NCATE 2004

INSTITUTIONAL REPORTContinuing Accreditation

Joint NCATE and State VisitSpring, 2004

Education DepartmentAugsburg College

2211 Riverside AvenueMinneapolis, MN 55454

www.augsburg.eduhttp://web.augsburg.edu/education/ncate/

On-site Review: April 3-7, 2004

TABLE OF CONTENTS

About Augsburg College………………………………………………….. 1

Conceptual Framework…………………………………………………… 4

Standard 1………………………………………………………………… 19Content Knowledge for Teacher Candidates……………………... 19Pedagogical Knowledge for Teacher Candidates………………… 22Professional and Pedagogical Knowledge and Skills

for Teacher Candidates…………………………………… 24Dispositions for All Candidates………………………………….. 27Student Learning for Teacher Candidates………………………... 29

Standard 2………………………………………………………………… 32Assessment System………………………………………………. 32Data Collection, Analysis, and Evaluation………………………. 35Use of Data for Program Improvement………………………….. 38

Standard 3………………………………………………………………… 43Collaboration Between Unit and School Partners………………… 43Design, Implementation, and Evaluation of Field

Experiences and Clinical Practice………………………… 45Candidate’s Development and Demonstration of

Knowledge, Skills, and Dispositions toHelp All Students Learn………………………………….. 49

Standard 4………………………………………………………………… 51Design, Implementation, and Evaluation of

Curriculum and Experiences……………………………… 51Experiences Working with Diverse Faculty……………………… 54Experiences Working with Diverse Candidates………………….. 54Experiences Working with Diverse Students in

P-12 Schools……………………………………………… 56

Standard 5………………………………………………………………… 59Faculty Qualifications……………………………………………. 59Modeling Best Professional Practices in Teaching………………. 63Modeling Best Professional Practices in Scholarship……………. 65Modeling Best Professional Practices in Service………………… 68Collaboration……………………………………………………… 73Unit Evaluation of Professional Education

Faculty Performance………………………………………. 74Unit Facilitation of Professional Development…………………… 76

Standard 6…………………………………………………………………. 78Unit Leadership and Authority……………………………………. 78Unit Budget……………………………………………………….. 83Personnel………………………………………………………….. 83Unit Facilities……………………………………………………... 85Unit Resources Including Technology……………………………. 85

Conclusions……………………………………………………………….. 90

ABOUT AUGSBURG COLLEGE

Campus Location

Augsburg’s campus is located in the heart of the Twin Cities, surrounding MurphySquare, the first of 170 parks in Minneapolis, the “City of Lakes.” The University ofMinnesota West Bank campus and one of the city’s largest medicalcomplexes—Fairview-University Medical Center—are adjacent to Augsburg, with theMississippi River and the Seven Corners theatre district just a few blocks away.Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, andrecreation opportunities, are just minutes west and east via Interstate 94, which forms thesouthern border of the campus.

Background

Augsburg College, founded in 1869, is a private, coeducational, liberal arts college,located in the heart of Minneapolis, Minnesota.  It enrolls over 3,000 students in weekdayand weekend bachelor's programs and in four master's programs. Augsburg has been fullyaccredited by the North Central Association of Colleges and Secondary Schools since1954. In October 1996, Augsburg was re-accredited for another 10 years.

Augsburg College Mission Statement:Students who graduate from Augsburg are well prepared to make a difference in theworld. They stand as testaments to the College motto, “Education for Service,” and tothe mission of the College which is:

“To nurture future leaders in service to the world by providing high qualityeducational opportunities, which are based in the liberal arts and shaped by thefaith and values of the Christian Church, by the context of a vital metropolitansetting, and by an intentionally diverse campus community.”

Augsburg of 2004 is continuing to assert its identity as a college of the EvangelicalLutheran Church in America whose academic mission is shaped by its religious heritage.This heritage has both religious and intellectual components.

As a college, Augsburg focuses on equipping students to realize and use all of theirtalents in service to and celebration of creation—that is, to discover and fulfill theirvocations. Augsburg’s tradition also affirms that the excellence of each individual is agift to be shared through leadership and service both in the College and in the largercommunity to which each person belongs.

As a college located in the heart of Minneapolis, Augsburg College is committed toproviding high-quality liberal arts education for students with diverse backgrounds,experience, and preparation.  The academic program at Augsburg College is based upon

the premise that students are to be educated as full persons, intellectually, spiritually, andphysically.  On its urban campus, the college community includes just over 3,000 in dayschool, Weekend College, and graduate programs.  Approximately 11% of our studentsare persons of color, as are10% of our faculty. Augsburg has a commitment to recruit,retain, and graduate individuals with physical disabilities and learning disabilities whodemonstrate the willingness and ability to participate in college-level learning.

The Twin Cities of Minneapolis and St. Paul, home to a wide range of arts, sports,entertainment, and recreation opportunities are just minutes west and east of campus.The Cedar Riverside neighborhood is adjacent to the campus. This neighborhood hastraditionally been a location where immigrants have settled and continues to serve thatpurpose, with a diverse population of immigrants from Somalia, Vietnam, Laos, Tibet,Ethiopia, and Korea. One of the largest urban American Indian populations is within onemile of the campus. Augsburg College serves the neighboring community throughcommunity service and service learning projects of students, faculty, and staff.

Augsburg's Education Department is one of the college's oldest programs. It providesteacher licensure in elementary (K-8), secondary education (5-12 and K-12) and specialeducation/EBD. Approximately 500 students participate in either the traditional DayCollege (M-F) or our alternative weekend college program (F-Sun.). Approximately 100teachers are licensed each year from Augsburg College.  It also offers a Master's degreethat incorporates elementary, secondary or special education licensure.

The teacher education program has been recognized by both state and nationalorganizations for its innovative use of community service-learning.  In 1997, thedepartment was selected as one of only six North American colleges or universities toparticipate in the Service-Learning and Teacher Education (SLATE) project, funded bythe federal Commission on National Service and sponsored by the American Associationfor Colleges of Teacher Education. The Augsburg Teacher Education Department ispreparing itself to be a national service and support center for the promotion of service-learning in teacher education and is now serving as a regional site.

Last year the department concluded a Preparing Tomorrow's Teachers to Use Technologygrant from the U.S. Department of Education. Augsburg College received a federalcapacity-building grant in 1999-2000 that ended in the fall of 2000. Augsburg was chosento be among only 122 institutions nationwide (and only one of two in Minnesota) toreceive a three-year implementation award that commenced in June 2000.  AugsburgCollege's project featured a unique collaboration of a small higher education institution,urban public and charter schools, and private technology businesses focused ondeveloping a model for technology training for teachers who are working in the inner citywith low income and minority learners.

The Augsburg College Education Department has been continuously NCATE-Approvedfor thirty-nine years (1964). The most significant change has been the restructuring ofour programs to align with new teacher licensure rules in Minnesota. These newlicensing requirements, based on INTASC standards, are the Minnesota Standards of

Effective Practice (MSEP). The restructuring process was a collaborative effort betweenthe professional community, liberal arts faculty members from other departments oncampus, the Education Department Advisory Board, and teacher practitioners in localschool districts. Education program approval for licensure from the Minnesota Board ofTeaching occurred in Spring, 2001. The Education Department continues to evaluateand revise the licensure program to insure that candidates experience a quality licensureprogram.

Major program changes that have occurred since the previous NCATE visit in 1999include:

• Scope and sequence of the elementary and secondary licensure program asaligned with Minnesota Standards of Effective Practice.

• Elementary licensure includes a middle school specialty content area.• Special Education major with licensure in EBD-Weekend College only.• Addition of a post baccalaureate Masters of Arts Degree in Education.

Future Additions will include:• Special Education major with licensure in LD.• Masters level reading endorsement.• Education program coursework available through the Rochester program.

Licensure is available in the following areas:• Elementary and Secondary (K-12)

o Physical Educationo Art Educationo Music Educationo Theatre/Dance Education

• Secondary (5-12) Secondary (9-12) Middle School (5-8)Chemistry Chemistry General ScienceCommunication Arts/Literature Life ScienceHealth PhysicsLife ScienceMathematicsPhysicsSocial Studies

o Elementary Education-Grades K-6 with a middle school specialty in math,science, social studies or communication arts/literature

o Special Education EBD

Links:http://www.augsburg.eduhttp://www.augsburg.edu/educationAugsburg 2004: Extending the Vision document

Conceptual Framework

Education Department Licensure Programs

Augsburg College Mission Statement: Augsburg College intends to developfuture leaders of service to the world by providing high quality educationalopportunities which are based in the liberal arts and shaped by the faith and valuesof the Christian Church, by the context of a vital metropolitan setting, and by anintentionally diverse campus community.

Augsburg Education Department Mission Statement: The Augsburg CollegeEducation Department commits itself to developing future educational leaders andprofessionals who foster student learning and well-being by being knowledgeablein content, being competent in pedagogy, being ethical in practice, buildingrelationships, embracing diversity, reflecting critically, and collaboratingeffectively.

Program Theme: Teacher as developing professional, from competent classroomdecision-maker to educational leader.

Teachers as Well-Prepared professionals: The Augsburg EducationDepartment believes that teachers are professionals who possess specializedknowledge, skills, and patterns of belief that allow them to function competentlywithin their realm. Furthermore, the Augsburg Education Department believesthat the education in which we engage pre-service teachers has a positive impacton the professionals they become. Specialized knowledge, skills, and patterns ofbelief can be grouped into the four dimensions of our initial licensure program asfollows:

What we do – Concepts and Strategies of Teaching (Being Competent inPedagogy; Building Relationships)

• How to assess and evaluate student ability and performance (MSEP 8:Assessment).

• How to plan instruction to meet student needs (MSEP 7: PlanningInstruction)

• How to implement instruction to promote student learning (MSEP 4:Instructional Strategies)

• How to manage children and classroom life effectively (MSEP 5:Learning Environment)

• How to help students develop emotionally and socially (MSEP 2: StudentLearning; MSEP Standard 5: Learning Environment)

• How to integrate technology and service learning into educational practice

Who we teach – Knowledge of Children and Youth (Embracing Diversity)• How students develop and learn (MSEP 2: Student Learning)• Similarities/differences across communities, cultures, learning styles,

abilities, special needs, and lifestyles (MSEP 3: Diverse Learners)• Current issues affecting children and youth (MSEP 9: Reflection and

Professional Development; MSEP 10 Collaboration, Ethics, andRelationships)

Where we work – Contexts of Schools (Collaborating effectively; BeingKnowledgeable in Content)

• Foundational knowledge of schools and education in the US (MSEP 9:Reflection and Professional Development)

• Collaboration and teaming skills (MSEP 10: Collaboration, Ethics, andRelationships)

Who we are as individuals and teachers – Personal Stance and Knowledge base(Reflecting Critically; Being Knowledgeable in Content; Being Ethical inPractice; Developing Future Educational Leaders)

• What I know and how I learn (MSEP 1: Subject Matter)• How I think: Critically, Creatively, Ethically, Reflectively (MSEP Subject

Matter; MSEP 9: Reflection and Professional Development)• Who I am as a person and how that impacts my teaching (MSEP 9:

Reflection and Professional Development)• What my role can be as a teacher within and beyond school (MSEP 9:

Reflection and Professional Development; MSEP 10 Collaboration,Ethics, and Relationships)

• What I believe to be true about education and people; personal philosophyof education (MSEP 9: Reflection and Professional Development)

• What I can do to develop as a professional (MSEP 9: Reflection andProfessional Development)

• How I communicate and understand the communication of others (MSEP6: Communication: MS 10: Collaboration, Ethics, and Relationships)

Augsburg pre-service teachers learn to examine their practice critically, reflectingon both what works and what doesn’t to motivate student learning. They learn tounderstand that gaining and applying knowledge in the service of student learningis a fluid, intellectual task – one that leads to professional growth only when thereis constant appraisal and interpretation of actions taken along the way. They beginto recognize that acquired knowledge and practice are not static, but rather thattrue learning requires them to engage in an ongoing intellectually driven processof testing out, stepping back and reflecting on practices. As part of that process,our pre-service teachers learn to recognize what works with a group of studentsand what doesn’t, retaining those strategies and practices that promote learningand rethinking those that don’t. Schon (1983) describes this as reflection-in-action. Reflection-in-action allows teachers to adjust and adapt to differences instudents by combining knowledge of content, knowledge of students, and

knowledge of strategies in such a way as to maximize student learning. TheAugsburg Education Department structures experience with “reflection-in-action”as part of coursework requirements and the student teaching supervision weprovide.

Teachers, as well-prepared professionals, gain their specialized skills andknowledge about teaching and learning through high-quality, standards-basedteacher preparation programs that integrate practical experience with teaching andlearning theory, that provide ample opportunity to work with children and youthin numerous teaching situations, and that emphasize the accountability for studentachievement that people in our profession accept as part of their role (Darling-Hammond and Sykes, 2003). The Augsburg Education Department believes thatteaching, as a profession, plays too large and too important a role in society to bethought of as simply a job that requires high verbal skills, minimal training, and agood attitude. As professionals, teachers surround solid content knowledge withknowledge of children and youth, knowledge of context, knowledge of self,pedagogical resources and abilities, and a strong belief in the power and necessityof education in order to best serve their students.

Teachers as Inclusive Practitioners:The Augsburg Education Department believes that teachers are moral stewards inthe classroom, acting both as educators and community builders amongst allstudents. Furthermore, the Augsburg College Education Department believes thatteachers have an ethical and moral responsibility to promote learning amongstall students. This implies several things.

First, teachers have the responsibility to create welcoming environments for thebroad range of students who walk into their classrooms, seeking to build strongrelationships and a sense of community with and among students (Banks, et.al.,2001). In some cases this means understanding the diverse cultural backgroundsof the students they teach, and when they don’t, understanding it is theirresponsibility to gain this information and use it to create a welcomingenvironment conducive to learning. Some refer to this as having an empathicdisposition towards diverse populations (McAllister, 2002).

Second, teachers have the responsibility of recognizing each student as someonewith the potential to learn whom they have the potential to teach (Tomlinson,2003). In some cases this means understanding and believing that children wholearn differently can learn and can learn with them as their teacher. It meanshaving the propensity to reflect on what they know about teaching and learning,how to apply it with children who have special learning needs, and where to gethelp for these children and themselves when they need it. It means recognizingand honoring the multiple intelligences and learning styles that are present in anyclassroom setting.

Third, teachers have the responsibility to view families and community membersas resources in promoting the learning of all students. In some cases this meanswelcoming them into the classroom and school. In other cases this means meetingfamilies and community members outside school, in homes and/or on neutralground. In all cases, it means regarding families and community members asvaluable sources of support, information and help in the process of promotinglearning for all students.

Teachers as Leaders: The Augsburg Education Department believes thatteachers, by the nature of their position, serve as leaders within the classroom,and – with experience, increased confidence, and some training – as leaderswithin the school, the district, and the community. Furthermore, the AugsburgEducation Department believes it is important to help pre-service teachersacquire the traits and skills of leadership. As leaders, these teachers ideallypossess the following characteristics:

• Teacher leaders keep student learning at the center of their work.• Teacher leaders are advocates for their students and inspire in others a

shared vision of student potential.• Teacher leaders are role models and mentors for students and colleagues,

acting on their behalf as well as enabling them to take appropriate action.• Teacher leaders are hard working and committed to their profession,

seeing themselves as engaged in a vocation rather than simply a job.• Teacher leaders are highly involved in curriculum development and

instructional innovation, routinely demonstrating expertise through theirteaching.

• Teacher leaders are collaborators, drawing on the expertise of others and,in turn, making themselves available as resources.

• Teacher leaders seek challenges.• Teacher leaders view themselves as life-long learners, valuing knowledge

as an essential tool for thinking critically and participating effectively asworld citizens.

The Augsburg Education Department also believes that, as leaders, teachers ofthe early 21st century need to embrace the role of technology in education, usingtechnology to advance student learning, to enhance their teaching, and tostreamline their work. Our teacher education programs must help our pre-serviceteachers realize that their actions and decisions will help others to take advantageof the technology available to them and their students. It will become theirprofessional responsibility to advocate the use of technology within their schools,using technology competently themselves, and sharing their vision and knowledgewith others in order to help schools capitalize on the technology available to them.(Augsburg College Education Department, 2003) It remains our responsibility asteacher educators to provide examples of best practices related to technology inour classrooms both in the teaching we do and in the skills we help our pre-service teachers acquire. (Russell, et.al. 2003)

Teachers as Lifelong Learner: The Augsburg College Education Departmentbelieves that teachers develop their abilities, including their leadership abilities,over time and with experience. An effective pre-service teacher educationprogram must attend to the developmental needs of its students, the majority ofwhom feel the need for a practical, craft development focus. (MetLife, 1990;Lieberman and Miller, 1984). Our programs acknowledge the importance ofmeeting students’ perceived needs by modeling to and with our pre-serviceteachers a set of practical strategies for planning, instruction, assessment, andclassroom management that are conceptually and theoretically consistent withconstructivist learning theory. We believe that pre-service teachers make sense ofstrategies by interacting with them in the college classroom and in their K-12 fieldexperience. A focus on becoming a competent classroom decision maker andleader is appropriate for the majority of our pre-service teachers.

