feedback from clinical faculty members and university supervisors help candidates reflect on their ability to help all students learn. The unit’s clinical practice and internship is designed to encourage candidates to interact with exceptional students and students from a broad range of diverse groups. The experiences help candidates confront issues of diversity that affect teaching and student learning and develop strategies for improving student learning and candidates’ effectiveness as teachers. After each clinical experience candidates reinforce the knowledge and skills gained in the experience by writing reflections which they submit to the university faculty member supervising their clinical. Faculty members use the reflections to monitor candidate progress in the program.

4.2 Moving Toward Target or Continuous ImprovementPlease respond to 4.2.a if this is the standard on which the unit is moving to the target level. If it is not the standard on which you are moving to the target level, respond to 4.2.b.

4.2.a Standard on which the unit is moving to the target levelNOT APPLICABLE

4.2.b Continuous Improvement [5,000 characters] Discuss plans for sustaining and enhancing performance through continuous

improvement as articulated in this standard.

Design, Implementation, and Evaluation of Curriculum and Experiences

Although SCU’s program incorporates a number of curriculum components and experiences that address diversity proficiencies we need to ensure that they are sufficient to give candidates the knowledge and skills they need to perform well in the classroom. The Director of Teacher Education is surveying the Teacher Education Faculty to determine what components are being offered in which classes. An analysis of these data will help the unit determine if candidates are receiving adequate and appropriate instruction and experiences to make them aware of different learning styles and can adapt their instruction or services appropriately for all students. The analysis should inform us of Candidates connect lessons, instruction, or services to students’ experiences and cultures. They communicate with students and families in ways that demonstrate sensitivity to cultural and gender differences. We also want ensure that the curriculum components and experiences that we offer assess candidate proficiencies related to diversity. We can then use the data to provide feedback to candidates for improving their knowledge, skills, and professional dispositions for helping students from diverse populations learn.

Experiences Working with Diverse Faculty

The university administration understands that human and intellectual capital development is an essential component of the university’s success. The university’s commitment to attracting and retaining well qualified faculty is evident in its Strategic Plan, which calls for professional development opportunities to support faculty and staff

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effectiveness, and salary and benefits packages competitive with peer institutions. As we grow the faculty our focus will be not only on hiring diverse personnel in the Teacher Education program but across campus as well. It will be imperative that our candidates be able to interact not only with professional education faculty, but with faculty from other units as well both male and female, from at least two ethnic/racial groups. We will ensure that faculty with whom candidates work in professional education classes and clinical practice have knowledge and experiences related to preparing candidates to work with diverse student populations, including English language learners and students with exceptionalities.

Experiences Working with Diverse Candidates

The unit is only in the beginning stages of establishing its program on the SCU campus and in the state. A topic on the agenda of a recent Teacher Education Faculty committee meeting has been how to recruit students into our programs (see TEF Minutes for 2-12-2015). Some suggestions made by committee members were:

Use candidates to make announcements in Chapel encouraging students to consider Education as a major

Work with area high schools that have future teacher programs Use the university marquee to advertise the program Use the 10 hours that Teacher Education faculty members are required to

complete in P-12 schools to make contacts for possible recruiting Look at using radio spots to inform a broader audience about our program

Experiences Working with Diverse Students in P-12 Schools

The unit continues to develop relationships with area schools in hopes of developing more partnerships and give candidates even more diverse experiences. Program coordinators have begun networking with P-12 faculty members who teach in their respective subject areas to facilitate this process of developing partnerships.The spring 2015 semester is only our second semester to offer clinical practice. As we analyze candidate reflections, clinical faculty evaluations of candidates and the placement, and feedback from partner school administrators we will make adjustments to our clinical experiences.

4.3 Areas for Improvement Cited in the Action Report from the Previous Accreditation Review Summarize activities, processes, and outcomes in addressing each of the AFIs cited for the initial and/or advanced program levels under this standard. [12,000 characters] NOT APPLICABLE

4.4 Exhibits for Standard 44.4.a Aggregate data on proficiencies related to diversity that candidates are

expected to demonstrate through working with students from diverse groups in classrooms and schools, including impact on student learning

Future data will be aggregated

4.4.b Curriculum components and experiences that address diversity proficiencies (This might be a matrix that shows diversity components in required courses.)

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Matrix is being developed

4.4.c Assessment instruments and scoring guides related to candidates meeting diversity proficiencies (These assessments may be included in program review documents or the exhibits for Standard 1. Cross-reference as appropriate.)

Assessment instruments being develop

4.4.d Data table on faculty demographics (see Appendix A for an example) 1.Diversity of Professional Education Faculty

4.4.e Data table on candidates demographics (see Appendix B for an example)1.Diversity of Candidates in Professional Education

4.4.f Data table on demographics of P-12 students in schools used for clinical practice (see Appendix C for an example)

1.Diversity of P-12 Students in Clinical Practice Sites

4.4.g Policies and practices, including good faith efforts, for recruiting and retaining diverse faculty

4.4.h Policies and practices, including good faith efforts, for recruiting and retaining diverse candidates

4.4.i Policies, procedures, and practices that support candidates working with P-12 students from diverse groups

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Standard 5. Faculty Qualifications, Performance, and DevelopmentFaculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.