However, the Augsburg College Education Department also believes that adultswho return to college to acquire their teaching license sometimes have lifeexperience that allows them to incorporate leadership issues and experiences intotheir initial licensure program. This is especially true for those already holding abaccalaureate degree. For this reason, Augsburg offers an initial licensure optionat the masters degree level with a partial focus on examining and developingpersonal leadership abilities within the context of teaching. Our Master of Arts inEducation (MAE) program recognizes that experience in life – as well as inteaching – enhances the pre-service teacher’s sense of personal authority andconfidence in their knowledge of the world that can move them more quickly togive leadership beyond the classroom walls as well as within them. The MAEprogram provides leadership opportunities throughout licensure coursework and afocus on issues of leadership as part of the degree completion coursework.

Finally, the Augsburg College Education Department believes that our programsshould encourage pre-service teachers to value raising questions as well asfinding answers and to incorporate that attitude in lesson design and instruction.This value of raising questions is also encouraged throughout our programs in thecritical assessment of the status quo in education and society. With this focus onquestions as well as answers we hope to develop beginning teachers who have arepertoire of concrete strategies, experience in analyzing classroom situations andmaking instructional decisions, and the propensity to ask questions, thinkcritically, and act ethically – all very practical concerns of educational leaders andlifelong learners.

Key IdealsThe Augsburg College Education Department shares the following key ideals anduses them to make decisions about our work with our pre-service teachers. Manyof these items were developed as part of earlier self-studies. Most reinforce and/orexpand upon our belief statements. All are important to us and merit personal andcollective attention as we make decisions about our programs, our courses, andthe students we teach. Not all are fully achieved; hence, they represent our ideals.

• Teachers are moral forces within their schools (Perrone, 1991). Thedecisions they make and the examples they set impact the lives of childrenand youth. Teachers must operate within a decision-making framework inwhich ethical considerations are raised. Our teacher education programsmodel the inclusion of ethics and the development of a personal ethicalbase from which to operate as a classroom decision maker.

• Teacher leaders are first and foremost competent classroom decisionmakers (Perrone, 1991) who have the right and responsibility to exerciseleadership in matters of teaching and learning at the institutional as well asclassroom level. Our teacher education programs focus primarily upondeveloping classroom leadership abilities amongst our pre-service teachersbecause that is our main charge; however, a secondary focus ondeveloping institutional leadership abilities is also important, especiallyamongst our graduate population.

• Teachers who are good classroom decision makers are “…able to inquireinto teaching and learning and think critically about their work” (Doyle,1990, p 6). Our teacher education programs reflect the use of pedagogicalstrategies that promote critical thinking and reflection-in-action (Schon,1983).

• Learning to teach well is a life long developmental process. Pre-serviceand beginning teachers must have a realistic sense of where they are onthis developmental continuum, see themselves as capable learners whowill continue to learn and grow even as they teach, and actively pursueopportunities to increase their skills and abilities (Burden, 1990). Ourteacher education programs support their development at whatever levelthey are at.

• Learning to teach well is an intellectual as well as a technical process(Cochran-Smith, 2003). Good teachers think about and evaluate what theydo as well as implement practices. Our teacher education programssupport the development of intellect when it causes pre-service teachers toraise questions as well as answer them and to reflect on practice as well ascarry it out.

• Learning to teach well is a matter of the heart as well as the head (Palmer,2003). Building positive relationships with students is essential to creatingan environment conducive to learning. (Nieto, 2003) Our teachereducation department models an ethos of caring and flexibility, setting thetone for what we hope our pre-service teachers will do in their ownclassrooms. In doing so we balance the need for upholding standards andrules with the need to recognize and respond to individuals.

• Good education is designed to meet the needs of the students involved(McAllister, 2002). Our teacher education programs prepare teachers to beknowledgeable, flexible, resourceful, creative, and sensitive in designingconditions in which diverse populations of students can learn.

• “…[O]ne of the classroom teacher’s most important jobs is managing theclassroom effectively.” (Marzano, R. & Marzano, J., 2003, p.6). Goodeducation considers the context of the setting in which students learn. Ourteacher education programs help pre-service teachers examine classroomorganization and management strategies that are positive and preventive innature and designed to support student achievement as well as createpositive learning environments.

• Good education is best provided by a capable, diverse cadre of teachers.Our teacher education student population is diverse along a variety ofmeasures, our department welcomes this diversity, and our programfocuses on developing the abilities of all our students.

• Good education is best provided by teachers who are knowledgeable in theliberal arts and globally aware. Our teacher education programs have asolid foundation in the liberal arts and our department has strongrelationships with the departments that provide the liberal arts foundation.Also, our programs support the broadening of our pre-service teachers’world-views through global education course opportunities and inclusionof global perspectives in campus-based coursework.

• Children and youth bring a full range of strengths and needs to school tobe recognized and served. While our teacher education students mustacknowledge that developing academic competency in children and youthis their primary responsibility, they must also understand the impact thatsocial, emotional, and economic strengths and needs have on learning.This implies that our students need to see themselves as collaborators inthe process of educating children and youth rather than sole proprietors.Our teacher education programs support this development through thecontent of our courses and the attitudes of our faculty.

• Collaborating successfully with colleagues, family and communityrequires specific group process skills and the opportunities to practice

them. Our teacher education programs focus on developing andreinforcing pre-service teachers’ abilities to work effectively in smallwork groups, in one-on-one conversations, and in large group settings.

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Bibliography

Augsburg College Education Department. (2003). Teacher educators teach futureteachers the art of being a professional. In S. Schmieder (Ed). Dreams andShadows: Portraits of a Professional (pp.7-9). Minneapolis, MN: AugsburgCollege PT3 Project and JDL Technologies.

Banks, James, Peter Cookson, Geneva Gay, Willis D. Hawley, Jacqueline JordanIrvine, Sonia Nieto, Janet Ward Schofield, Walter G. Stephan. (2001). Diversitywithin unity: Essential principles for teaching and learning in a multiculturalsociety. Center for Multicultural Education, University of Washington, Seattle.

Burden, Paul. (1990). Development in teachers. In W.R. Houston (Ed).Handbook of Research on Teacher Education. Association for TeacherEducation.

Cochran-Smith, Marilyn. (2003). Teacher education’s Bermuda Triangle:Dichotomy, mythology, and amnesia. Journal of Teacher Education, 54(4), 275-279.

Darling-Hammond, Linda and Gary Sykes. (2003, September 17). Wanted: Anational teacher supply policy for education: The right way to meet the “highlyqualified teacher” challenge. Education Policy Analysis Archives, 11(33).Retrieved October 1, 2003 from.

Doyle, Walter. (1990). Themes in teacher education research. In W.R. Houston(Ed). Handbook of Research on Teacher Education. Association for TeacherEducation.

Lieberman, Ann and Lynn Miller. (1984). Teachers, their world and their work:Implications for school improvement. Association for Supervision andCurriculum Development.

Marzano, R. and J., Marzano. (2003). The key to classroom management.Educational Leadership, 61(1), 6-13.

McAllister, Gretchen. (2002). The role of empathy in teaching culturally diversestudents: A qualitative study of teachers’ beliefs. Journal of Teacher Education,53(5) 433-443.

Nieto, Sonia. (2003). Challenging current notions of "highly qualified teachers"through work in a teachers' inquiry group. Journal of Teacher Education, 54(5)386-398.

Palmer, Parker. (2003).Teaching with heart and soul: Reflections on spirituality inteacher education. Journal of Teacher Education,54(5) 376-385.

Perrone, Vito. (1991). A letter to teachers: Reflections on schooling and the art ofteaching. Jossey-Bass Publishers.

Russell, Michael, Damean Bebell, Laura O’Dwyer, & Kathleen O’Connor.(2003). Examining teacher technology use: Implications for pre-service and in-service teacher preparation. Journal of Teacher Education, 54(4) 297-310.

Schon, D. (1983). The Reflective Practitioner: How professionals think in action.NY: Basic Books.

Tomlinson, Carol Ann. (2003). Deciding to teach them all. EducationalLeadership, 61(2) 6-11.

Bibliography – The following references reflect a sample of the knowledge base thatinfluences the thinking of our full-time unit faculty. The references are organizedunder the program dimensions they primarily support.

What we do – Concepts and Strategies of Teaching

Armstrong, T. (2003). The multiple intelligences of reading and writing: Making wordscome alive. Alexandria, VA.: Association for Supervision and Curriculum Development.

Carr, Judy F., & Douglas E. Harris. (2001). Succeeding with standards: Linkingcurriculum, assessment, and action planning. Alexandria, VA: ASCD

Danielson, Charlotte. (2002). Enhancing student achievement: A framework for schoolimprovement. Alexandria, VA: ASCD

Eisner, E.  (2004)  Preparing for Today and Tomorrow:  ...Not a sound basis onwhich to plan a curriculum,  Educational Leadership, 61 (4), 6-11.

Fosnot, Catherine Twomey, and Maarten Dolk. (2001) Constructing numbersense, addition, and subtraction. Portsmouth, NH: Heinemann.

Janney, R. & Snell, M.E. (2000). Behavioral support. Baltimore: Paul Brookes

Kohn, A. (1996). Beyond Discipline: From compliance to community. Alexandria, VA.:Association for Supervision and Curriculum Development.

Lovett, H. (1996). Learning to Listen: Positive approaches and people with difficultbehavior. Baltimore: Paul Brookes.

Lynch-Brown, C and C.M. Tomlinson. (2002). Essentials of children’s literature. 4th

Edition. Boston, MA: Allyn and Bacon.

Ma, Liping. (1999). Knowing and teaching elementary mathematics. Mahwah, NJ:Lawrence Erlbaum Associates.

Marlowe, B. & Page, M.  (1998).  Creating and sustaining the constructivistclassroom.  Thousand Oaks, CA:  Corwin Press.

Marzano, Robert J. (2003). What works in schools: Translating research into action.Alexandria, VA: ASCD,

Marzano, Robert J., Jana S. Marzano, and Debra J. Pickering. (2003). Classroommanagement that works. Alexandria, VA: ASCD

Murphy, K., DePasquale, R., & McNamara, E. (2003).  Meaningful connections:  Using technology in primary classrooms.  Young Children, 58(6), 12-19.

National Council of Teachers of mathematics (NCTM). (2000). Principlesand standards for school Mathematics.. Reston, VA: NCTM.

Routman, Regie. (2000). Conversations: Strategies for teaching, learning, and evaluating.Portsmouth, NH: Heinemann.

Sapon-Shevin, M. (1999). Because we can change the world: A practical guide tobuilding cooperative, inclusive classroom communities. Boston, MA: Allyn and Bacon.

Valmont, William. (2003). Technology for literacy teaching and learning. New York,NY: Houghton Mifflin.

Weber, Ellen. (1999). Student Assessment that Works. Boston, MA: Allyn and Bacon

Wiggins, G. & McTighe, J. (1998).  Understanding by design.Alexandria, VA:  ASCD

Wolfe, Patricia. (2001). Brain matters: Translating research into classroom practiceAlexandria, VA: ASCD

Who we teach – Knowledge of Children and YouthBiklen, D. (1992). Schooling without labels: Parents, educators and inclusive education.Philadelphia: Temple University Press.

Danforth, S. & Taff, S.D. (2004). Critical readings in special education. Upper SaddleRiver, NJ: Prentice Hall.

Delpit, Lisa. (1995). Other people’s children: Cultural conflict in the classroom. NewYork: New Press.

Fadiman, Anne. (1997). The spirit catches you and you fall down. New York: TheNoonday Press.

Garcia, Gilbert G., Ed. (2003). English learners: Reaching the highest level of Englishliteracy. Newark, DL: IRA.

Gardner, Howard. (1993) Multiple intelligences: The theory in practice. New York:Perennial.

Kalyanpur, M. & Harry, B. (1999). Culture in special education: Building reciprocalfamily-professional relationships. Baltimore: Paul Brookes.

Ladson-Billings, Gloria, (2001). Crossing over to Canaan: The journey of new teachersin diverse classrooms. San Francisco: Jossey-Bass.

Landsman, Julie. (1993). Basic needs: A year with street kids in a city school.Minneapolis, MN: Milkweed Editions.

Orenstein, Peggy. (1994). Schoolgirls: Young women, self-esteem, and the confidencegap. New York, NY: Doubleday.

Paley, Vivian Gussen. (1979). White teacher. Cambridge, MA: Harvard UniversityPress.

Silver, Harvey F., Richard W. Strong, & Matthew J. Perini. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandria, VA: ASCD.

Tapscott, Don. (1998). Growing up digital: The rise of the net generation. New York,NY: McGraw-Hill.

Turnbull, A. & Turnbull, R. (2001). Families, professionals and exceptionality:Collaborating for empowerment. Upper Saddle River NJ: Prentice Hall.

Where we work – Contexts of Schools.

Erickson, J.A. and J.B. Anderson, Eds. (1997). Learning with the community: Conceptsand models for service-learning in teacher education. Washington, DC: AAHE.

Kohn, A. (1999). The schools our children deserve: Moving beyond traditionalclassrooms and “tougher standards”. Boston: Houghton Mifflin.

Kozol, Jonathan. (1991). Savage inequalities. New York: Perennial.

Kozol, Jonathan. (1995). Amazing grace. New York: Perennial.

Kozol, Jonathan. (2000). Ordinary resurrections. New York: Perennial.

Mondale, S. and S.B. Patton, Eds. (2001). School: The story of American publiceducation. Boston, MA: Beacon Press.

Payne, Ruby. (1998). A framework for understanding poverty. Baytown, TX: RFTPublishing, Co.

Skritic, T. M. (1991). Behind special education” A critical analysis of professionalculture and school organization. Denver: Love Publishing.

Who we are as individuals and teachers – Personal Stance and Knowledge-base

American Federation of Teachers. (1999). Teaching reading is rocket science: Whatexpert teachers of reading should know and be able to do. Washington, DC: AFT.

Darling-Hammond, L. (2000). How teacher education matters. Journal of TeacherEducation 51(3), 166-173.

Darling-Hammond, L. and G. Sykes. (2003, September 17). Wanted: A national teachersupply policy for education: The right way to meet the “highly qualified teacher”challenge. Education Policy Analysis Archives, 11(33). Retrieved 9/16/03 fromhttp://epaa.asu.edu/epaa/v11n33/.

Education Commission of the States. (2003). Executive summary: Eight questions onteacher preparation: What does the research say? A summary of findings. Denver, CO:ECS.

National Commission on Excellence in Elementary Reacher Preparation for ReadingInstruction. (2003). Prepared to make a difference: Highlight of the report. Newark, DL:IRA.National Commission on Teaching and America’s Future. (2003). No dream denied: Apleadge to America’s children. Washington, DC: NCTAF.

National Reading Panel. (2000). Teaching children to read: An evidence-basedassessment of the scientific research literature on reading and its implications for readinginstruction. Washington, DC: National Institute of Child Health and HumanDevelopment.

Neito, Sonia (2000). Bringing bilingual education out of the basement, and otherimperatives for teacher education.” In Lifting every voice: Pedagogy and politics ofbilingual education, edited by Zeynep Beykont. Cambrigde, MA: Harvard EducationalReview.

Nieto, Sonia. (2004). Affirming diversity: The sociopolitical context of multiculturaleducation, 4th edition. New York: Pearson Education, Inc. A&B..

Paige, Rod. (2003). Meeting the highly qualified teachers challenge: The Secretary’ssecond annual report on teacher quality. Washington, DC: US Department of Education.

Palmer, Parker. (1998). The courage to teach. San Francisco, CA.: Jossey-Bass.

Perrone, Vito.(2000). Lessons for new teachers. Boston, MA: McGraw-Hill.

Wink, J.  (2000)  Critical Pedagogy:  Notes from the real world. New York, NY: Longman.

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Standard 1: Candidate Knowledge, Skills, andDispositions

Candidates preparing to work in schools as teachers or other professional schoolpersonnel know and demonstrate the content, pedagogical, and professional knowledge,skills, and dispositions necessary to help all students learn. Assessments indicate thatcandidates meet professional, state, and institutional standards.

----- Index ---------------------------Content Knowledge for Teacher CandidatesPedagogical Knowledge for Teacher CandidatesProfessional and Pedagogical Knowledge and Skills for Teacher CandidatesDispositions for All CandidatesStudent Learning for Teacher Candidates-----------------------------------------

Augsburg College’s Education Unit has continued to organize and revise its educationprogram for pre-service teachers to align with college, state, and national standards.During the previous visit in 1999, the Education Unit was in the process of aligning theMinnesota Standards of Effective Practice with the required education courses andcontent courses within the program. State approval of the education program occurred inSpring, 2001(see Program approval documents). Since that time, the Education Unit hasactively reviewed and revised the program to ensure that all teacher candidates haveaccess to and experience with a quality program that prepares them for today’sclassrooms. Program review will occur again in Spring 2006.

Content Knowledge for Teacher Candidates

One of the Education Unit’s goals is to prepare pre-service teacher candidates who have astrong foundation in the liberal arts and content knowledge. Content knowledgerequirements for teacher candidates are guided by the Minnesota Standards of EffectivePractice and the liberal arts foundation is guided by the general education requirements ofAugsburg college. The education program reinforces content knowledge applicationwithin coursework requirements in selected subject areas.

The general education component of each undergraduate candidate’s education hasevolved since the NCATE/BOT’s previous visit. The general education requirementshave been realigned with the College’s Vision 2004 document which states that“Augsburg will develop graduates who will be prepared for life and work in a complexand increasingly globalized world; equipped to deal with its diversity of peoples,movements and opinions; experienced in the uses and limitations of technology; andpossessed with a character and outlook influenced by a rich understanding of theChristian faith” (Augsburg, 2004, p.3). The college goal is to provide a transformingeducation that unites the liberal and practical.

Driven by the college commitment to this document, faculty approved new generaleducation requirements in the spring of 2003. The implementation of those requirementsstarted this Fall, 2003 for incoming Freshman and transfer students. With the newrequirements, students participate in a diverse range of course requirements, an EngagingMinneapolis experience and an Augsburg Experience. All majors are required to“infuse” diversity within the context of the subject matter.

The general education program continues to incorporate graduation skills designated asnecessary to succeed in today’s society. These include critical thinking, quantitativereasoning, writing, and speaking. The new general education curriculum requires thateach major incorporate these skills or designate a course outside the major that wouldfulfill that requirement. In order to ensure minimum competency in each of these skills,students must pass each of the courses with a minimum of a 2.0 GPA. Candidates mustalso pass general education courses required for the elementary major with a minimumgrade of 2.0. Examples of such courses are Science 110 & 111; and, Math 137 &138.

It is presumed that all post-baccalaureate and graduate licensure candidates have broadbased liberal arts background, resulting from successful completion of accreditedbaccalaureate degrees. Specific content area courses required for licensure are alsorequired of these students. Previous coursework is assessed and substituted asappropriate. Content that has not been taken or achieved through life experience is takenas part of the licensure program.

In order to be admitted into Education Licensure Programs, all students must have aminimum cumulative GPA of 2.5 in all coursework taken up to that time forundergraduates and a GPA of 3.0 for graduate students. This also indicates that teachercandidates have obtained minimum competencies in the liberal arts arena.

Significant changes have occurred within program requirements based on the changes inthe Minnesota licensure rules. The Minnesota Standards of Effective Practice outlinecontent standards required for each subject area and the licensure rule broadened thescope and sequence of practice of licenses. The Education Unit realigned courserequirements to meet these new licensure requirements. These changes include:

• Addition of a kindergarten course requirement for all elementary educationlicenses since all elementary candidates are licensed to teach kindergarten.

• Addition of a middle school specialty area for all elementary licenses from one offour options-communication arts, social studies, math or science.

• Extension of secondary licenses from grades 7-12 to grades 5-12.• Addition of significant math and science requirements for all elementary licenses.• Addition of a Minnesota American Indians .5 course requirement for all students.

These requirements increased the depth and breadth of content knowledge of each teachercandidate. Candidates demonstrate their content knowledge in the following ways.

• Secondary candidates must maintain a minimum of 2.5 GPA in their content area.Elementary candidates must achieve a minimum of 2.0 GPA in their specialtiesand 2.5 GPA in their elementary major.

• Candidates demonstrate evidence of content knowledge through assignments ineducation coursework, through tests, lesson planning, and microteaching.

• Candidates must have a passing score on their Praxis II content knowledge test.• Candidates must show evidence of competence in content knowledge as part of

their program portfolio, Standard 1. Evidence can be demonstrated throughexams and assignments from content area courses.

• Candidates are evaluated on content knowledge by their cooperating teachersthrough observation and on their final student teaching evaluation form.

• Candidates are evaluated on content knowledge by their college educationsupervisor on the observation form. College supervisors observe each candidate5-6 times during student teaching.

• Candidates in secondary education are also evaluated by content area specialiststhrough observations during student teaching. Specialists observe teachercandidates twice during their student teaching experience.

In Spring of 2003, the Education Unit completed its first assessment report for thecollege. Within that report, candidate content knowledge was evaluated through analysisof cooperating teachers final evaluation forms, student surveys, alumni surveys, and thePraxis II content knowledge test. In content knowledge, candidates received a meanscore of 4.52 on a Likert scale of 1-5 from cooperating teachers, candidates ranked theirown competence in content knowledge at a mean score of 4.77 on a Likert scale of 1-5,91.6% of alumni ranked themselves moderate to great in competence on subject matter,and completers had a 100% pass rate on the Praxis II content knowledge test. Theseresults indicate that our candidates have a reasonably strong understanding of contentknowledge and are confident of their background.

The Graduate postbaccalaureate licensure program available in Weekend College alsofollows the guidelines established by the Minnesota licensure rules. Candidates admittedinto this program must have a 3.0 GPA. Upon assessment of transcripts, each candidateis required to complete any remaining content area courses needed to fulfill contentstandards reflected in the Minnesota Standards of Effective Practice. These candidateswill demonstrate competence through the same mechanisms as undergraduate candidatesas well as additional advanced assignments directed to graduate candidates only. Thegraduate program includes elementary education, secondary education and specialeducation, EBD.

The Education Unit will continue to gather data related to candidate content knowledgeas well as refine the process for obtaining data. The data collection will occur on asemester basis with a final report being completed and submitted to the college in thespring of each academic year.

Links:see MSEP-www.revisor.leg.state.mn.us/arule/8710/2000.html

see Augsburg 2004 documentsee General Education Documentsee admissions policysee 2003 assessment reportsee graduation and special education EBD admissions booklet

Pedagogical Knowledge for Teacher Candidates

Pedagogical content knowledge requirements are designated by the Minnesota Standardsof Effective Practice. Through education coursework, candidates build theirunderstanding of how to create learning environments that are conducive to learning forall students. Candidates are able to accomplish this through application of contentknowledge, understanding of developmentally appropriate strategies and expectations,careful planning and delivery of lessons, and application of appropriate assessment toolsto assess student learning (as stated in the MSEP document).

Based on the Minnesota Standards of Effective Practice, several program changes weremade to insure that candidates had opportunities to experience and learn requiredstandards. The following changes were incorporated into the program requirements:

• All education candidates are required to take an additional course about learnerswith special needs (EDC 410). All candidates participate in a field experiencewhere they work with an individual with special needs and their families.

• Elementary Education candidates participate in an additional course, School andSociety (EDC 480), where standards related to professionalism andcommunity/parent collaboration are placed and the program MSEP-basedportfolio is evaluated.

• Elementary Education candidates are required to take a middle school methodscourse in their specialty area. This action has also benefited secondary educationcandidates because they take the same course and as such obtain a more in depthbackground in middle school pedagogy.

• The special education EBD licensure program is aligned with the MinnesotaStandards of Effective Practice through the core courses and special educationmethods courses.

• All education candidates use technology as learners and integrate technology intotheir lesson planning throughout the education program. Identified technologyskills are required and assessed through assigned courses. These technology skillsare based on ISTE standards.

The Minnesota Standards of Effective Practice articulate the areas that candidates needto show evidence of competency. These areas include developmental appropriateness ofmaterials, consideration of diverse learners, teaching strategies, the learning environment,communication, planning, assessment, reflection, and collaboration. Candidates areassessed on these competencies through the following assessment strategies.

• All candidates must maintain a cumulative GPA of 2.5 throughout their programin order to be recommended for licensure.

• All candidates are required to pass all education courses with a minimum of a 2.0GPA as well as maintain an average of a 2.5 GPA in the education program.

• All candidates must pass the Praxis II Principles of Learning and Teaching Test atthe grade level appropriate for their license before being recommended forlicense.

• All candidates are evaluated by their cooperating teacher during student teachingin each of the MSEP standards.

• All candidates are evaluated in each of the MSEP standards by their AugsburgCollege supervisor. College supervisors observe each candidate 5-6 times duringstudent teaching.

• All candidates participate in exit interviews where they are given the opportunityto address weaknesses in the education program. Through the exit interviewprocess, the education unit is given the opportunity to identify weaknesses in theprogram and make adjustments to improve program quality (see Standard 2).

• Education alumni participate in a survey based on the Minnesota Standards ofEffective Practice (MSEP). On this survey, alumni rank their competence in eacharea.

• Candidates prepare an extensive draft of a program portfolio that is evaluated intheir capstone course (EDC 480, School and Society). This model is followed inSPE 315, Critical Issues Seminar for the EBD Licensure candidates. Theyfinalize the portfolio from their experiences in student teaching. This portfolioshows evidence in lesson planning, classroom management, and assessing studentlearning and is assessed by their Augsburg supervisor.

• Candidates participate in a self-assessment of their competencies in each of theMinnesota Standards of Effective Practice through a self-survey taken at the finalstudent teaching seminar.

In Spring of 2003, the Education Unit completed its first assessment report for thecollege. Within that report, candidate pedagogical content knowledge was evaluatedthrough analysis of cooperating teachers final evaluation forms, student surveys, alumnisurveys, and the Praxis II Principles of Learning and Teaching test. In this report, each ofthe standards were analyzed and interpreted. Cooperating teachers evaluated candidateson each standard on a Likert scale with rankings between one and five. The mean forcandidates for each standard fell within a range from 4.18 and 4.78.

On the student teacher self-survey of the assessment standards as outlined in theAssessment Report, all candidates ranked themselves as highly competent in all areaswith all ranking averages falling between four and five. On that assessment, the range forthe ranking average fell between 4.32 and 4.77.

All candidates must pass the Praxis II Principles of Learning and Teaching test. Thereare three tests available, K-6, 5-8, and 7-12 grade levels) and each candidate selects thetest level appropriate for their license. From the results given on the Praxis II PLT testfrom 9/1/02-5/31/03, Augsburg College had a 100% pass rate for program completers.These results indicate that teacher candidates coming from the Augsburg education

program have an appropriate understanding of pedagogical content knowledge as definedand measured by the state of Minnesota.

An alumni survey is conducted annually that is also based on the MSEP’s. From theseresults, the majority of the alumni consider themselves competent in the assessmentstandards by ranking themselves between moderate to great. This survey providesadditional evidence that alumni in the field are satisfied with the education they receivedat Augsburg College. The unit also uses alumni responses to evaluate program. Forexample, the last survey showed that alumni felt the program needed to provide morecontent and experience with classroom management. The unit responded with theoffering of an elective summer course focused on classroom management. The unit willalso consider increasing the content related to classroom management in requiredcourses.

The Education Unit will continue to gather data related to candidate pedagogical contentknowledge as well as refine the process for obtaining that data. The data collection willoccur on a semester basis with a final report being completed and submitted to thecollege in the spring of each academic year.

Links:link to MSEP- www.revisor.leg.state.mn.us/arule/8710/2000.htmlsee Dirty Dozen Documentsee 2003 Assessment Reportsee MSEP standards placement matrixsee elementary education admissions bookletsee department Handbooksee student teacher final evaluation forsee student teacher observation formsee exit interview formsee alumni survery formsee program portfolio criteriasee self-survey of MSEP formsee summer school 2004 catalog

Professional and Pedagogical Knowledge and Skills forTeacher Candidates

The Education Unit is committed to the development of quality teachers through theeducation licensure program. In order to do this, the Education Unit pays particularattention to the development and demonstration of pedagogical knowledge and skills ofthe teacher candidates through the creation of a positive learning environment. Facultymodel best practices in teaching and learning (see Standard 5) demonstratingconstructivist teaching, student engagement, service learning, critical thinking andreflective practice.

Since the 1999 visit, the Education Unit has refined the program to provide opportunitiesfor teacher candidates to show evidence of pedagogical knowledge and skills throughoutthe program. These refinements include the following:

• Through the PT3 Technology grant, faculty were trained in technology skillsneeded by teacher candidates in order to be effective in the classroom. Examplesof skills include PowerPoint, web quest, inspiration, blackboard, internet searchesfor quality sites, efolio, PDA’s, and spreadsheets. As faculty became more skilledin technology, they were able to use technology more effectively in educationcourses and to help teacher candidates develop an understanding of howtechnology can enhance teaching. Currently, several courses in the Educationprogram incorporate technology skills and require students to become competentin each of those skills. Technology skill competence is assessed in theappropriate course.

• Clinical experiences for teacher candidates have been attached to specific courses.Initially, in our new licensure program, students were required to take EDC 315,Critical Issues Seminar. This was a seminar course designed to monitor clinicalhours requirements and for the development and evaluation of the programportfolio using a reflection model. Through exit interviews and student surveys,the Education Unit found that students perceived this course to be repetitive andineffective in its purpose. Revision resulted in the attachment of clinical hours tospecific courses with specific requirements relating directly to that course. Thisalso led to a more systematic method of monitoring clinical hours. The programportfolio is now developed throughout the program, with faculty guiding thatdevelopment through course syllabi and recommendations as to whichassignments might represent evidence of learning within a specific standard.Teacher candidates also receive an evaluation from classroom supervisors relatedto their performance during their clinical hours. These evaluations are collectedby faculty for the purposes of identifying issues with candidates anddemonstrating completion of assigned experiences.

• EBD licensure candidates follow an internship model for clinical experiences andstudent teaching. They participate in clinical hours required by the EDC/EEDcore education courses. During this time these candidates participate in both theregular and special education classroom. During the final year of study, EBDlicensure candidates participate in a yearlong internship in a special educationclassroom where student teaching is embedded in that internship.

• All candidates are required to take a course on the Minnesota Native Americans.This content is mandated by state licensure rule and is incorporated in unitprogram to better educate Minnesota teacher candidates in the history and cultureof the Minnesota American Indians. Candidates previously took a course in theAmerican Indian Studies program (INS 105 or 260) that aligned with thestandards established by the state. This course also counted as a generaleducation requirement. With the adoption of the new general educationrequirements, the American Indian studies courses no longer fulfill a generaleducation requirement. The Education Unit now offers a half course developedby the American Indians Studies Program that complements the education

Diversity half course, EDC 210. The content of these half courses is also offeredin Weekend College as a combined course, EDC206/566, Diversity/MinnesotaAmerican Indians.

• A program portfolio was developed where teacher candidates provide evidence ofcompetence in each standard of the Minnesota Standards of Effective Practice.As students progress through the program, they identify assignments and projectsthat best show evidence of learning in each standard. In their capstone course,EDC 480, School and Society, the program portfolio is reviewed as a rough draftthat will be finalized during student teaching.

• During student teaching, teacher candidates revise their portfolio to demonstratecompetence in planning, classroom management, assessing student learning, andidentify strengths and weaknesses they possess as they leave the licensureprogram. This stage of the portfolio development is a reflective process designedto assist them as they prepare for interviews, to provide further evidence ofcompetency in pedagogical skill, and to help them identify goals for professionalgrowth as they begin their teaching careers.

• In SPE 315, Critical Issues Seminar, EBD licensure candidates develop theprogram portfolio during their yearlong internship.

The Education Unit currently uses the following transition points to assesspedagogical knowledge and skills in teacher candidates to determine if they are readyto progress to the next stage (see Standard 2 for more details). Each candidate isassigned an Education advisor to assist with registration and program planning. Thisprocedure provides opportunity for advisors to monitor candidates on a one-to-onebasis, as well as an opportunity to examine documents from candidates educationfiles on a regular basis. The transition points are as follows:

• Admissions into the Education Department. Admission to the education programoccurs prior to upper division coursework. Candidates must take the Praxis I testdemonstrating basic skill competencies in reading, writing and math, and musthave a minimum GPA of 2.5 for undergraduate licensure programs and 3.0 forgraduate licensure programs.

• On-going review of field experience evaluations. Negative evaluations inmethods courses are noted by instructors and conveyed to the AdmissionsCommittee for discussion and possible action, ranging from monitoring futureevaluations to developing an individual plan for growth.

• On-going evaluation through course grades. Standards are tied to courses andassessed within them. A GPA of 2.0 or better in each education course indicatesat least minimum knowledge and skill in assigned standards. When a 2.0 is notachieved, the course is repeated.

• Student teaching application. Candidates must apply to student teach withclearance given by their Education advisor as well as a specialist advisor forsecondary education candidates. These advisors verify that all requirements arecompleted prior to student teaching and the minimum GPA levels have beenmaintained.