5.1 Faculty Qualifications, Performance, and Development

How does the unit ensure that its professional education faculty contributes to the preparation of effective educators through scholarship, service, teaching, collaboration and assessment of their performance? [10,000 Characters]Commitment to a Qualified Faculty

As Table 5.1.a shows the unit has employed a highly qualified Teacher Education faculty. Three of the seven full-time faculty members hold doctorates. The remaining four faculty members are at varying points of completing their terminal degrees and all are scheduled to be completed within the next four years. Our plan is to hire an additional faculty member in the Department of Education as funds become available. The university has established minimum standards for each position we hire and conducts extensive searches to find the most qualified person to fill the position.

Clinical faculty member are assigned based on areas of certification, experience, and effective teaching practices as identified by the partner school principal, university supervisors, program faculty member, teacher candidates and the Director of Teacher Education. Teachers selected for mentoring teacher candidates and clinical interns are required to have completed a total of three (3) years of teaching experience and have standard certification in the teacher candidate’s major area of study. Each partner school has expressed a level of commitment to the SCU teacher preparation program by actively working with the Director of Teacher Education to determine the best placement of teacher candidates. Placements are a shared responsibility between SCU and the partner school. Candidates are tentatively assigned to a partner school based on the candidate’s placement preferences, requests from program coordinators, school and clinical faculty availability, and diversity requirements. Partner schools may choose to accept, modify, or reject requests. Partner schools confirm the placement in writing to the Department of Education office. The Clinical Faculty member is expected to structure opportunities for the teacher candidate to participate in a variety of classroom experiences and to interact with students and other teachers; provide opportunities to learn about the major components of teaching; and complete an electronic assessment form of the teacher candidate and submit it to Director of Teacher Education.

When the placement site is confirmed, the partner school principal selects the classroom teacher who will serve as Clinical Faculty member based on specified criteria. The university supervisor is responsible for confirming the Clinical Faculty member’s qualifications; verifying placement appropriateness; and assessing the clinical faculty member based on the identified roles and responsibilities.

Table 5.1.aFaculty

Member Name

HighestDegree, Field, & University

Assignment: Indicate the role of the

Scholarship, Leadership in Professional Associations, and Service: List up to 3

Teaching or other professional experience in

P-12 schools

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faculty member

major contributions in the past 3 years

James Bowen

EdD, Supervision, Curriculum, & InstructionTexas A&M-Commerce, TX

Professor, Chair of the Education Department, Director of Teacher Education

OACTE members 24 yrs. (Past President) Board of Examiners – State 20 yrs. Board of Examiners – NCATE 3 yrs.

Certification- Business Math, Algebra, Analysis, Calculus, Gen. Math, Geometry, Trigonometry, Physical Education/ Health/SafetyTeaching – 3yrs. 6-12Teacher Education – 24 yrs.

Shelley Groves

Master in Administration and Educational Leadership - SNU - Spring 2003

Master of Arts in English - UCO - Fall 2009

ABD, Instructional Leadership Academic Curriculum – English, University of Oklahoma

Professor,Department Chair of Language Arts,Dean of Arts & Sciences

National Council of Teachers of English memberOklahoma Council of Teachers of English memberConference on Christianity in Literature member

Evangel University Alumni Board Member

Presented at Oklahoma Council of Teachers of English - Spring 2012

Certification- English 6-12, Economics 6-12, Geography 6-12, Sociology/Anthropology 6-12, US Govt 6-12 US History; OK History/ Government/ Economics 6-12Certification-Association of Christian Schools International, Educ. Adm.Teaching –3 yrs public teacher P-6,4 yrs private - 3 years private administration

Phylis Hadley

Master of Arts in Educational Leadership, SNU

Professor, Director of Student Success Center

SCU Assessment Committee, Sport Management Committee, Teacher Education committee,Enrollment Committee

Certification- P-12 PE/Health Ed, Elem. Admin, P-8, Sec.. Adm. 9-12Teaching –11 yrs in physical ed (MS), 10 yrs. in secondary and elem admin.

Chet Horn M.A. History, University of Oklahoma

Professor,department chair, program coordinator

OCSS – Oklahoma Council for the Social Studies member; pursuing a Ph.D. in history from the University of Oklahoma; program coordinator for development of history education degree, SCU

Certification- American History 7-12, Geography 7-12, Oklahoma History 7-12, US Government 7-12, World History 7-12, Social Studies Middle School 6-8Teaching –13 yrs High School/Middle School

Dana Owens-DeLong

Ed. D. Curriculum & Instruction, Oklahoma State University

Professor, Dean of the School of Education & Sport Studies, Head of the Unit

Oklahoma Association of Colleges of Teacher Education member -16 years, OTA- Oklahoma Technology Association member 19 years, board member 8 years; SRCEA-Southern Regional Council on Educational Leadership member 9 years, board member 8 years