• Program Portfolio. The rough draft of the program portfolio is evaluated duringthe capstone course, EDC 480, School and Society. The majority of teachercandidates complete this course the semester before student teaching. Theremaining few will take the course during their student teaching experience andthe program portfolio will be evaluated as a final product at that time.

• Student Teaching completion. Candidates must demonstrate successfulcompletion of student teaching in order to be recommended to the state forlicensure. Completion is based on the positive evaluation of competency ofteacher candidates by the cooperating teacher and the college supervisor as wellas satisfactory completion of the program portfolio.

• Licensure recommendation. Recommendation for licensure occurs whencandidates have successfully completed all coursework, student teaching, have anappropriate GPA and have received passing scores on the Praxis I and II tests.

Through the stated practices, it is possible to monitor teacher candidate pedagogicalknowledge and skills. The data gathered in the various assessment tools indicates thatteacher candidates have a strong knowledge base in pedagogy and are able to applypedagogical skills in the teaching setting at an appropriate beginning teaching level andas defined by state standards.

Currently the Education Unit is revising the evaluation tool used for assessing clinicalexperiences. It was determined by an ad hoc assessment committee that the form isappropriate for flagging concerns about particular candidates but does not assesscompetencies in a way that is useful for collecting and analyzing data to inform theprogram. The goal is to pilot a revised edition during Spring Semester, 2004.

Links:see Dirty Dozen Documentsee all education syllabisee Service Learning Student Assessment formsee advising sheetssee PT3 reportssee grid of service learning experience requirementssee special edudcation EBD admissions bookletsee syllabi for INS 105/260 and EDC 206/566see syllabus for EDC 315see student teaching appllication

Dispositions for All Candidates

Professional dispositions are critical to the success of teacher candidates. Professionaldispositions have only recently been articulated through the INTASC standards. As theeducation program has evolved and been revised, the Education Unit has dedicated timeto the identification of the professional dispositions that are valued as a part of theAugsburg Education program.

Prior to the articulation of specific professional dispositions, the Education Unit hasidentified several ways to monitor and assess specific characteristics deemed pertinent tobeing an effective teacher in the classroom. These characteristics have been monitoredand assessed in the following ways.

• Written reflections completed by teacher candidates during their service learningexperiences and during student teaching. This process can be enhanced bydirecting the reflections to address specific professional dispositions.

• Teacher evaluation of field experiences. Field experience evaluations are used toflag candidates that do not model professional characteristics in the classroom in aschool setting. With field experience attached to specific courses, faculty reviewall evaluations of their students to bring forward any concerns to the admissionscommittee (see Standard 2).

• Statement of concerns. Faculty have a procedure to follow if they have concernswith individual candidates in the classroom. This procedure is articulated in thedepartment handbook so that students are aware of department policy. WhenEducation faculty have serious concerns about the performance of a student, theywill complete a “Communication of Concerns” form as shown in the LicensureProgram Handbook. The purpose of this form is to register and communicateconcerns to the faculty advisor and Admissions Committee. The informationprovided can be used for the purpose of planning for growth and in deciding aboutadmission to the teacher education program, application to student teach, andrecommendation for licensure.

• Student teaching final portfolio. Professional dispositions may be characterizedby candidate articulation of strengths and weaknesses as well as goals forprofessional development.

In the past several years, the Education Unit has examined literature on professionaldispositions and standards used by other institutions. In the annual MACTE conferences,sessions have been offered by other institutions identifying their solutions to developingand assessing dispositions. Using information from these sources, the Education Unitembarked on the process of defining professional dispositions that represent the values ofthe Education Unit.

In 2002-2003, the Education Unit brainstormed characteristics considered valuable for aneffective teacher. Through extensive exploration of research and faculty ideals, theEducation Unit narrowed the developed list to fit with the conceptual framework and toblend with the Minnesota Standards of Effective Practice. This past fall, the dispositionsurvey was presented to the advisory board for input. With that revision, the survey waspiloted with all Orientation to Education, EDC 200, students who gave additionalfeedback on the content. The revised document was then administered to the School andSociety, EDC 480, students. This procedure will occur again this coming semester forboth the entering students and the pre-student teacher candidates in order to familiarizethem with professional dispositions for the classroom. EBD licensure candidates willtake the disposition survey during SPE 315, Critical Issues Seminar.

Students will have multiple opportunities to see and understand the dispositions that arevalued by the Education Unit. First, within the revision of the Clinical experienceevaluation form, several of the professional dispositions have been incorporated. Thiswill provide classroom supervisors the opportunity to evaluate candidate dispositions inthe context of the classroom setting.

Second, it is our goal to have the professional dispositions document published in thedepartment handbook in the next revision. Through this process, all candidates will haveaccess to the dispositions for their personal growth.

Finally, the Education Unit will continue to introduce candidates to the professionaldispositions within the entry course, Orientation to Education. Candidates will rankthemselves on a Likert scale with rankings from one to five on how they perceive theirpersonal development of these professional dispositions.

The Education Unit’s next steps are to continue to introduce teacher candidates to theprofessional dispositions identified to help in their understanding and the development ofthose dispositions. The unit will continue to refine the evaluation process so that theprofessional dispositions will be more formally assessed.

Links:see Department handbooksee Disposition Surveysee Service Learning assessment formsee student teaching portfolio requirements

Student Learning for Teacher Candidates

Analysis of student learning is an integral component in effective teaching. Assessmentof student learning is incorporated within every lesson plan and unit plan developed byteacher candidates within courses as assignments and during student teaching as part ofthe planning process. Through the formative and summative analysis of student learning,teacher candidates participate in reflective practice on their impact on student learning, avalued component stated within the conceptual framework. Through reflection,candidates can personally evaluate instructional effectiveness or assessment activities todetermine if adjustments are warranted.

Teacher candidates have been evaluated for their assessment capabilities in several ways,including:

• EDC 310, Learning and Development, introduces candidates to assessmentand the purpose and process of assessment. Candidates apply assessmentthrough a student observation project.

• EED 360 and ESE 325, Elementary Science Methods and Creative LearningEnvironments, go into greater depths on assessment. Candidates developassessment tools such as formative observations, checklists, tests, and

performance assessment to use in the classroom, develop and teach a lesson inthe classroom, and develop a gradebook to indicate results of thoseassessments.

• EBD licensure candidates are introduced to and apply a variety of assessmenttools specific to special educational needs. Assessment procedures areincluded in each special education course starting with SPE 410,Implementation of Assessment Strategies.

• EBD licensure candidates prepare a student case study where they design andimplement a learning program applying strategies learned in the educationclassroom. Candidates are expected to follow one student throughout the casestudy and evaluate progress, adjusting strategies as needed.

• As a standard within the Minnesota Standards of Effective Practice,cooperating teachers evaluate candidates on their assessment competenciesand their impact on student learning during their student teaching experience.Cooperating teachers evaluate candidates on the development of assessmenttools and analysis of the student results as related to student learning. In theCollege Assessment Report, 2003, cooperating teachers evaluated teachercandidates during student teaching on assessment competencies. On a Likertscale with a ranking between one and five, candidates averaged 4.25,indicating that cooperating teachers felt student teachers had fairly strongcompetencies in assessment.

• College supervisors evaluate teacher candidate competencies in assessingstudent learning during observation of lessons in the classroom setting.Teacher candidates are expected to incorporate student assessment practices ineach lesson to determine student learning and to make adjustments in teachingstrategies to better meet the needs of their students.

• Written reflections in student teaching and clinical experiences are required.Teacher candidates have the opportunity to reflect on practices that theycarried out in the classroom setting or observed an experience teacherperforming in their classroom.

• Teacher candidates reflect on their use of assessment used in the studentteaching setting. Candidates demonstrate that they know how to determine ifstudent learning has occurred in individual lessons as well as in units.

The unit determined that there was a need for a more systematic method of assessingteacher candidate’s impact on student learning. As a result, an additional componentwas developed and added to the student teaching portfolio. This component requiresteacher candidates to document and reflect on their impact on student learning. Thepurpose of this assignment is to have student teachers show evidence of authenticstudent learning in their classroom as a result of their teaching. Included in thisassignment are the following:

• Criteria used to indicate that improvement occurred in student learning.• Appropriate assessment tools used to generate accurate information.• Method of assessing such as a rubric to determine results.• Possible examples of student work (need permission slips).• A reflection of how the gathered information impacted future lesson planning.

This process was implemented for the first time Fall, 2003 and the results were includedin the student teaching portfolio. Teacher candidates were given the opportunity to sharetheir strategies and reflection during the final student teaching seminar. Each assignmentwas collected by college supervisors. These assignments will be examined and refined toensure that the assignment generates evidence of candidate’s impact on student learning.This assignment will continue for Spring Semester, 2004.

Through this process of examining how the Education Unit documents impact on studentlearning, the unit identified courses that prepare candidates for the assessment of studentlearning. All candidates are introduced to assessment in EDC 310, Learning andDevelopment, as well as apply assessment practice through the Student ObservationProject. Secondary education candidates go into greater depth on assessment practices,are required to develop assessment tools, and apply assessment strategies to theirteaching during Creative Learning Environments, ESE 325. Elementary Educationcandidates receive similar opportunities during Elementary Science Methods, EED 360.Candidates continue to develop assessment strategies in a variety of other courses inpreparation for the demonstration of competency in assessing student learning.

The Education Unit will continue to examine the results of the student teachingassignments and continue to refine the requirements in order to identify competencies ofteacher candidates and to inform the practice of the education program. The goal is todetermine ways candidates can improve their impact on student learning. From this willcome decisions on how our program can be revised to improve our candidates’ teachingpractices.

Links:see lesson plan templatesee syllabi for EDC 310, ESE 325, EED 360 and SPE 410see student teaching final evaluation formsee student teaching observation formsee student teaching portfolio requirements

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Standard 2: Assessment System and Unit Evaluation

The unit has an assessment system that collects and analyzes data on applicantqualifications, candidate and graduate performance, and unit operations to evaluate andimprove the unit and its programs.

----- Index -------------Assessment SystemData Collection, Analysis, and EvaluationUse of Data for Program Improvement--------------------------

Assessment System

Assessment has taken a more central focus in the Augsburg Education Program since the1999 visit. Through the process of aligning the education program to the MinnesotaStandards of Effective Practice (MSEP), performance assessments have been identifiedwithin courses that indicate candidate competencies. The College also has initiated anassessment plan requiring all departments to assess student outcomes. This initiative hasfurther enhanced the unit’s assessment process.

At the time of the last visit, the unit was deeply involved in a program realignmentprocess in order to meet the criteria for licensure established by the Minnesota Board ofTeaching through Minnesota Standards of Effective Practice standards. New licenserequirements meant that the program at the elementary and secondary levels would beexpanded to insure candidate competencies in pedagogy and content. Through thisprocess, performance assessments were identified that would show evidence of studentlearning and support the unit’s Conceptual Framework. Assessment of thesecompetencies was attached to courses. Upon completion of the realignment to meet statestandards, the unit’s education programs in elementary, secondary, and special educationwere approved by the Minnesota Board of Teaching.

The unit believes in a systematic assessment plan that is grounded in state and nationalstandards as well as the Conceptual Framework that reflects the beliefs of the department.The goal of the unit is to ensure that all teacher candidates exit the program with theknowledge, skills, and dispositions that are necessary to enhance student learning in theclassroom. The current plan is still in its infancy and will be continually evaluated for itsability to reflect candidate effectiveness.

College Level Assessment:In 2001-2002, Augsburg College charged each department to develop their assessmentplan to show evidence of student learning. Campus-wide attention to assessment has beenhighly stressed since Augsburg College’s 1997 reaccreditation by North Central

Association (NCA). North Central Association designed an alternative approach toreaffirmation of accreditation referred to as AQIP that stands for Academic QualityImprovement Program.   The purpose of AQIP is to replace the traditional 10-year self-study.  It is based on a continuous quality improvement model.  Assessment is animportant component of AQIP.  Augsburg College selected assessment as one of its threeAction Projects (one requirement of AQIP). AQIP requires that colleges undertakesystematic assessment of student learning.

The purpose of the college assessment plan is to evaluate programs. The individualdepartment assessment plans use individual results in aggregate to review quality of theprogram. As a result, workshops were provided to assist departments with thedevelopment of a systematic assessment plan for program evaluation and the use of acollege template to follow. A college assessment committee was also formed to helpoversee the process and provide assistance where needed. The development occurredover time. By Spring, 2002, each department identified student outcomes and the datasources to be used. By December 2002 a progress report was submitted to show progresstoward program evaluation. In Spring, 2003, the first results of those assessment planswere submitted. These assessment reports included data and analysis of that data. Thiswas the first of what are now annual reports required of each department on campus.

Unit Level Assessment:The unit was able to take this opportunity to develop a purposeful and systematicassessment plan through this process. The assessment committee attended the assessmentworkshops and used the information from that to develop a systematic assessment plan.The committee took the Minnesota Standards of Effective Practice, national standardsand the Unit’s Conceptual Framework as the foundation for developing the studentoutcomes to be assessed. The committee determined six student outcomes to track andassess. The draft of student outcomes was brought before the education faculty forevaluation and input. Upon review, suggested changes were made and additional datacollection was started. The results of the assessment plan are used to evaluate the qualityof our program. A summary was prepared in December 2002, and the first annual reportwas submitted in June 2003. This data collection assists the unit to be more intentionalon decisions regarding the program.

One of the key factors in the Assessment Plan is the collection and analysis of data oncandidate proficiencies and competencies. This data is used initially to evaluateindividual candidates. The data is then aggregated to evaluate the unit program.Performance assessment of teacher candidates began with the realignment of thecurriculum with state and individual national standards. Using this as a starting point, theunit continues to focus on evaluating program effectiveness and candidate performance.

The data collection includes both internal and external sources that will assess what ourteacher candidates know and are able to do. Internal sources include performance ingeneral education courses (GPA), identified performance assessment embedded ineducation courses, and checkpoints within the program. The unit continues to refine the

student portfolio so that it is reflective of candidate competencies at the end of theirprogram that align with state and national standards.

External sources of data include performance on state standardized tests, Praxis II, Title 2data, end of program survey, alumni survey, field experience evaluation forms, andstudent teacher evaluations. This data is collected, analyzed, interpreted and used toinform and improve the program, the curriculum and pre-service teacher effectiveness.

Candidate assessments include Praxis I test, field experience assessment, studentportfolio, cooperating teacher evaluation, Praxis II tests in pedagogy and content, andstudent teaching self evaluation. Unit assessments include program assessment surveycompleted by student teachers, student teacher exit interview, alumni survey, andemployer survey. Each of these items becomes evidence of candidate’s competenciesand program effectiveness.

Course Level Assessment:During the process of realignment of the curriculum to address Minnesota Standards ofEffective Practice, faculty identified performance assessment tools to evaluate candidateprogress toward development of knowledge, skills and dispositions. These performanceassessments are used to evaluate candidates as they progress through the program towardmeeting standards. Assessment tools and their related standards are included indepartment syllabi.

Student opportunity to give input on course effectiveness and by extension, programeffectiveness is given through course evaluations. The course evaluations assess thecourses and instructional effectiveness. These course evaluations are reviewed by theDean of the College, the department chair, and given to individual faculty members.Faculty members are able to review and make adjustments in their teaching. Theseadjustments are reported in the annual report to the Dean.

The current assessment system generates data about the knowledge, skills, anddispositions of our candidates, evaluates our faculty, and informs the unit of programeffectiveness. The unit continues to examine the system to insure that the sources reflectthe information needed to inform the program.

Links:link to MSEP- www.revisor.leg.state.mn.us/arule/8710/2000.htmlsee Conceptual Frameworksee College Assessment Plansee Education Department Reportsee 2002-2003 Education Department Assessment Reportsee department initial resultssee department meeting minutessee final portfolio criteriasee Praxis item analysis documentsee Board of Teaching Approval Documents

see student course evaluation formsee Dean’s Report formsee department syllabi

Data Collection, Analysis, and Evaluation

The assessment system must generate decision-making capabilities at the candidate,program and unit levels. The assessment system can be the vehicle for direction andchange. As the unit has developed and implemented a purposeful assessment plan, wehave made significant progress toward systematizing the data collection process toinform us of candidate performance as they progress through the education program.

As teacher candidates begin the education program they are informed early of the policiesand procedures to be admitted to the education department, progress through the programand attain a teaching license. The first step is admission into the department. Criteriathat must be met at the undergraduate level include meeting with an education advisor,attaining a GPA of at least a 2.5, taking the Praxis I basic competency test, and securingtwo letters of recommendation, with one being from an Augsburg College facultymember. Secondary education candidates must also secure clearance from their majordepartment.

Admission to the graduate level license and degree program has three admissionscheckpoints. These include admissions to Weekend College, admissions to the EducationDepartment graduate level program, and declaration of intent to complete a master’sdegree.

Admission to Weekend College is completed through the Weekend College AdmissionsOffice. Within that application, designation of the program intent (undergraduate orgraduate) is made. Admission is granted at the graduate level to applicants who have a3.0 or better GPA in all previous coursework. These applicants will take Orientation toEducation and Diversity/MN American Indians at the graduate level.

Applicants to the graduate licensure/degree program who have cumulative GPA between2.5 and 3.0 will be admitted to Weekend College as an undergraduate and may reapplyfor the graduate program when they have achieved a minimum 3.0 GPA in 2 courses atAugsburg College.

Graduate students are granted admission into the Education Department if they have aminimum GPA of 3.0, two letters of recommendation with a least one from an AugsburgFaculty member, completion of the Praxis I test, a signed authorization form, and, for k-12 and 5-12 licensure students, a signed secondary department clearance form.

Students who do not pass the Praxis I test follow an established intervention process toassist with passing the praxis I test prior to student teaching. This process includes

assistance through the Tutor Center and, monitoring of progress by faculty advisors.Students also have access to the writing lab for assistance with their writing skills and theAugsburg Library maintains a collection of Praxis I study guides.

Admission to the Education Department occurs after students have completed one ormore terms at Augsburg College and before students start upper division coursework.The Admissions Committee of the Education Department completes student admissiondecisions. This committee is responsible for informing the Registrar’s Office ofadmission to the Education Department.

Graduate students must declare intent to complete the Masters Degree Program. This canbe done at any point after being admitted to the Education Department graduate levellicensure/degree program and up to one year after completing student teaching. Thedeclaration of intent is made to the Graduate Program Director and an audit ofcoursework follows to determine which courses apply to the graduate program. StudentGPA must reflect a 3.0 or better and no course GPA below 2.5. A total of nine coursesare required for the Master’s of Arts Degree in Education. A minimum of five of thosecourses is from the Education Department. The remainder of the courses is drawn fromcourses in the Masters of Arts in Leadership Program.

The Education Department admissions committee is responsible for monitoring theadmissions process, for monitoring student progress through the licensure program, andfor receiving faculty concerns about specific students who have been admitted to both theundergraduate and graduate licensure programs. When a concern is raised, theadmissions committee can:

• Alert the adviser of the concern, discuss possible adviser/faculty interventions,and then monitor the situation.

• Meet with the student and the student’s adviser to develop a plan to address theconcern and then monitor the situation.

• In cases where the student fails to satisfactorily address concerns and/ordeficiencies, recommend to the department that the student be dismissed from thelicensure program, either permanently or until specific conditions are met.

Teacher candidates admitted to the Education Department at both the graduate andundergraduate levels have the right to use the college’s grievance procedure as they feelnecessary. An academic grievance may be initiated when a student believes he/she hasbeen treated unfairly, unjustly or inequitably with respect to the academic personnel orprograms of the college. A student in the process of filing a grievance should seek theappropriate forms in the office of the Associate Dean for Faculty Affairs.

As undergraduate and graduate students progress through the licensure program, theymust demonstrate continuous progress throughout the program. Each candidate mustmaintain a 2.5 GPA, undergraduate, 3.0 graduate, as well as pass all education courseswith a minimum of 2.0, undergraduate, 2.5 graduate. If a student fails to do this, theywill not be allowed to student teach and will need to retake courses in which they did notreceive an appropriate GPA.

Candidates that are struggling in their coursework can be referred by faculty or academicadvisor to the admissions committee who review student concerns. Depending on issuesidentified in the referral, the committee will make recommendations about interventionprocedures that may be implemented. In extreme situations, candidates can be counseledout of the program. Issues and recommendations identified during the referral processare noted in the candidate’s department file. Progress toward improvement is monitoredby the admissions committee and the candidate’s education advisor.

Upon completion of coursework, candidates must complete a student teaching applicationidentifying their GPA, individual course grades, course completion and completion ofrequired field experience hours. An education advisor authenticates each application toinsure that each candidate has completed all requirements prior to student teaching.

During student teaching, a student’s placement can be terminated if the classroom teacherand/or the Augsburg supervisor and/or the student teaching director and/or the studentfeel it is necessary. When a student’s placement is terminated, several actions are set inmotion.

• The student teaching director talks with the Augsburg supervisor, the classroomteacher, the student, and the student’s faculty adviser(s) to gather as muchinformation as possible pertaining to the situation and the student.

• With information, the student teaching director arranges for a conference with thestudent teacher, the supervisor, the faculty adviser(s) and the educationdepartment chair. The purpose of this conference is to determine why the studentteacher was unable to succeed and what the next steps will be.

• Next steps might include a different placement with clearly established goalsand/or a remediation plan that is created and followed prior to placement in adifferent setting. If the student teacher chooses not to continue, he/she receives anN grade and is not recommended for licensure. If a student teacher is cited forgross violation of policy, the student teacher will be dismissed from the licensureprogram.

As part of the unit’s continuous self-study, the assessment system was evaluated andelements were added to reflect Minnesota and national standards. One of these elementswas a standard way to evaluate dispositions of teacher candidates. The faculty identifiedcharacteristics of an effective teacher as part of the redesigning of the ConceptualFramework. These descriptors of an effective teacher were also aligned with statestandards. These descriptors were placed in a self-survey format and have been piloted infall 2003. This survey will help to inform candidates of professional expectations of theeducation department and the teaching profession.

The unit makes continuous efforts to document student feedback on program satisfactionand areas of concern. Candidates give feedback during the final student teaching seminarwhere they participate in exit interviews. Information is also gathered through alumnisurveys conducted annually. Information gathered at these points is brought back, first tothe student teacher and the curriculum committees for analysis. Cooperating teachers

complete a program survey, which is collected by the student teaching director andbrought to the student teaching committee for analysis. Program concerns are brought tothe department faculty so that appropriate action can take place.

In summary, sources of assessment of teacher candidate competencies include:• Field Experience evaluations• Praxis I• School and Society Portfolio• Student Teacher Portfolio• Cooperating Teacher Evaluations• Praxis II-Content and pedagogy• Student teacher self evaluation

Links:see Department Handbooksee admissions handbooksee Library list of PPST resources, the Admissions Committee will soon be developing a

web site and handout of PPST resourcessee education data base and filessee graduate program handbooksee Department Handbooksee grievance policy in the Augsburg Student Guidesee admissions committee minutes and documentssee student teacher applicationsee disposition survey formsee student teacher evaluation documentssee alumni survey documentssee cooperating teacher survey form

Use of Data for Program Improvement

The Augsburg Education Unit has identified assessment tools that can reflect teachercandidate competencies and can help us make decisions about the effectiveness of theprogram and the unit. Over the past several years, we have striven to become moresystematic and deliberate with our data analysis to make needed decisions. Additionalassessment tools include Praxis II test results and the student teacher self evaluation.Through the development of the Program Assessment Plan, the departmentsystematically examines accumulated data and interprets the results. In the future thisprocess will lead to appropriate program changes that will contribute to the effectivedevelopment of competencies in pre-service candidates.

The data is currently being hand collected and analyzed. Some data is being entered in tothe department’s student database. The college database will be updated in the nearfuture so the department is reluctant to move to a technology-based data analysis system

until the department is convinced that the two data systems are compatible. Once thenew college system is in place, the hope is that the process of data collection will becomemore fluid, more accessible and more efficient.

As sources of data that lead to program improvement, the unit uses alumni surveys,employer surveys, exit interview surveys, and feedback from the advisory board.Information gathered from these sources has continuously been used to improve theunit’s program.

In summary, sources of assessment of Unit quality include:• Student teacher exit interview• Cooperating teacher survey• Alumni survey• Employer survey• Praxis II test-content and pedagogy

The assessment committee has determined that a cooperating teacher survey related tohow prepared student teachers are during student teaching could be a good addition tothis assessment list. This would be a survey that would be developed in the future.

Unit changes since the previous NCATE review.Graduate and program completers have been surveyed yearly since 2000 related toprogram satisfaction following their first year of teaching. These surveys are reviewedannually by the curriculum committee and recommendations are forwarded to the facultyof the Education Department for approval. Recommended program changes are thenimplemented.

In 2000, the admissions committee established a procedure for students who did not passthe Praxis I test. Students who do not pass the Praxis I test are directed to the TutorCenter to create a skill development plan designed to remediate deficiencies in reading,writing, and/or math. Department advisors may ask students for their plans and monitorprogress.

The admissions committee goal for this year, 2003-2004, is to look for lists of resourcesto support passage of the PPST.  The committee will create a document that lists theseresources. These documents could then be available to faculty to use when advisingstudents.

The initial licensure at the graduate level was started in Fall, 2002. Admission procedureswere put in place for the graduate program and other policies developed.

Candidate application for student teaching was revised to occur the semester precedingstudent teaching. There was a one-year pilot procedure to have the applicationscompleted two terms prior to student teaching. This procedure created additional workfor faculty and the student teaching director as well as confusion for students. Because ofthis, the student teaching committee reverted back to having applications due onesemester prior to student teaching.

During the 2002-2003 school year, faculty initiated an examination of the conceptualframework and characteristics of the program. From this list of characteristics, adisposition survey was developed over the summer. That survey has been piloted withOrientation to Education students as well as School and Society students. The strategy isto introduce new students to professional dispositions in the field of teaching and theexpectations we have for their field experiences. The second candidate survey will beconducted in the final course prior to student teaching. The purpose for this is to indicatecandidate knowledge of dispositions expected of teachers and prepare candidates for theprofessional expectations we have for them in the field. As we examine our results, thissurvey and the process of implementation will be reexamined to determine itseffectiveness.

In Fall, 2003, an alumni/employer survey was initiated. Alumni from 2001, 2000, 1999,and 1998 were included in this survey. The survey asked for permission to contactemployers of alumni for input on teacher competencies. As the final results are obtained,data analysis will follow and interpretation of that data will be forwarded to educationfaculty on the various committees to act on as needed.

One change has already been initiated from the results of the alumni/employer survey. Anumber of alumni reported that there should be an additional course on classroommanagement. A proposal has been developed for an elective course to be offered in asummer school format. The first offering will occur in Summer, 2004.

A new faculty member was hired starting in Fall, 2003 to help with the field experienceportion of our program. It was determined that more focus needed to be placed onpartner school development and service learning experience placements. As a result ofthe additional help, we expect that there will be better consistency in field experienceexpectations. As another result of this, the field experience evaluation form is in theprocess of being redesigned. This field experience evaluation form will reflect teacherdispositions as well as expectations in the classroom and will be piloted in Spring, 2004.

Changes in the Education Program include the dropping of EDC 315 Critical IssuesSeminar. This seminar course was designed to monitor field experience hours as well asthe student program portfolio. The seminar structure was judged to be ineffective andwork-intensive so the course was dropped. This also reduced the licensure program by a.5 course. The field experience hours and portfolio assessment were attached to courses.Students now are expected to complete a minimum of 100 hours of field experienceduring their program. Field experiences start early and occur frequently throughout theprogram. The portfolio is examined within EDC 480 School and Society and portions arereexamined at the completion of student teaching. This procedure continues to bedeveloped as we consider more effective ways of evaluating candidate performance.

Adjustments have been made to the number of courses taken by Elementary andSecondary Education students and the length of required student teaching. Theseadjustments coincide with state Board of Teaching requirements and changes in our

general education requirements. All education students are required to take MinnesotaAmerican Indian Studies. A full course previously met general education requirements.With our new general education, adopted in Spring, 2003, this course does not meetgeneral education requirements. To lessen course load for students, this course wasscaled back to a half course. This course is now taken in conjunction with EDC 210,Diversity in the Schools, to meet Minnesota standards requirements.

As a department, we have continued to assess our grading policies. These discussionshelp faculty to become more uniform in grade administration. These conversations willcontinue as the unit discusses the criteria for each grade level (4.0, 3.5, 3.0, 2.5, 2.0, etc.).

Adjustments have been made in the student teaching experience. Student teachingplacements were reduced to a single placement of twelve weeks. The remaining twoweeks of the semester are to be used to finalize the program portfolio. Because of thereduction in the weeks needed for student teaching, student teaching has a minimumrequirement of two courses rather than three courses. The purpose of this change was toreduce the size of the licensure program while still maintaining adequate time in the field.

In Fall, 2003, the Education Department proposed a degree change for ElementaryEducation candidates. Augsburg College adopted a new General Education structure andunder those new requirements, education students would take additional courses,increasing the program in order to meet general education requirements. The EducationDepartment proposed to move to a Bachelor of Science Degree rather than a Bachelor ofArts Degree because of the state requirements of a higher concentration in math andscience.

The assessment system will be continually reviewed and revised due to AugsburgCollege requirements and the units desire to insure that we provide a quality teachereducation licensure program. This continuous review process is evident in the committeeminutes for the curriculum committee, the admissions committee, and the studentteaching committee housed within the Education Department. As data is collected andanalyzed, assessment tools may be revised and new ones added in order to providemaximum information for the unit and the decision-making process. The College’sassessment committee provides feedback and recommendations to improve programevaluation procedures. Through this process the unit will continue to make informeddecisions on program change and improvement.

Links:see student teacher self evaluation formsee curriculum committee minutessee student teaching committee minutessee advisory board minutessee student teacher exit interview surveysee alumni survey resultssee Graduate Program Handbooksee disposition survey

see field experience formsee department meeting minutes

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Standard 3: Field Experiences and Clinical Practice

The unit and its school partners design, implement and evaluate field experiences andclinical practice so that teacher candidates and other school personnel develop anddemonstrate the knowledge, skills and dispositions necessary to help all students learn.

-----Index----------Collaboration Between Unit and School PartnersDesign, Implementation, and Evaluation of Field Experiences and Clinical PracticeCandidate’s Development and Demonstration of Knowledge, Skills, and

Dispositions to Help All Students Learn----------------------

Collaboration Between Unit and School Partners

The unit is committed to creating and maintaining relationships with our partner schoolsso that candidates can be part of school communities that value that relationship.Working with P-12 partners has evolved and changed, yet in some instances stayed thesame since our last accreditation visit. The requirements for candidates at P-12 partnersites are guided by the Minnesota Standards of Effective Practice for BeginningTeachers.

College-wide school partnershipsAugsburg College has always shown its commitment to community service andespecially service-learning. The Center for Service, Work and Learning is an integralpart of campus life. The College’s core school partnerships are long-term, multi-facetedand reciprocal. There is continuous assessment and evaluation of the relationships andthe way they serve Augsburg students and the community. In most cases, the classroomplacements are made in collaboration with a liaison in each school. Written programevaluations are completed each semester by P-12 students, college students and programadministrators. The evaluations are reviewed by the Center for Service, Work andLearning and shared with the partner school. Information obtained from these evaluationsis used to plan and make decisions for the partnership. P-12 partnerships are constantlychallenged by reassignment of principals and teachers and changes in the schoolstructure.

Augsburg College currently sponsors two chartered schools, each in different stages withdifferent levels of involvement with Augsburg. The relationship that Augsburg has witheach sponsored charter school is unique and the level of involvement depends on a widevariety of factors. For example, with the Augsburg Academy for Health Careers, unitfaculty are involved directly in the development of the school even as the Collegeprovides legal oversight as its sponsor. The second charter, El Colegio, operatesindependently of Augsburg but welcomes field experience placements and benefits from

a work study position funded through Augsburg. A guide to sponsorship addressingpolicies, procedures, responsibilities, and criteria for sponsorship is currently beingdeveloped with input from members of Augsburg’s Education Department, currentlysponsored charter schools, and other sponsoring institutions. A draft of this guide wascompleted the end of 2003. This guide not only focuses on the ever evolving relationshipwith currently sponsored schools, but will also help in determining and strengtheningrelations with schools that may be sponsored in the future.

Unit P-12 PartnershipsA Field Experience Coordinator/Charter School Liaison position was recently filled bythe Education Department and the College (August 2003) to oversee Augsburg’ssponsorship of chartered schools and to develop school partnerships for mid-programcourses with field experiences. School partnerships are being strengthened and expandedwith a variety of schools that serve diverse student communities. These schools arelocated primarily in the Minneapolis district and include a number of charter schools aswell as district schools. Schools have been identified based on previous relationshipswith Augsburg, commitment to working with Augsburg students and the compatibilitybetween school program and Augsburg education program and mission, for example thecommitment to diversity. As these schools have been identified, meetings have been setup to discuss the needs of both the school (students, classroom teacher, administration)and Augsburg education candidates (number of hours, course expectations, etc.). Thefield experience coordinator is developing policy and procedures to systematize mid-program field experiences; a handbook that outlines expectations and offers suggestionsfor making placements successful will be developed for candidates and cooperatingteachers. The field experience evaluation form which has been used for several years hasbeen revised to reflect the dispositions and professional behaviors that we wish todevelop in our candidates. Cooperating teachers complete these forms at the end of eachplacement; unit faculty members review them for concerns. Forms are filed in candidatefiles as documentation of hours. Candidates are asked for feedback on placements, aswell. Currently this feedback is being used to create stronger relations with partnerschools through clearer communication and expectations. One of the strongestrecommendations that emerged from the partner schools is that students must come witha clear and consistent objective for their field experience. As a result, faculty membershave been asked to tie the field experience more closely to the content of their coursesand link particular assignments to the field. This works especially well with full-timefaculty.