Certification- Biological Science 7-12, Earth Science 7-12, Journalism 7-12, Middle Level Science 6-8, Chemistry 7-12, Physical Science 7-12, English 7-12, Middle Level English 6-8, Technology Education 7-12, Educ. Admin. Teaching –16 years 6-12, Teacher Education –

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19 yearsRebecca Webster

Ph.D., LPCCounselor Education and Supervision

Professor, department chair

American Counseling Association, Association of Counselor Education and Supervision, Oklahoma Counseling Association, American Psychological Association, Society of Research in Child Development

Certification- Elementary K-8, English endorsement, Counselor K-12Teaching – 15.5 years P-12Teacher Education – 2 years

Brittanie Wyatt

M.A. in History from Southwestern Assemblies of God University

Professor, Director Center for Student Success

American Historical Association

Certification- Secondary English /Language ArtsAssociation of Christian Schools International

Teaching – 5 years Middle School Language Arts and Reading

Unit Evaluation of Professional Education Faculty Performance

Southwestern Christian University (SCU) evaluates Professional Education Faculty Performance as well as all other full-time faculty using its Annual Faculty Review form (AFR). The purpose of the AFR is to document faculty accomplishments and contributions across the full range of scholarship, spirit, and service. It includes teaching, classroom observation, professional development, scholarly, involvements, service, and outreach activities. The AFR provides the official record on faculty contributions, development, and overall progress of the academic unit. It is vital to faculty development, both as an opportunity for self-reflection and as a basis for discussion among departments and other colleagues. It also functions to inform of the university’s accomplishments to the society that it serves.

The AFR summarizes the evaluation of the scholarship, spirit, and service of faculty members according to established guidelines. The form is completed for every faculty member. It is completed by the department chair and the faculty member, and signed by both. In the event of joint appointments across departments, the AFR is completed by the department chair where the majority of the teaching load is assigned. Each faculty member’s work for the preceding year in each of the areas of scholarship, spirit, and service is reviewed using the scale: exceeds expectations, meets expectations, below expectations, or unsatisfactory. All ratings require an explanation and/or documentation to support the rating except for Meets Expectations

An overall assessment of "exceeds expectations" initiates the process of recognizing the faculty member for their contribution and identifying him/her as meritorious faculty. An overall assessment of "meets expectations" initiates the process of recognizing faculty for their contributions. An overall assessment of “below expectations” initiates an intervention process. Evaluations of “below expectations" overall or “unsatisfactory” in one area will result in a follow-up from the Provost’s office to assure that a plan for improvement is in place. Evaluations with “below expectations” in one area should be addressed by the Dean half-way through the academic year and again in the next annual review. The time period covered by the form is the academic year.

Unit Facilitation of Professional Development43

In the spring of 2015 the Teacher Education Faculty Committee voted to recommend that all Teacher Education faculty members also be required to complete an annual professional development plan. The outlines how the faculty member plans to acquire the equivalent of ninety staff development points over a five year period with a minimum of 15 points to be completed during a calendar year. Forty points over the five year period must be in P-12 school service. One staff development point is earned for each contact hour of participation in approved staff development activities. For example, one staff development point will be earned per hour for participation in formal professional meetings, seminars, workshops; two points will be awarded for presenting at a staff development event; etc. (see the Faculty Development Plan). The recommendation will go to the Teacher Education Council for approval in its spring meeting. Since the program is newly approved the professional development plan is not fully implemented and there are not data available at this point. Some data should be available at the time of the on-site visit.

5.2 Moving Toward Target or Continuous ImprovementPlease respond to 5.2.a if this is the standard on which the unit is moving to the target level. If it is not the standard on which you are moving to the target level, respond to 5.2.b.

5.2.a Standard on which the unit is moving to the target levelNOT APPLICABLE

5.2.b Continuous Improvement [10,000 characters] Summarize activities and changes based on data that have led to continuous

improvement of candidate performance and program quality. Discuss plans for sustaining and enhancing performance through continuous

improvement as articulated in this standard.

Commitment to a Qualified Faculty

In the FY 2016 budget proposal the Chair of the Department of Education has proposed the hiring of an additional faculty member for the department. Should we receive the funding we will seek doctoral prepare candidates with exceptional expertise that qualifies them for the position. Current Professional Education faculty members who do not hold the doctorate are expected to make continuous toward obtaining it. Professional education faculty have earned doctorates or School faculty are licensed in the fields that they teach or supervise but often do not hold the doctorate.

In the spring of 2014 the unit established an account with PD 360 an on-demand library of teacher and leadership development resources that leverages technology to make professional learning more effective, convenient, and sustainable. However, we have not yet had the opportunity to orient our Professional Education faculty on its use. By fall 2015 we plan to have all faculty members using this valuable tool. Also, the Department of Education is considering purchasing a license with an online professional development provider such as Atomic Learning in order to provide Professional Education faculty members with adequate professional development. Funding for the licensing was proposed in the Department of Education’s FY2016 budget.Although we currently have some policies in place to ensure that clinical faculty members

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are well qualified to mentor our candidates we will continue to monitor the assessment data related to clinical placements to see if additional and/or more rigorous policies are called for.

Unit Facilitation of Professional Development

The university has hired professional education faculty members who have a thorough understanding of the content they teach. However through professional development we intend to ensure that newly hired faculty members as well as our present faculty remain current on the proficiencies outlined in professional, state, and institutional standards so that they can guide candidates in the application of research, theories, and current developments in their fields and in teaching. We are in the beginning stages of evaluating performance at the university and in the unit. As we progress with this process we will assess its effectiveness and adjust the procedures as needed

5.3 Areas for Improvement Cited in the Action Report from the Previous Accreditation Review Summarize activities, processes, and outcomes in addressing each of the AFIs cited for the initial and/or advanced program levels under this standard. [12,000 characters] NOT APPLICABLE

5.4 Exhibits for Standard 5

5.4.a Data table on qualifications of professional education faculty (This table can be compiled in the online template from data submitted for national program reviews or compiled in Excel, Word, or another format and uploaded as an exhibit. See Appendix D for an example.)

1.Professional Education Faculty Qualifications & Experiences

5.4.b Data table on qualifications of clinical faculty (i.e., P–12 school professionals and professional education faculty responsible for instruction, supervision, and/or assessment of candidates during field experiences and clinical practice)

Data table being compiled

5.4.c Policies and practices to assure clinical faculty meet unit expectations

In progress

5.4.d Policies and samples of faculty scholarly activities

Data table being compiled

5.4.e Summary of faculty service and collaborative activities in schools (e.g., collaborative project with school faculty, teacher professional development, and addressing the needs of low performing schools) and with the professional community (e.g., grants, evaluations, task force participation, provision of professional development, offering courses, etc.)

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Data table being compiled

5.4.f Policies, procedures, and practices for faculty evaluation (including promotion and tenure) and summaries of the results in areas of teaching, scholarship and service

1. SCU Professional Development Plan

5.4.g Policies, procedures, and practices for professional development and summaries of the results

In development

Standard 6. Unit Governance and ResourcesThe 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.

6.1 Unit Governance and Resources

How do the unit's governance system and resources contribute to adequately preparing candidates to meet professional, state, and institutional standards? [10,000 characters]

Unit Leadership and Authority

The Dean of the School of Education and Sport Studies is the designated head of the unit. As such the Unit head provides primary authority and responsibility for overall administration and operations. All teacher education degree programs must submit initial new degree program application; annual program review documentation; and any changes to course requirements, student learning outcomes, or degree components to unit head. The unit head works in conjunction with the SCU Teacher Education Council to facilitate overall administration of the unit and teacher education programs.

The Teacher Education Council (TEC) meets at least once each academic semester. It reviews all undergraduate teacher education programs to ensure that program goals are being met and that the teacher education unit assessment plan is being implemented appropriately. There are 29 members to the TEC. The following list describes the make-up of the Council:

(1) School of Arts and Sciences Dean(1) School of Professional Studies Dean(5) Teacher Education faculty (2) Arts & Sciences faculty (2) Professional Studies faculty (2) SCU Administration/Support Services (1) Director Teacher Education(2) SCU Administration/Support Services(2) Program Graduates

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(2) Teacher Education Candidates(4) Partner school administration and teachers (2) Business/community leaders (1) School of Education and Sport Studies Dean, ex officio(1) Vice President for Academic Affairs, ex officio(1) President of the University, ex officio

The TEC also reviews, coordinates and acts as a clearing house for all curricular changes in Teacher Education courses. Proposals for new programs and courses must have the support of the departments concerned and must be submitted to the Curriculum Committee which is a sub-committee of the TEC. The TEC periodically reviews the standards and recommendations of the professional and learned societies, and makes any needed recommendations for change in the undergraduate teacher education programs. A detailed list of the responsibilities of the TEC can be found in the Teacher Education Handbook.

Currently, the Department of Education Chair and Director of Teacher Education position are held by the same person. The Director serves as the Dean’s designee in overseeing the daily operations of the professional teacher education program which in collaboration with program coordinators include coordinating the recruiting, admission, and advising of teacher education candidate. They acts act as a liaison with State Department of Education and the Office of Educational Quality and Accountability (OEQA, formerly the Oklahoma Commission for Teacher Preparation [OCTP]) and represent SCU as a member with the Oklahoma Association of Colleges of Teacher Education (OACTE). Serving as chair of the Teacher Education Faculty committee and of the Teacher Education Council and they are expected to communicate information regarding State Certification exams and coordinate publicity for the Teacher Education program with all stakeholders.

Governance/Authority: SCU Unit Head

1. Unit head provides primary authority and responsibility for overall administration and operations.

2. All teacher education degree programs must submit initial new degree program application to the unit head.

3. All teacher education degree programs must submit annual program review documentation to unit head.

4. Any changes to course requirements, student learning outcomes, or degree components must be submitted to unit head.

5. Unit head works in conjunction with the SCU Teacher Education Council to facilitate overall administration of the unit and teacher education programs.

6. The Unit Head is a member of the SCU Academic Council and any program or course change submitted university wide must have Unit Head approval is the change, addition, or deletion impacts the teacher education programs in any way.