The unit also seeks information and guidance from its advisory board. Most advisoryboard members are currently working in schools and are very helpful to the unit incontinuing collaborations, finding new placements for our candidates, and providingfeedback on new initiatives. Unit faculty who have recently taught in the MinneapolisPublic Schools have direct contacts with and knowledge of teachers who would be strongmentors and models for our candidates. Having direct links to P-12 schools through ouradvisory board, alumni, weekend college faculty and recently hired faculty hasstrengthened our program.

Links:www.augsburg.edu/CSWLsee service learning evaluation formsschool link-El Colegio-www.el-colegio.orgschool link-Augsburg Academy for Health Careers-www.augsburgacademy.orgsee guide to sponsoring charter schoolssee framework for developing partnerships/placements for WECsee advisory board members and meeting minutes

Design, Implementation, and Evaluation of Field Experiencesand Clinical Practice

Pre-Student Teaching ExperiencePre-student teaching placements occur in the foundations classes in the first part of thecandidates’ required coursework and in the methods classes. The unit’s new fieldexperience coordinator is working to create more semi-formal partnerships with specificschools. Pre-student teaching service learning/field experiences build to the capstoneexperience of student teaching. Requirements for all clinical hours are part of ourdepartment website. They are also listed below.

Core Courses:EDC 200 20 urban hours- classroom setting preferredEDC 310 20 hours in a classroom or education-related settingEDC 410 20 hours in a special education resource room or inclusive classroom Contact with a special education teacher required.

Secondary CoursesESE 325 20 hours in a classroom setting related to licensure fieldESE 3XX Special Methods 20 hours in a classroom setting related to licensure field In most cases this will occur at the middle school level.

Elementary CoursesEED 320 20 hours in classroom setting, at least part of which is during literacyinstructionEED 350 10 hours in classroom setting, at least part of which is during math instructionEED 360 10 hours in classroom setting, at least part of which is during scienceinstructionEED 380 10 hours in a kindergarten classroom for those seeking initial license. These hours can be incorporated into the hours required for EED 320 and/or

20 hours in a kindergarten classroom for those seeking an endorsement to a 1-6 license.

Middle School Specialty AreaSpecialty Area Middle School Methods-20 hours in a middle school setting related to subject matter specialty area. These hours can be incorporated into the hours required for EED 320 and/or 350 or they can be done in addition to them.

Special Education CoursesField experience requirements parallel those of elementary education students through EDC 200, 310, 410, EED 320, 350.Additional field experience as well as student teaching are part of the internship yearwhile taking SPE 400, 410, 420, 430 and 440.

Blackboard course information software is used to convey information and fosterdiscussion, during extended field experiences and student teaching. Reflections aboutschool experiences are attached to emails or put into the digital drop box. Digitalphotography is used to document school experiences. Online communication and face-to-face communication provides opportunities for candidates to make meaning from theirexperiences.

Service-learning/field experience hours are attached to specific courses in order to linkcourse concepts with actual experience in the field. In the first two professional classes,EDC 200/522 Orientation to Education in an Urban Setting, and EDC 310/533 Learningand Development, the hours spent in P-12 classrooms closely follow a service-learningphilosophy whereby candidates are meeting needs that have been identified by the site atthe same time as meeting their academic goals of learning to be a teacher. This is alwaysaugmented with reflection as a way of reinforcing and extending course concepts. Theimpact of diversity on the classroom is a very important prompt during reflectivesessions. Close analysis of the classroom environment, the school as a physical space,the teachers, administrators and staff as well as the involvement of families and thecommunity help candidates to refine their understanding of what it takes to have aneffective school.

When candidates complete fieldwork hours in the methods classes, they often arerequired to practice their newly learned teaching methods. Therefore, required fieldworkhours in methods classes are focused more around the learning needs of our students andsomewhat less on providing service to the P-12 partner. Candidates are required to assesstheir students’ knowledge and skills, plan lessons and activities and practice the skills thatare needed to create a positive learning environment. The unit is dependent upon thecooperating teachers with whom they work to model best practices and help candidatesdebrief immediate fieldwork experiences. The impact of diversity on the learningenvironment remains a central theme as candidates build their understanding of theelements that are necessary to help all children learn.

In each experience candidates are asked to learn about specific aspects of education. Forexample, as part of the Orientation class, candidates attend a community meeting, whichmight be at a school where they are assigned to continue to situate the learning ofconcepts into an authentic learning environment. In the methods classes, candidatespractice their emerging skills in tutoring, small group teaching and teaching the wholegroup.

Full-time faculty are expected to be in contact with the sites in which their students areplaced, especially during methods placements. In many cases, unit faculty membersaccompany their students to the sites and monitor their progress in the classrooms. Thefield experience coordinator assists adjunct faculty by finding appropriate placements fortheir students, communicating with the sites where they are placed, and trouble-shootingas needed during the placements.

The unit places high value on its school partners for their key role in helping ourcandidates develop the knowledge, skills and dispositions necessary for effectiveteaching.  Research is clear about the importance to teacher development ofthe experience in P-12 schools, especially during student teaching, so wework to make these experiences positive and helpful while serving the needs of the P-12schools with whom the unit works.

Student Teaching ExperienceField experience culminates in a twelve to fourteen week, full-time student teachingexperience. The unit monitors student progress carefully leading up to and during studentteaching and places students thoughtfully and carefully. This work is handled by thestudent teacher placement director.

These are the steps used by the student teacher placement director to secure placementsfor Augsburg College student teachers:

• Select from the pool of master cooperating teachers we have used in the past.These are teachers who understand the emphases of our program:

o that we are committed to diversity and intentionally expose our students todiverse learning experiences;

o that we prepare our students to employ strategies that reflectdevelopmentally appropriate instruction;

o that we believe all children can learn, so expectations are established forall children, applying understanding of different and varying levels oflearning styles.

• Select from teachers or buildings recommended by former cooperating teachers,principals, student teachers, and/or education department faculty.

• Select teachers who are willing to allow the student teacher to actually teach afterreceiving guidance and support as needed at the beginning of the placement.

• Identify and select those master teachers who have demonstrated special expertisein providing the kind of nurturing and supportive coaching that enable the student

teacher to develop the skills and practices necessary to become a successfulteacher.

These are the basics; many items could be listed here. However, the placement becomesideal when the teacher provides excellent modeling of best practices (instructionally andbehaviorally), when the student teacher submits to that leadership, and when both havegained in professional growth because of the experience.

The first guide for conversation between the cooperating teacher and student teacher isprovided in the Student Teaching Handbook. The Student Teaching Contract leads thestudent teacher to a better understanding of the school site, the cooperating teacher’sphilosophy, the school and classroom policies and rules, and safety measures created toprotect all parties involved. A three-way conference between the student teacher, thecooperating teaching, and the supervisor is set up, preferably before the first day ofstudent contact so that the expectations and requirements can be explained and questionscan be addressed. The College supervisor visits every other week for formal supervisionvisits. Weekly reflections are delivered to supervisors electronically in order to have amore continuous discourse with the student teacher on topics related to teaching andlearning. These reflections help student teachers to recognize their process of growth sothat continuous self-evaluation is occurring. Supervisors respond with questions that willprompt further inquiry into the complexities of the 21st century classroom. At mid term,all three complete the mid point evaluation, and meet to discuss the performance of thestudent teacher. The mid term evaluation and the ensuing discussion are based on thecandidate’s performance in light of the Minnesota Standards of Effective Practice.Special attention is given to identify areas for growth and suggestions for ways thestudent teacher can achieve this. Using an evaluation tool similar to the mid termevaluation, cooperating teachers complete a final evaluation of the student teacher andsubmit it to the Unit.

Three student teacher seminars are held each semester. Student teachers return to campusto connect with their supervisors and other student teachers and to receive valuableinformation from administrators, former student teachers, and alumnae about the field ofeducation.  Opportunities to share teaching successes and dilemmas away from theclassroom help the student teachers to step back and reflect about their progress as theymove into the fulltime teacher role.

Student teachers may also request letters of recommendation from their cooperatingteachers and others with whom they have worked closely or who have seen them teach.All requirements and related information for student teaching are on the website.

Most student teaching supervision is done by full-time unit faculty; however, additionalclinical faculty are hired to supervise a portion of our candidates. These clinical facultymust have a graduate degree and teaching experience in the area they are supervising.We ask that full-time unit faculty and clinical faculty follow the experiences of thecandidates carefully. Asking important questions that lead to continuous self-assessmentand growth is a key role of supervisors. Student teachers are formally observed by a

college supervisor every other week, and the college supervisor, cooperating teacher andstudent teacher have face-to-face conferencing whenever possible. The unit is committedto carefully supporting our student teachers, and celebrating with them theirtransformation from candidate to teacher.

The student teaching committee, one of the unit's standing committees, meets monthly aswell as when needed.  The responsibilities of this committee are to plan student teachingseminars, problem solve student teacher dilemmas, respond to student petitions related tostudent teaching, review student teacher exit interviews and continuously evaluatepolicies and procedures. At the completion of student teaching, it is the unit's hope thateveryone-the student teacher, the cooperating teacher and school, and the students-hasbenefited from the experience.

Links:www.augsburg.edu/educationsee student teaching contractwww.augsburg.edu/education/studentteachingsee service learning bookletsee science method/ Cedar Riverside collaboration documentsee fall 2003 student teaching placements gridsee student teaching handbooksee student teacher observation form

Candidate’s Development and Demonstration of Knowledge,Skills, and Dispositions to Help All Students Learn

Service-learning and field experience are embedded in licensure courses to ensure thatcandidates have the opportunity to observe, assist, practice and learn about teaching fromteachers and students in the P-12 system. The unit realizes that these experiences need tobe developmental and also based upon the prior experiences of our teacher candidates.Initial field experiences include observation, tutoring and assisting the classroom in manyways. Mid point placements during the methods courses require candidates to plan, teachand assess learning more actively. The capstone experience, student teaching, requires atwelve week classroom placement during which candidates gradually assume teachingresponsibilities to the point of taking over for the classroom teacher for up to two fullweeks. K-12 Health and Physical Education majors and any other double majors spend14-16 weeks in the classroom, splitting their time between elementary and secondarysettings.

Candidates for the EBD license are weekend college students who are currently workingin schools, most often in an EBD classroom. They are able to apply course learningimmediately since they are immersed in a classroom setting daily. They are also requiredto spend time in regular education classrooms if their work assignment does not include

that already. During the semester of student teaching, candidates assume the teacher rolein their classroom.

Throughout the program, P-12 elementary, secondary and EBD cooperating teachersevaluate our candidate’s dispositions, knowledge and teaching skills. Formalassessments in each level of our program are completed by teachers and reviewed by thecandidates and their professors. Students who receive negative evaluations fromcooperating teachers are referred to the admissions committee for discussion and possibleintervention. This feedback is an important collaboration with our school partners, anddemonstrates our commitment to valuing their input in the formation of our teachercandidates.

The program portfolio is created to demonstrate competency in each of the ten standardsfor beginning teachers. Assignments as well as documentation of performance areidentified and saved as digital entries or hard copies and organized into the portfolio.During student teaching, candidates document student learning during their studentteaching experience (the most important evidence of their success as teachers) andincorporate this evidence into their portfolios.

In summary, Augsburg College itself values the community as a learning lab for itsstudents; therefore, the Education Department exists within an institution that values andsupports community collaboration. The unit assesses its school partnerships, maintainingsome and ending others because of close and careful assessment of both parties’ needsand abilities to contribute to the partnership. The unit highly values its work with schoolsand community organizations and knows that these reciprocal relationships will greatlyenhance the mission of each organization. School partners are essential in thedevelopment of new teachers.

Links:see requirements for internshipsee program portfolio requirements

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Standard 4: Diversity

The unit designs, implements and evaluates curriculum and experiences for candidates toacquire and apply the knowledge, skills and dispositions necessary to help all studentslearn. These experiences include working with diverse higher education and schoolfaculty, diverse candidates and diverse students in P-12 schools.

-----Index---------------Design, Implementation, and Evaluation of Curriculum and ExperiencesExperiences Working with Diverse FacultyExperiences Working with Diverse CandidatesExperiences Working with Diverse Students in P-12 Schools---------------------------

There are two factors that are significant about Augsburg College as related to diversity.First, it values access and provides opportunities for a variety of students who may nothave such opportunities at other colleges, to be admitted and supported in their collegecareer. Second, the college is located in the heart of Minneapolis, in the MinneapolisPublic School District, and is situated in a neighborhood that is surrounded bycommunities of immigrants. Candidates are part of the urban community in their collegelife, and all candidates experience the urban classroom as part of their requirements forlicensure.

The education unit’s commitment to diversity is highlighted in the ConceptualFramework. Goals for candidates include understanding differences across communities,cultures, learning styles, abilities, special needs and lifestyles.

Design, Implementation and Evaluation of Curriculum andExperiences

Expectations for candidates regarding diversity are discussed in class, learned throughreadings and experiences in settings that are diverse as well as supported by the formalpolicies of the program.

Candidates are part of an institution that values diversity and demonstrates that in themission statement, policies, and message shared and discussed with students throughouttheir learning experience. Faculty and staff are encouraged to demonstrate respect to allstudents and each other and to be connected with college neighborhood. For example,college-wide service learning placements are generally in and around our neighborhoodin order to reinforce Augsburg’s role of good neighbor. Being immersed in an urbanenvironment allows and encourages many opportunities to consider the impact ofdiversity on learning.

The College Diversity Committee sparks campus interest in and commitment to diversityby actively encouraging cultural and inter-cultural competencies of faculty, staff andstudents through training, social interaction, entertainment, and educational opportunities.It maximizes the effectiveness of such competencies by highlighting diversity work andrewarding diversity effectiveness. In this role, the Committee helps facilitate anintentionally diverse learning environment through the promotion of diversity awareness,acceptance and understanding.

Day program freshman begin their experience at Augsburg with a day of service in thecommunity around campus as part of the AugSem. Content about diversity is developedin general education classes, specifically ENG 111, and continues in major/professionalclasses. As the College transitions to newly revised general education requirements,“infusion” of diversity content and experiences throughout the College requirements isbeing planned. That is, students will encounter diversity throughout the curriculum, inmajors as well as in general education.

Augsburg students have access to a variety of study abroad experiences through theCenter for Global Education. Semester programs in five global locations, Mexico,Nicaragua, Guatemala, Namibia and El Salvadore, as well as short-term travelexperiences provide opportunities for students to experience being in a different culture,and viewed as “the other”.

The unit’s mission statement includes “embracing diversity” as a key outcome in thepreparation of teachers. To foster this outcome in the professional education program allstudents take EDC 210, a diversity course that emphasizes the study of values, ofcommunication techniques, and of the major minority groups in Minnesota for thedevelopment of interpersonal relationship skills applicable to teaching. Candidates alsotake a course about MN American Indians: INS 105 Introduction to American IndianStudies, INS 260 Contemporary American Indians, or EDC 290, a new .5 coursedesigned specifically for education majors to meet the standards for MN AmericanIndians. A combined diversity and MN American Indians course, EDC 206/566, is alsoavailable, primarily for students at the graduate level.

Twenty hours of service learning in an urban setting are required in EDC 200/522Orientation to Education in an Urban Setting; most candidates complete this requirementin the Minneapolis Public Schools. This requirement is in place to provide service to theurban schools and to ensure that all candidates have experience with learners fromdiverse racial and ethnic backgrounds as well as socioeconomic status.

Minneapolis Public SchoolsStudent Demographics (2001-2002)African American 45%Asian American 14%Hispanic American 11%Native American 4%

White 26%Qualify for free or reduced-price lunch 68%

In EDC 200/522 candidates simultaneously read about diversity and its impact in schools,experience that impact, and then process the information through class activities andreflective written assignments. Assigned journal reflections ask candidates to consider theimpact of diversity on student learning, classroom setting, and the role of the teacher.Also in EDC 200 candidates respond to a survey that asks them to evaluate themselves interms of personal dispositions related to diversity.

Candidates are asked to consider diversity in every lesson plan, unit plan and classroomexperience. The forms and assignments that require consideration of diversity guidefaculty in the assessment of candidates’ abilities to integrate the diversity of their studentswith decisions about teaching and learning. Teachers in the Education Unit partnerschools evaluate this ability in fieldwork assessment forms.

Specific examples of courses with assignments that are especially designed to requirethinking about issues of diversity are:

• EDC 210 Diversity in Schools (DAY): Candidates in small groups go into thecommunity with video cameras to capture images that tell the story of an “ism” inthe community that has been selected by the group.

• EDC 410 Special Needs Learner: Candidates are connected with a family that hasa child with a disability. The Augsburg student interviews the family in theirhome, visits the school and when possible attends the IEP meeting as a learnerand support to the family.

The ability of pre-service teachers to reflect on their teaching practices is highly valuedby the Education Unit. Because of this, candidates are asked frequently to consider theimpact of diversity in the learning environment and on the decisions they make as ateacher. Those kinds of related questions and prompts begin in the first education classand continue through student teaching.

Links:see lesson plan criteria and templatesee AugSem syllabussee Eng 111 syllabussee description of diversity infusionwww.augsburg.edu/cgesee EDC 210 syllabussee INS 105, INS 260, and EDC 206/566 syllabisee syllabus for EDC 200/522see service learning/field work evaluation formsee syllabus for EDC 410

Experiences Working with Diverse Faculty

The unit’s full time faculty includes eleven women and three men; two AfricanAmericans and twelve European Americans. Our weekend college adjunct facultyincludes four faculty of color at the present time. Hiring for full time faculty in the unitsince the last visit has resulted in the hiring of one faculty person of color. The weekendcollege faculty varies from year to year from four faculty of color to six, depending uponwho is available to teach.

All candidates are required to spend time working in an urban classroom, providingsupport to diverse groups. The majority of these service learning/field work hours arespent in Minneapolis Schools with diverse faculty, staff, administration, and, of course,students. EDC 200/522 requires an urban placement for all candidates. Most candidateshave multiple experiences in urban schools.

All unit faculty have opportunities for professional development that continues to informtheir thinking about diversity whether or not they themselves are racially or ethnicallydiverse. For example, Hamline University sponsors a diversity series each year that isoffered at a variety of sites, and Augsburg often hosts one or two per year at whicheducation faculty are present. Another example occurred with the unit’s partner school,Cedar Riverside Community School. They wrote a state grant for professionaldevelopment opportunities in the area of English Language Learners. Education unitfaculty was invited to attend the initial ten-week class. Three to six faculty attendedweekly.

Links:see Hamline urban seriessee Cedar Riverside grant proposal

Experience Working with Diverse Candidates

Augsburg supports the recruitment of a diverse student body through the ethnic supportservice offices, the CLASS program and the proclaimed value of being accessible to arange of students. Augsburg has a history of reaching out to diverse communities withinMinneapolis. The vision of the College for an intentionally diverse student body isdemonstrated in the ways that outreach, recruitment and support is provided to students.

The following are some examples of programs available to all students at Augsburg,including those in education:

The College competed for and won a TRIO Student Support Services Program funded bythe U.S. Department of Education that is committed to helping low-income, first-generation college students and students with disabilities achieve a bachelor’s degree.The Summer Bridge four-week program assists students with their transition to

Augsburg. During the year, students receive individual and group advising to fosterpositive study habits and academic success.

The College has a large and long standing program for students with disabilities, theCLASS program, which serves approximately 200 identified students. College facultymembers are accustomed to making learning accommodations to meet the needs of anacademically diverse student body.

The Step Up program supports students who have just completed treatment for chemicaladdictions, one of the first programs of its kind in the nation. These students are providedsober housing and work with a full-time support person as part of their college program.

Ethnic student support services are an integral part of the campus and the directors workto recruit students of color and support them in their collegiate experience.Some examples of recruiting strategies:

• college/career fairs on the reservations and those sponsored by Indian educationorganizations.

• networking within the community, and referrals from tribal education officers.• getting alumni re-connected with the college• Scholastic Connections program where students are paired with successful alums• state funded collaborations such as the Minnesota Indian Teacher Training• advertisements in bilingual newspapers, flyers, posters• presentations in high schools and college fairs

The unit benefits from the efforts of the College. The Unit also has a history of seekingand supporting diverse candidates through additional channels.

The REACH (Realizing Educational Alternatives and Challenges) Program was a tuitionsupport program for Minneapolis Public School educational assistants and otherpermanent employees of the district. co-sponsored by Augsburg College, the MinneapolisPublic Schools and Local 59 of the American Federation of Teachers, funded primarilyby the MN Legislature. REACH participants worked toward Minnesota elementary orsecondary teacher licensure in Augsburg's Weekend College program while maintainingtheir full or part-time employment with the school district. Upon completion of licensurevia the REACH Program, participants obtained certain seniority privileges that sometimesassisted them in obtaining employment within the district. The MN Legislature failed tofund the REACH program and others like it during this past legislative session.

Augsburg College has an established record of developing leaders of service for a diversemetropolitan setting. The Augsburg Education Department contributed to this record bymaintaining partnerships to increase the number of teachers of color in various suburbandistricts, including Rosemount-Apple Valley-Eagan, Robbinsdale, Chaska, and Tri-district school districts. These partnerships were also funded by the MN Legislature toprovide tuition support to students of color who wanted to teach. As with the REACHprogram, the funding has ended for these programs. Most undergraduates in them were

able to increase other sources of grants and loans to continue their education inAugsburg’s Weekend College.

The EBD licensure program draws a somewhat more diverse student group since theaudience for it includes paraprofessionals currently working in EBD classrooms. Studentsare recruited for it from the pool of paraprofessionals working in special educationclassrooms in Minneapolis and St. Paul schools as well as surrounding school districts.Minnesota Department of Education grants for students preparing to be teachers in highneed areas like Special Education: EBD have been given to candidates in Augsburg’sEBD licensure program last year and this year.

A unit faculty member holds math workshops each summer for paraprofessionals fromthe Minneapolis and St. Paul schools, many of whom are students of color. Fundingcomes from the federal government. The workshop is titled Content andCommunications: Mathematics Institute for Paraprofessionals. College credit is attachedto the workshops and can be applied to a baccalaureate degree program should thestudent choose to attend Augsburg.

The unit is currently working on a recruitment/marketing plan with help from staff inEnrollment Management. As part of that plan the unit considers whom the unit wants toattract to the education programs and how the unit can go about attracting them. Includedon that list are more students of color, more students interested in teaching math orscience, and more students from local urban and first ring suburban high schools. Theunit has lost state funded programs that supported the development of a diverse studentbody, and it needs to plan for other ways to attract diverse students to our programs.

Links:see marketing plan for education departmentwww.augsburg.edu/triowww.augsburg.edu/classwww.augsburb.edu/stepupsee Pan Africa student support servicesee Pan Asian student support servicesee Hispanic/Latino student support servicesee American Indian student support service

Experience working with diverse students in P-12 Schools

All candidates have experiences in urban classrooms. All candidates spend a minimumof 20 hours in a Minneapolis or St. Paul classroom as a requirement for EDC 200/522Orientation to Education in an Urban Setting. (see urban placement policy educationdepartment handbook) Most candidates have numerous experiences in urban classrooms,either as volunteers or employees of the urban districts.

Minneapolis Public SchoolsStudent Demographics (2001-2002)African American 45%Asian American 14%Hispanic American 11%Native American 4%White 26%Qualify for free or reduced-price lunch 68%The urban classroom context is provided for candidates to learn about diversity as itrelates to race, socioeconomic status, ability and religion. Candidates process thisexperience by writing reflections about their experiences in a multicultural classroom anddiscussing them in the college classroom. Activities in class help candidates understandthe impact of diversity on the learning environment.

Candidates are asked to focus on urban settings and/or diverse learners in a variety ofcourses and assignments. All candidates write a research paper that focuses on a socialproblem that impacts P-12 schools. Experiences in urban schools as well as schools thatare suburban or in greater Minnesota, help candidates learn about the ways schoolsrespond to social problems and therefore lends credibility to the assignment. Graduatestudents also engage in community research that identifies solutions or work towardsolutions. Some understanding of the school context helps candidates to relate theiracademic work to the P-12 classroom and school and better understand the P-12 students’lives.

Candidates are asked to write lesson plans and units that respond to the diversity that ispresent in the classrooms where service learning/field experience is done during theirmethods classes and student teaching experience. In this way, candidates plan instructionto meet student needs.

In EDC 210 Diversity in Schools candidates analyze the classroom environments thatthey experienced as P-12 students and compare that with the classrooms where they arelearning how to be a competent teachers. They especially look at the physicalenvironment, bulletin boards, displays, and literature to see that it reflects a multiculturalenvironment and world.

All candidates spend 20 hours in a special education setting learning about different areasof disability and the needs of students that are included in regular education classrooms,in resource rooms or in segregated classrooms. Candidates analyze the physicalclassroom environment for accessibility, resources, and teaching materials that reflectdiversity. Candidates work with parents of students with special needs to betterunderstand the family’s perspective and learn about students with disabilities in contextsother than school.

The College’s and unit’s P-12 partnerships lead to a variety of experiences on campusand in schools. P-12 school partners bring their students to campus as part of the ongoing

relationship that faculty have with school faculty and staff. The College offers ascholarship to Seward Montessori K-8 school students based on several criteria such asschool attendance and academic achievement through their K-12 experience.Students from Cedar Riverside Community School work regularly with elementaryeducation candidates during their methods both at the school and at the College.

Throughout the licensure programs candidates work with children and youth who arediverse in many ways. Experience coupled with reflection, discussion, and role playinghelps candidates build the knowledge base, dispositions, and classroom organization andlesson planning abilities that lead to a better understanding of the diverse culturalbackgrounds and needs of today’s P-12 students.

As a college in the city, diversity at Augsburg means preparing students to live well inthe world.

Links:www.mpls.k12.mn.ussee syllabi from EDC 200, EDC 210, and EDC 410link to Cedar Riverside website-partner school, Minneapolis School Districtlink to Seward Montessori-partner school-Minneapolis School Districtsee disposition survey documentsee student work samples

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Standard 5: Faculty Qualifications, Performance, andDevelopment

Faculty are qualified and model best professional practices in scholarship, service, andteaching, including the assessment of their own effectiveness as related to candidateperformance; they also collaborate with colleagues in the disciplines and schools. Theunit systematically evaluates faculty performance and facilitates professionaldevelopment.

----- Index ----------Faculty QualificationsModeling Best Professional Practices in TeachingModeling Best Professional Practices in ScholarshipModeling Best Professional Practices in ServiceCollaborationUnit Evaluation of Professional Education Faculty PerformanceUnit Facilitation of Professional Development----------------------

Faculty Qualifications

The faculty in the Education Department at Augsburg College is highly qualified toprepare candidates for the teaching profession. All faculty members have passedrigorous requirements established by the College and the Education Department, areexperts in their fields, and establish positive relationships with students.

Academic Preparation. The unit faculty is highly qualified to carry out their assignmentsin the preparation of teacher candidates. For the education faculty, a doctoral degree ispreferred and experience teaching in a P-12 setting is required. 71% of the full timefaculty currently holds a doctorate. The remaining 29% of the full time faculty haveextended teaching experience in an urban P-12 school setting. All unit faculty were hiredbased on extensive experience in their areas of expertise as indicated on Faculty vitae.

Table 5.1Highest Degree and Professional Rank of Fulltime Faculty in the Academic Year2003-2004

Masters Specialist Doctor TotalsProfessor 0Associate 4 4Assistant 3 6 9Instructor 1 1Total 4 0 10 14

Qualifications required of adjunct faculty include a minimum of a masters degree andexperience teaching in a P-12 school setting. Adjunct faculty teach primarily in theweekend college program and/or supervise student teachers.

Table 5.2Highest Degree and Faculty Status Academic Year 2003-2004

Masters Specialist Doctoral TotalsTenured 5 5Tenure-Track 3 3Fixed Term 4 2 6Adjunct 26 3 29Totals 40 13 43

There have been several changes since the last accreditation visit. They include:• Filled one unfilled tenured track position- Hired full time elementary math

professor.• Moved fixed term position to tenure track position resulting in one additional

tenure track position-filled by existing faculty member.• Added two new positions

o special education instructor-fulltime, Ph.D. levelo clinical experience coordinator/charter school liaison-fulltime, MA level

When hiring new faculty, the unit follows established Augsburg College protocol.

Fulltime and adjunct faculty teach in both programs, Weekend College and Day College.Fulltime faculty cover most of the courses taught in the day. Fulltime faculty alsoparticipate in the supervision of student teachers as shown in Table 5.4. The coursestaught in Weekend College are taught more by adjunct faculty, although full time facultyteach in both programs as addressed on faculty load, Table 5.3. Faculty teachingassignments and supervision are done within their areas of expertise.

Table 5.3Number of courses taught in Day (Day program) and Wec (Weekend program).Percent taught by fulltime faculty (FT) and percent taught by Adjunct faculty (Adj)

Year Total # ofcourses

# of coursesDay/Wec

%taught byFT/Adj Day

% taught byFT/Adj Wec

Total % bothFt/Adj

2002-2003 73 40/33 79/21 32/68 57/432001-2002 80 40.5/39.5 79/21 35/65 57.5/42.52000-2001 110.5 70.25/40.25 87/13 34/64 64/361999-2000 93 56/37 79/21 37/63 60/40

Student teachers are carefully placed with experienced teachers in the field. UnderMinnesota licensure requirements and Augsburg College expectations, student teachersare placed with tenured teachers with a current teaching license who are teaching in theirfield of expertise. Selection is made from a pool of master cooperating teachers that have

participated as cooperating teachers in the past or are recommended by formercooperating teachers, principals, or student teachers. These teachers understand theemphasis of our program:

• That we are committed to diversity and intentionally expose students to diverselearning experiences;

• That we prepare students to employ strategies that reflect developmentallyappropriate instruction;

• That we believe all children can learn, so expectations are established for allchildren, applying understanding of different and varying types of learning styles.

Workload for fulltime faculty consists of 6 courses throughout the academic school year.The courses include teaching, supervision of student teaching, advising and specialassignments, such as department Cchair, administrative work, student teachingcoordination and work with various grants. Faculty are required to schedule office hoursfor several hours each week to meet and advise candidates. Unit faculty are assignedadvisees from the Education Program. The average number of advisees for fulltimefaculty is 33 students. Most faculty advise undergraduate, licensure only, and graduatestudents in both day and weekend programs. Faculty are also involved in numerous on-campus and off-campus professional committees. Faculty may elect to have a maximumnumber of two overload courses. Adjunct faculty are hired to supervise and/or teach forup to 4.0 Augsburg course credits. Many of our adjunct faculty return year after year andcreate program continuity by doing so.

Table 5.4Faculty Teaching Loads-FulltimeFacultyFall, 2003

CoursesDay/WEC/Grad

Supervision Release-Administrativeor grant funded

Total:Fall Semester

#1 .5 1.0 .5 .5 2.5#2 .5 .5

1.02.0

#3 1.0 .5 1.5 3.0#4 1.0 1.0 1.0 3.0#5 2.25 .5 .5 3.25#6 1.5 .5 .5 .5 3.0#7 1.0 1.0 .5 2.5#8 1.0 .5 .5 1.0 3.0#9 1.0 1.5 .5 .5 3.5#10 2.5/.5 3.0#11 2.0 .5 .5 3.0#12 1.0 1.0 .5 2.5#13 .5 3.0 3.5Winter/Spring,2004

CoursesDay/ WEC

Supervision Release Totals: SpringSemester/Year

#1 1.5 1.0 .5 .5 3.5/6.0#2 .5 1.5 .5

SS-1.5 4.0/6.0#3 1.0 .5 1.5 3.0/6.0#4 2.0 .5 .5 3.0/6.0#5 2.25 .5 .5 3.25/6.5#6 On

sabbatical/3.0

#7 .5 3.0 .75 4.25/6.75#8 2.0 .75 .5 3.25/6.25#9 1.0 1.5 .5 .5 3.5/7.0#10 2.5/.5 3.0/6.0#11 1.0 .75 1.0 2.75/5.75#12 1.0 2.0 .5 3.5/6.0#13 1.0 2.0 3.0/6.5

Unit faculty follow college established review procedures on an annual basis. Studentscomplete course evaluations and give written feedback to professors on the completion ofa semester course. These course evaluations are reviewed by the deans office and by thedepartment chair and then given to the instructor for review. This is completed in atimely fashion so that instructors have the opportunity to make adjustments in coursepresentations in the following semester.

Each spring, faculty complete a dean’s report that was developed for their particularstatus. Within that report, faculty discuss their teaching and adjustments that were madeto improve instruction. The department chair also meets periodically with untenuredfaculty to discuss strengths, weaknesses and goals for professional development.

The tenure track and tenured faculty follow review procedures established by theCollege. Through this review process, faculty address their contributions to teaching,scholarship and service within the department, within the College, and within thecommunity.

Finally, through student teacher exit interviews and annual alumni surveys, courses andinstructors are reevaluated to determine weaknesses in the program and to insure pre-service teachers are prepared for teaching in the classroom.