Governance/Authority: SCU Teacher Education Council 1. Regularly review all undergraduate teacher education programs relating to them

to ensure that program goals are being met and that the teacher education unit assessment plan is being implemented appropriately.

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2. Review, coordinate and act as a clearing house for all curricular changes in Teacher Education courses.

3. Supervise the participation of the various departments in the undergraduate teacher education programs, review the courses and programs recommended by each, and establish administrative policy in such a way as to insure broad faculty participation.

4. Encourage the development of new programs and courses when the need for these becomes apparent. Proposals for new programs and courses must have the support of the departments concerned and must be submitted to the Curriculum Committee.

5. Periodically review the standards and recommendations of the professional and learned societies, and make any needed recommendations for change in the undergraduate teacher education programs.

6. Review and recommend to the faculty standards for admission to, continuation in, and exit from the undergraduate teacher education programs.

7. Process undergraduate student appeals in matters concerning admission, retention, and certification or general graduation requirements.

8. Implement and monitor faculty development for teacher education program improvement and accreditation requirements.

9. Meet at least once each academic semester.

Governance/Authority: SCU Department of Education Chair / Teacher Education Director1. Implement program processes, policies, and procedures as outlined in the

Preconditions Report.2. Establish all processes, policies, and procedures according to the Teacher

Education Handbook.3. Chair the SCU Teacher Education Council and the SCU Teacher Education Faculty

meetings.4. Prepare all reports associated with the implementation of the teacher education

program.5. Prepare all reports associated with the teacher education process.6. Represent SCU at state and national teacher education meetings/conferences.7. Organize and facilitate state/national accreditation visits and all documents

associated with the accreditation process.8. Develop and implement goals and plans for meeting them which support the goals

of the Department of Education and the University 9. Develop, plan, and implement the curriculum in cooperation with the faculty.10. Hire and supervise adjunct instructors in cooperation with the Dean of Education. 11. Advise students as needed and monitor student academic progress. 12. Prepare and manage the program budget. 13. Prepare a monthly report for the Dean of Education outlining budget status and

program profile. 14. Develop the additional education program and supervise its implementation

including the scheduling of the program in conjunction with the appropriate University office(s).

15. Supervise the admission of students, issuing letters of admission to the Department of Education.

16. Teach four (4) credit hours of courses per semester as a part of the annual contract.

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17. Work with the Dean of Education on strategic planning for the Department of Education in cooperation with the overall University strategic plan.

18. Work with the Dean of Education, Dean of Professional Studies, Dean of Arts & Science, Faculty Chairs, Faculty, and Staff to accomplish objectives of the academic departments.

19. Perform other related duties incidental to the work described herein.20. Serve as a regular member on the following committees: SCU Academic Council

and Teacher Education Council Chair, Teacher Education Faculty Chair.21. Director serves as the Dean’s designee in overseeing the daily operations of the

professional teacher education program.

See Exhibit 6 SCU Governance Flow Chart & Teacher Education Unit

Institutional Effectiveness

Southwestern Christian University commits itself to maintaining high awareness of the sufficient fiscal and human resources and the ample physical and technological infrastructures to support her current operations. SCU recognizes that as a tuition driven university we must be cognizant of the challenges which confront such an organization. Therefore, SCU has in place the policies and procedures required to support its operations wherever and however it delivers its educational programs. The institution constantly and purposefully monitors its fiscal resources, evaluates its human resources, assesses its physical plant/facilities, and analyzes its technological infrastructure. (Strategic and Budget Planning Process—Cabinet artifact)

Due to its record growth over the last four years, SCU has strived to maintain the sufficient human resources and infrastructures required. This growth necessitated more employees; resultantly, SCU has hired a Chief of Staff/Director of Employee Relations and nearly doubled the number of full-time positions from 40 in August 2010 to 72 full-time positions in August 2014. SCU based these new hires on departmental needs supplied through the budget process and teacher to student ratios. The record growth affected also the physical and technological infrastructures. The President’s Cabinet examined and revised the twenty-five year Master Campus Plan based on current data and projected growth. Concurrently, the University scrutinized its technological infrastructure. Adding the first, totally online degree program necessitated this update in technology. SCU hired a full-time Director of Information Technology and has already planned to hire additional staff in this area in FY2015-2016.

The University analyzes progress as it examines four components related to its resources, planning, and institutional effectiveness:

• The financial and human resources to support our programs, now and in the future;• The extent to which our governance and administrative structures provide

appropriate opportunities for leadership and engagement;• The collaborative and systematic use of planning, integrated across organizational

facets; andThe systematic application of assessment to continuously improve institutional

effectiveness

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Unit Budget

Each year all university departments prepare a proposed budget for the next fiscal year which is presented to the President’s Cabinet for final approval. The university involves all employees in this annual procedure. Each department first presents its proposal to the Dean’s Council. The Council then sends the proposal to the President’s Cabinet. The Cabinet presents its annual budget proposal to SCU’s Board of Regents for final approval and adoption. Additional members have recently been added to the SCU Budget Committee in order to include more input from the campus. Beginning with the 2015-2016 fiscal year, the Planning and Budget Committee is comprised of the Dean’s Council, President’s Cabinet, and the Chief of Staff/Director of Employee Relations. While the President’s Cabinet still has final approval of the budget, the committee is now able to receive a greater amount of input from members of the SCU campus. As can be seen in Exhibit 6.3.f the unit receives sufficient budgetary allocations that are proportional to other units on campus. The budget adequately supports our on-campus and clinical work that is essential for the preparation of our candidates.

Personnel

Summarize policies, procedures, and practices of faculty workload; unit’s use of faculty and personnel in ensuring coherency and integrity of programs and operations; and resources and opportunities for professional development.

According to SCU’s Faculty Handbook the normal semester teaching load is considered to be 24 semester credit hours per academic year for full-time faculty. This may vary on occasion due to fluctuations in enrollment and other factors. Special formulas are used to convert such classes as physical education and applied private music into credit hour equivalents. Since the demand for some courses is greater than others, it is inevitable that some loads will be greater. Adjustments for special responsibilities or assignments will be determined by the Provost/Vice-President for Academic Affairs in consultation with the individual faculty member involved and the recommendation of the respective academic dean. The following dates are used to determine which contract period a course counts toward a teaching load:

Fall teaching Load: August 1-November 30 Winter interim: December 1-31 Spring teaching Load: January 1-April 30 Summer interim: May 1-July 31

The course start date is the determining factor of when the load applies. Full-time faculty may have the opportunity to teach one additional course beyond their annual contract for additional pay. Faculty members are limited to no more than 3 credit hours per semester in courses on overload contract. The respective academic dean’s approval is required when courses taught through on-line or non-traditional courses is requested. Overload teaching is always at the discretion of the faculty person (never mandatory) and is subject to approval by the Provost & Vice-President of Academic Affairs.

Full-time faculty may have the opportunity to teach one additional course beyond their annual contract for additional pay. Faculty members are limited to no more than 3 credit

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hours per semester in courses on overload contract. The respective academic dean’s approval is required when courses taught through on-line or non-traditional courses is requested. Overload teaching is always at the discretion of the faculty person (never mandatory) and is subject to approval by the Provost and Vice-President of Academic Affairs.

The university implemented a four-day schedule in 2009 to allow faculty to use Fridays as an administrative and/or as a catch-up day.

Unit FacilitiesSummarize campus and school facilities to support candidates in meeting standards, including support for use of technology in teaching and learning.

The C. H. Springer Learning Center houses the SCU Library and Information Centers, and serves as the academic hub of the campus. On the ground floor is SCU's modern library, growing every year and contains about 30,000 resources. The library includes resources in both religion and general education, in several formats, as well as reference materials and periodicals (printed and via databases). The Library and Information Center also house the Computer Lab with internet access and a variety of programs for word processing, desktop publishing, and spreadsheet design. The library is also wireless to provide more students with space to study and work. All books and materials in the library are catalogued by Library of Congress classification.

The university supports its instructors’ professional development and makes every effort to assure that they are current in their disciplines and adept in their teaching roles. A critical factor in this effort is the maintaining of the Springer Learning Center/Library on SCU’s Bethany campus. Recent improvements to the center/library are aimed at making it a print and online library capable of providing collegiate and graduate level research resources. The existing library of printed books will soon be searchable in a new online catalog accessible both on and off campus. Also, the university recently subscribed to EbscoHost Academic Search Complete and Business Source Complete, the largest general academic and business periodical databases available to universities. These databases are now available to students, faculty and staff on the library’s website at http://swcu.libguides.com/home. A large eBook database with approximately 88,000 academic titles, eBrary Academic Complete and Credo Reference, a general eBook database of up-to-date reference books, are also available on the website. The new website also provides many guides, resources and web links that are useful in an academic setting. Instructors can obtain answers to reference questions or schedule information instruction for their classes in how to use the library resources through the Director of Library Services.

The second floor of the C.H. Springer Learning Center serves as the administrative center of the university. The offices of the president, academic affairs, student affairs, business affairs, and financial aid are on this floor with easy access for all students and faculty.

In 2012 the university established the Center for Student Success to provide academic assistance to students. The person hired as the coordinator of the center holds a master’s degree in Educational Leadership and has over 25 years in education. Key strategies and services are utilized at the Center to provide the right types of assistance as they are needed. Tutors are available, as well as, guidance in learning styles, study skills and

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career paths. Math and Writing labs are also available. The Center has state of the art equipment for students to achieve academic success. It is open for group study sessions, professor driven study sessions, and individual laptop stations. Throughout the semester there are mini-workshops available that address behavioral styles, learning styles and strategies in study/learning skills. Professional development workshops are provided periodically throughout the academic year to further ensure that instructors are adept in their teaching roles. These workshops are schedule at times when most instructors are able to attend.

There are 15 class meeting spaces on campus with a room capacity of 332. All classrooms are equipped with projectors, laptop computers, keyboards and secured lecterns. The entire campus offers wireless web access. Ipads are available for long term use by faculty and in the spring of 2015 a workshop was held for faculty members showing how iPads can be integrated into the classroom environment. Faculty and instructors who teach online and hybrid courses are required to participate in online training prior to deliver of coursework. The support desk responds to service requests and is very knowledgeable concerning technology. Classroom buildings have been modified for handicap access and if an additional need occurs, a class can be moved to a more appropriate location.

Southwestern Christian University is located on a beautifully wooded campus in the Bethany area of metropolitan Oklahoma City, one of the major cities of the Southwest. With an area population of about one million, the greater Oklahoma City area provides a large variety of churches, job opportunities and enrichment activities for students. The campus adjoins the Research and Development Center of the International Pentecostal Holiness Church (IPHC), the university's parent body. This allows for interchange with the denominational leadership on academic, professional and social levels.

Currently, the university has 28 buildings on its Bethany campus where the Teacher Education program is housed. This provides with approximately 850,000 square feet of space. However, long range building plans call for some of the buildings to be sold, repurposed, or demolished in order to create a tighter, more energy-efficient campus that meets student needs while minimizing economic and environmental costs (view the campus ).

There are three dorms on campus with a total capacity to accommodate 207 students. The Bell Student Center joins Irvin Hall a men’s dorm that has a total of 12 rooms with a capacity of 41 and Light Hall a women’s dorm with 12 rooms and a capacity of 42. Bell Center was remodeled in the summer of 2014. East Hall was erected in 2006 and provides a common areas and housing for both men and women. It has 28 rooms with a total capacity of 56. North Hall opened fall 2011 and is the newest residence hall. It has 32 rooms with a capacity of 64. It features two floors of living space and a common area flexible enough to use as classroom space and special events.

Students, faculty, and staff meals are served in the L. D. Patrick Building. This 10,000 square foot facility includes the Ollie Bell Cafetorium which serves as the dining hall of the university. Included in the cafetorium is a modern commercial kitchen and a seating area for 300. In addition to the cafetorium, the Patrick Building includes the beautifully furnished Rena Patrick dining room which seats about 30. This dining room is used to

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entertain special guests of the university. Cafeteria was renovated in 2014 and a student lounge/coffee shop, The Quill, was added.

The Patrick Building also includes four classrooms and a student lounge. Adjoining the Patrick building is the Roberson Building which houses the graduate school offices, classrooms, a conference room, and faculty offices. The Ministry/Minchew Auditorium adjoins the Roberson building and serves as the campus auditorium where the bi-weekly chapel is held as well as large scale meetings and performances. Many of the faculty offices and classrooms in Patrick and Roberson were renovated in the summer of 2014.

The Tripp Student Center and Pickens~Springer Gymnasium is a recently expanded and renovated facility that provides a wide variety of student recreational activities as well as a full size basketball court, volleyball court, and locker rooms. It is also the location of many formal convocations of the university. When the center/gymnasium was remodeled wellness center and athletic training facility were added. The tub in training facility has recently been used for baptisms.

The Campus Cabins in the center of SCU’s campus are historic mini-bungalows that were built in the 1920's when the hillside was the sight of an orphanage and elder care facility of the Catholic Church. Currently they provide office space for faculty and staff.

The Department of Education is housed in the Adult Studies Building. The space is adequate and comfortable. It has internet access and a phone system that is separate from the rest of the campus. All offices have computers and are networked to a high volume printer. The Dean of the School of Education and Sport Studies and the Chair of the Education Department office in this building along the Coordinator of Assessment and one faculty member from the Sports Management program. The Dean has an administrative assistant housed adjacent to her office who has the help of two work-study students. The Adult Studies Building also has a small conference room which is used for Teacher Education Faculty committee meetings.

Professional Education faculty member offices, while small, are well equipped with desks, chairs, file cabinets, and adequate space to meet with students and colleagues. All offices have computers, phones, and printer and internet accessibility.

Unit Resources including Technology

Summarize resource allocations to support candidates in meeting standards, with provisions for assessment, technology, professional development, and support for off-campus, distance learning, and alternative route programs when applicable.

The university has chosen to use the comprehensive academic management system

(CAMS) Enterprise from Three Rivers Systems, Inc. as its student information and data collection system. Faculty members can use the system to view their class rosters and communicate with the students in each of the classes they teach. They can also take and monitor class attendance; record, submit, view, and edit student grades; manage online tests; and furnish students with course information such as course syllabi and handouts.

The university has contracted with Comcourse, Inc. for a learning management system 53

(LMS), LMS support, technical support, website development. In the spring of 2014 the university had 208 online students. Faculty members who teach online and hybrid courses are required to participate in online training to prior to deliver of coursework. At this time none of the unit’s programs are offered online

6.2 Moving Toward Target or Continuous ImprovementPlease respond to 6.2.a if this is the standard on which the unit is moving to the target level. If it is not the standard on which you are moving to the target level, respond to 6.2.b.

6.2.a Standard on which the unit is moving to the target levelNOT APPLICABLE

6.2.b Continuous Improvement [10,000 characters]

Summarize activities and changes based on data that have led to continuous improvement of candidate performance and program quality.

Discuss plans for sustaining and enhancing performance through continuous improvement as articulated in this standard.

The unit has the leadership and authority to plan, deliver, and operate coherent programs of study. The unit effectively manages or coordinates all programs so that their candidates are prepared to meet standards. The unit’s recruiting and admission practices are described clearly and consistently in publications and catalogs. Academic calendars, catalogs, publications, grading policies, and advertising are accurate and current. The unit ensures that candidates have access to student services such as advising and counseling. Faculty involved in the preparation of educators, P–12 practitioners, and other members of the professional community participate in program design, implementation, and evaluation of the unit and its programs. The unit provides a mechanism and facilitates collaboration between unit faculty and faculty in other units of the institution involved in the preparation of professional educators.

Unit Budget

The success and growth of our Teacher Education program depends greatly on finances. To hire the faculty and provide the services need to make the program successful will depend on the operating capital the university is able to generate in the future. Operating and capital expenditures can be difficult to predict. In response to this challenge, the university is implementing the following tactics:

• A Planning and Budget Committee was established in fall 2014 to advise and monitor resource allocations in accordance with the SCU’s Strategic Plan

• A detailed budget based on strategic initiatives was prepared and approved by the Board of Trustees for FY 2014

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• Additional budget and spending policies were implemented to control costs, including a requirement that expenditures of $1,500 or more be approved by the Chief Financial Officer.

• Composite ratios were added to financial reports and are used as a measure of the University’s financial health.

As articulated in the university’s Business and Financial Plan, it is projected that $216 million in operating revenue will be required from all sources to fund the university’s operational and capital needs over the next eight years (2014-2021). Approximately $84.4 million will be received over that period in student-derived revenue and income from the university’s auxiliary programs, with the remaining $131.6 million from fundraising. The magnitude of the fundraising goal is driven in part by the lack of significant non-tuition revenue in previous years

While $131.6 million represents a significant eight-year fundraising goal, our growth performance over the past five years provides confidence that the goal is attainable. Since 2008, the University has demonstrated a growing ability to tap the significant philanthropic potential of its alumni and supporters. Though sustained annual fundraising at the rate achieved in fiscal 2013 (nearly $20 million) will be a challenge, a review of planning documents and budget and expense reports provides evidence that the University has the financial base to support its operations:

PersonnelThe university’s Strategic Plan outlines its commitment to attracting and retaining highly qualified employees. The Plan calls for professional development opportunities to support faculty and staff effectiveness, and salary and benefits packages competitive with peer institutions. The university has made a growing investment in faculty and staff professional development, from approximately $38,000 in FY13 to more than $130,000 in FY14. Beginning in FY14, the Office of Employee Relations will conduct an annual review of compensation levels to ensure competitiveness with other colleges and universities.

Table 6.2 illustrates how the University plans to grow its faculty as student enrollment increases over the next eight years. It is important to note that as sufficient numbers of full-time faculty are hired the use of adjuncts will decrease significantly from a maximum of 24 in 2013-2014 to approximately six in following years.

Table 6.2 – SCU’s Plan to Grow Its Faculty2013 2014 2015 2016 2017 2018 2019 2020 2021

Total 103 191 249 280 302 329 391 471 554

Faculty FTE 10 16 24 29 33 36 38 40 43

6.3 Areas for Improvement Cited in the Action Report from the Previous Accreditation Review Summarize activities, processes, and outcomes in addressing each of the AFIs cited for the initial and/or advanced program levels under this standard. [12,000 characters]NOT APPLICABLE

6. 4 Exhibits for Standard 66.4.a Policies, procedures, and practices for governance and operations of the unit

1.Teacher Education Handbook

6.4.b Organizational chart and/or description of the unit governance structure and its relationship to institutional governance structure

1. SCU Governance Flow Charts 2014-15

6.4.c Policies, procedures, and practices for candidate services such as counseling and advising

1.Counseling Services 2. Advisement

6.4.d Policies, procedures, and practices for candidate recruitment and admission, and accessibility to candidates and the education community

Current practice is being documented in as policy

6.4.e Academic calendars, catalogs, unit publications, grading policies, and unit advertising

1.Teacher Education Handbook 2.Clinical Practice Handbook 3. Clinical Faculty Handbook

6.4.f Unit budget, with provisions for assessment, technology, professional development, and support for off-campus, distance learning , and alternative route programs when applicable

1.Unit Budget FY16 – Teacher Education

6.4.g Budgets of comparable units with clinical components on campus or similar units at other campuses

1.SCU Academic Departments Budget FY15

6.4.h Policies, procedures, and practices for faculty workload and summary of

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faculty workload

1. Faculty Handbook p. 40 – Faculty workloads

6.4.i Policies, procedures, and practices to ensure that all candidates have access to physical and/or virtual classrooms, computer labs, curriculum resources, and library resources that support teaching and learning

Current practice is being documented in as policy

6.4.j Policies, procedures, and practices to ensure that all candidates access have to distance learning including support services and resources, if applicable

Current practice is being documented in as policy

Appendix A: References

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