The unit faculty support the unit’s mission to foster student learning by placing strongemphasis on teaching and learning. They have a deep understanding of their subject areaand integrate that content knowledge and pedagogy into their classroom. Since ourprevious visit in 1999, all course syllabi were aligned with the Minnesota Standards ofEffective Practice following a template adopted by the unit faculty. These standards arebased on INTASC standards. As a result of the PT3 Technology grant and thetechnology training received by each faculty member, technology skills were embeddedin each of the courses and are reflected in each syllabus as well as student and faculty useof efolio.

Faculty keep abreast of their respective fields by reading professional journals andcurrent publications, participating in listservs in their area of expertise, and attendingprofessional conferences at the state and national levels (see curriculum vitae). Newresearch findings and teaching strategies are discussed in the various courses that facultyteach. The conceptual framework supports the use of a research-based approach toteaching and learning.

Links:see hiring proceduressee annual Dean’s Reportsee course evaluation formssee Dean’s Report templatesee tenure and post tenure review proceduressee exit interview, annual alumni surveyssee syllabisee Conceptual Frameworksee faculty vitae-efolio

Modeling Best Professional Practices in Teaching

Candidates in the pre-service education program are exposed to current pedagogy thatmodels best practices in teaching, assessment and professional development and areaddressed within the conceptual framework. Unit faculty model best practices in coursesallowing candidates to see and experience current pedagogical practices.

Education faculty have extensive background in their areas of expertise. Faculty belongto professional organizations that represent their area of study enabling them to staycurrent on innovative research in their fields through professional journals andpublications as well as professional development offerings and attendance. This istranslated into their own teaching practices exposing candidates to the latest research-based teaching practices.

Since our previous visit in 1999, the Minnesota Standards of Effective Practice andtechnology competencies have been integrated into each of the education courses withinthe program. Unit faculty model practices defined in the Minnesota Standards ofEffective Practice throughout course presentations and within assessment practices. Theinstructional practices of the unit faculty provide candidates with an array of teaching andassessment practices such as critical thinking, problem-solving skills, and self-reflectionstrategies. This practice supports the conceptual framework as evidenced in the use ofcooperative learning, service learning, inquiry, constructivism and reflection.

Performance assessment is practiced throughout the program through reflectivejournaling, observation, checklists, rubrics, multiple assignments to demonstrateknowledge, and the development of a program portfolio.

Faculty teaching practices are evaluated through student course evaluations, peerevaluation, annual dean’s reports, student teacher exit interviews, and alumni surveys.Through these various assessment tools, faculty are given the opportunity to improveteaching practices that enhance student learning.

The unit faculty also use Blackboard technology as an integral part of modelingtechnology practices. Candidates are expected to participate in e-mail exchanges,discussion boards, PowerPoint presentations, internet searches, webquest, use quality on-line content, and a variety of other technology practices as part of their pre-servicetraining. Unit faculty model these technology practices.

Unit faculty have received updates in technology hardware. This includes newcomputers for all faculty with a choice of desktop or laptop computers provided by thecollege. Each computer within the department is scheduled for upgrading on a four-yearrotation. Through the PT3 Technology Grant the Education Department was able topurchase technology equipment that enhances teaching. These include digital cameras,laptop computers, LCD projectors, desktop computers and a variety of other equipment inorder to provide a technology learning lab for faculty and students.

Candidates are being prepared to work with students with diverse background throughcoursework and field experiences. All candidates participate in an urban settingenvironment as part of the Education Department’s requirement. Students also arerequired to complete EDC 210 or 290-Diversity in Education and Minnesota AmericanIndian Studies, Also, faculty across campus integrate diversity into courses as a part ofthe vision 2004 document.

Augsburg College has a strong Global Education Program in which faculty and allstudents are encouraged to participate in study-abroad programs. In 2003, an electiveeducation course, International Education, took education students to Namibia, Africa.Future study-abroad education courses include the countries of Mexico, Guatemala,China, and the Czech Republic.

Links:see faculty vitae-efoliosee course syllabisee Digital Dozen documentsee education technology inventorysee Department handbooksee Augsburg 2004 documentwww.augsburg.edu/cge

Modeling Best Professional Practices in Scholarship

Unit faculty are expected to participate in scholarship activities. As defined in the annualdean’s report, scholarship is divided into several categories.

• Category One: published books, articles published in peer-reviewed journals,chapters published in peer-reviewed books.

• Category Two: articles published in editorially controlled, but not peer-reviewedjournals; competitively selected, peer-reviewed papers presented at professionalconferences.

• Category Three: papers presented at professional conferences, articles publishedin non-competitive complications.

• Category Four: participating on a panel at professional conferences; deliveringseminars or lectures to professional within the discipline.

• Category Five: delivering seminars to nonprofessionals, or people not within thediscipline: participating in professional seminars of discussion groups; attendingprofessional conferences or seminars.

• Non-traditional Scholarship: non-traditional scholarship may include, but is notlimited to: performance based activities, business or professional collaborations,course revisions and development course innovations such as interdisciplinarywork, studies done for the college, student research collaboration or supervision,program evaluations, creative endeavors.

This section of the dean’s report identifies how faculty can participate in scholarlyactivities. Scholarship supports teaching pedagogy and contributes to one’s special fieldof knowledge. Unit faculty are committed to the study of education to foster innovationin professional preparation for pre-service candidates. Faculty also encourage studentparticipation in activities and research that promote student scholarship now andthroughout their professional careers. A college wide example of this would be theMcNair Scholars Program in which at least six education students have participated since1999.

Faculty engage in scholarly activities in a variety of ways and are eligible for travel fundsthrough the College. These include, but are not limited to, faculty publications,professional assistance to scholars, papers delivered at professional conferences, grantsreceived, and participation in retreat and seminar development and delivery. Because ofthe diversity of interests within the unit faculty, pre-service candidates have theopportunity to experience a broad range of perspectives. Results of engagement inscholarly activities by the faculty lead to changes in curriculum and instruction,information sharing within the department as well as informed policy decisions.

The following is a list of Faculty involvement for the 2002-2003 academic year takenfrom the 2002-2003 dean’s reports.

TECHNOLOGY:• 100% department participation in PT3 grant retreats-3 years.

• Grant mini sessions-PDAs, spreadsheets, e-folio• TIES Workshops-

o File maker Proo Power Pointo Photoshopo I-movieso Dreamweaver-2 attendees

• Ties Conference• Technology Retreat at Hamline-2 attendees• University of Minnesota Technology Conference-2 attendees• Technology Presentation at MACTE• PT3 yearly Conference-Washington DC• State PT3 Summit• Brown Bag-Education Department’s use of technology• PT3 Leadership Team-4 members• Production of 3 monograms-department participation

MACTE PARTICIPATION:• Executive Board member• Augsburg College Representatives-3• Conference attendees-six department members• MACTE Leadership Conference

COLLEGE LEVEL PARTICIPATION:• Planned and attended Parker Palmer visit• Faculty study group to Cuernevca, Mex.• Participation in Civic Engagement Learning Community-2 attendees• Participation in Study Abroad Learning Community• McNair Scholar Mentors-4 from the Education Department• Participant in panel discussion on Racism• Participation in Creative Learning Environment seminar series• IRB Workshop-IRB Online: Digital Resources for Researchers• Blackboard Workshop-2 attendees• Planned Faculty/Staff Retreat-Let Your Life Speak-Lilly Grant Funding• Year-long study group preparing for Sharon Parks visit• Planned Faculty/Staff Retreat-Big Questions, Worthy Dreams• Facilitated Creative Learning Environments series• Taught learning styles to Freshman seminar• Participated in Frame of Mind series• Sharon Parks planning committee

STATE LEVEL PARTICIPATION:• Glasser Conference-Hamline University• Classroom of the Future Conference-3 attendees• Minnesota Science Teachers Association state conference• Lego-Logo Robotics In-service

• Minnesota Science Teachers Association planning team• Co-lead Augsburg Paideia Institute• Coordinator of Paideia Workshop-Social Studies Teachers• Coordinator of Paideia Workshop-Edina Teachers• Participation in Best Practice Workshop in Social Studies• Workshop- PACER Center• Workshop at Dept. of Children, Family, & Learning on Diversity• Workshop at Dept. of Children, Family, & Learning on Computerized IEPs• Hosted conference-Minnesota Association of Early Childhood Teacher Education• Submitted proposal to Minnesota Kindergarten Association• Co-facilitated a 3-day retreat for Wayzata Educators• Developed and facilitated two year Courage to Teach Program• TALLs Project-Teachers as Learners and Leader-design team for the Minnesota

Department of Education• Participated in monthly education study group• Presenter-ISM Videos-ArtsConnect ED Conference• Co-Presenter-Developing Assessment Tools for Service Learning-Service

Learning Teacher Institute• Panelist-Higher Education and k-12 Talking About Engagement-Service Learning

Teacher Institute• Presenter-Civic Engagement-Service Learning Teacher Institute• Presenter-Integrating Technology in Instruction-Commission of the Brooklyn

Center School District

NATIONAL CONFERENCES:• Service Learning Conference• International Multicultural Education Association Conference• SENCER Institute• AACTE Conference• International Conference on Service Learning Research• National Service Learning Conference• ArtsConnect Conference• NCATE Training Workshop-2 attendees• National Science Teachers Association Conference-presentation• Paideia Group Inc. Conference• Paideia Seminar Conference• Presenter-Service Learning in Teacher Education-National Service Learning

Conference• Presenter-American Association of Colleges for Teacher Education• Co-Presenter-Using e-folios to Promote Learning-Florida Educational

Technology Conference• Discussant-Service Learning and Cultural Understanding-International

Conference on Service Learning Research• Session Chair-Case Study Approaches to Studying Teacher Training-International

Conference on Service Learning Research

• Presenter-Integrating Service Learning into Teacher Education-University ofWisconsin-Parkside

• Presenter-Courage to Teach National Facilitator meeting

OTHER ACTIVITIES:• Development of Education Department Assessment Plan-2 participants• Served on panel on Service Learning• Facilitated discussion for ELCA Governing Board• Professional Development Presentation• Co-authored Norwegian text on Social Work• Co-presented at TASH• Representative of college for Charter Collaboratives• Article for Teaching with Fire: Poems of the Courage to Teach• Conducted Mentor training for the Wallin Foundation• Facilitated seminar for the Responsive Classroom organization• Murray State University PT3 site visit chair

For details on faculty publications, see faculty vitae.

Recommendations to the unit faculty would be to continue participation in scholarlyactivities that can directly impact pre-service candidates and model professionalbehaviors. An ongoing example of this is represented by faculty participation in theMinnesota Reads Grant where research on best practices in teaching reading is beingreviewed to determine the most effective strategies teachers need to use to improvestudent learning in reading. This grant will directly impact pre-service teachers byproviding them best practices strategies in teaching reading.

Links:see Dean’s report template, section Dsee faculty vitae-efoliosee MN Reads grant proposal

Modeling Best Professional Practices in Service

The unit faculty participate in service activities within the department, the college, thecommunity, and at state and national level. Service is a requirement of Augsburg Collegeand is a component of the Annual Report to the Dean. Service in and outside the collegeis defined in the following categories.

• Category One: substantial ongoing activities within the College both in andbeyond one’s own department and of direct benefit to the college.

• Category Two: ad how activities within the college both in and beyond one’sown department and of direct benefit to the college.

• Category Three: substantial, ongoing professional organizational service, outsidethe college, and of indirect benefit to the college.

• Category Four: related ad how professional service, outside the College, and ofindirect benefit to the college.

• Category Five: service to the wider social community that is not professional ordisciplinary, not within the college, and of tangential benefit to the college.

All unit faculty participate in service to the college in a variety of ways. Each educationfaculty member participates on a department committee to assist with policy makingwithin the program. The committees consist of the curriculum committee, the studentteaching committee, and the admissions committee. Each of these committees meet oncea month throughout the academic year. When issues arise, a subcommittee may beappointed to deal with specific issues on an as needed basis.

Unit faculty participate in a variety of college level committees. Committee participationcan be the result of an election process or through voluntary action. Examples of collegecommittees that the unit faculty are involved in include, but not limited to, GeneralEducation Steering Committee, Division Chair, IRB Committee, Civic EngagementLearning Community, Diversity Committee, Faculty Senate, Latin Honors DevelopmentCommittee, and Academic Affairs Committee.

The following list represents the services contributed by the unit faculty during the 2002-2003 academic year as reported on the annual dean’s report.

DEPARTMENT COMMITTEES:• Admissions Committee-3 unit members• Student Teaching Committee-4 unit members• Curriculum Committee-6 unit members• Search Committee for EBD candidate• PT3 Leadership Team-4 unit members• Search Committee for Field Experience/Charter school liaison• Program Portfolio Development Committee• TPT syllabus review committee• Scholarship Award Committee• Program Assessment Plan Development Committee-2 unit members• Learning Disabilities licensure program development committee

COLLEGE COMMITTEES:• Reach Board-3 unit participants• Coordinator for Staff Development• Search Committee for Baseball Coach• Athletic Hall of Fame selection Committee• Faculty Senate• Division Reorganization Committee• Augsburg Health Careers Academy Committee• Latin Honors Committee-2 unit members• Academic Affairs Committee

• Rochester Committee• Weekend College Committee• Student Standing Committee• Science Building Committee• Professional Studies Division Chair• General Education Steering Committee• IRB Committee• Diversity Committee• Lilly Grant committee• Sharon Parks planning committee• Lilly workshops

COLLEGE LEVEL SERVICES:• Planning of Parker Palmer’s campus visit• Coordinator for the Center of Teaching and Learning-subsessions include:

o Multiple intelligenceso Constructivist classroomo Authentic assessmento Teaching for understandingo Learning styles

• Facilitation of Creative Learning Environment series-Faculty Development• Facilitation of Global Education Retreat• Facilitation of Retreat for Student Support Staff Development• Facilitation of Faculty Retreat-Let your Life Speak-Lily Grant• Facilitation of Faculty Retreat-Big Questions, Worthy Dreams• Coordinated Professional Development Strands• May Dinners-New student recruitment• Interviews of President Scholars• ACES Advisor-Augsburg College Education Students• Faculty liaison to student technology group• Advisor for Augsburg College Democrat• Member of Mentor Group for new faculty and staff-2 unit participants• NASA Space Grant Coordinator• Director of undergraduate research assistant• Coordinator for the Eye of the Future Conference• Coordinator for the Sverdrup’s Visiting Scientist Lecture series• Coordinator for GEMS-Girls in Engineering-Math and Science• Discovery Days lesson presentation-new student recruitment• Teaching Scholarship Partnership Program• Paideia Program Director• TPT/Learning Park/Augsburg College Partnership Liaison• Webmaster-Education Department and IRB websites• Involvement by unit faculty in the college mentor program for new staff and

faculty• Summer GEMS program for girls to inspire interest in science• Parker Palmer’s Courage to Teach retreats

STATE AND NATIONAL PARTICIPATION:• Collaboration with Kindergarten teachers at Cedar-Riverside Charter School• Minnesota Reads Committee-3 unit participants• BOT Evaluation team at Bethany College• MACTE Representatives• Representative to College Graduation Standards Technician Committee-state

Dept.• Participant in Best Practices Network for Social Studies• Advisory Board Member-International Center for Service Learning in Teacher

Education• President-AACTE Study Group-S-L in Teacher Education• Regional Director-National Service-Learning in Teacher Education Partnership• Member-Minnesota Committee for the Advancement of Service-Learning• Reviewer-Michigan Journal of Community Service Learning• Reviewer-Review of Religious Research• Reviewer-Journal for the Scientific Study of Religion• Reviewer-Research in the Social Scientific Study of Religion• Reviewer-2003 Annual Service-Learning Research Conference• TALLS-Teachers as Learners and Leaders-Minnesota Department of Education

Unit faculty are active members in professional organizations. Current membershipincludes:

• International Reading Association-3 Faculty members• Minnesota Association of Early Childhood Teacher Educators (MNAECTE)

former president• National Association for the Education of Young Children (NAEYC)• Phi Delta Kappa-3 Faculty members• American Educational Research Association-2 Faculty members• American Psychological Association• APA Division Memberships:

o Division 8--Society for Personality and Social Psychologyo Division 9--Society for the Psychological Study of Social Issueso Division 24--Division for Theoretical and Philosophical Psychologyo Division 36--Psychology of Religion

• Society for the Scientific Study of   Religion• National Youth Leadership Council• Minnesota Psychological Association• International Center for Service-Learning in Teacher Education• National Science Teacher Organization-2 Faculty members• Minnesota Science Teacher Organization-2 Faculty members• Association of Supervision, Curriculum and Development (ASCD)-9 Faculty

members• PGI (Paideia Group, Inc) the national Paideia organization• MCSS (MN Council for the Social Studies).• The Association for People with Severe Disabilities (TASH)

• Council on Exceptional Children (CEC)-2 Faculty members• American Association of Mental Retardation (AAMR)• National Council of Teachers of Mathematics (NCTM)• Minnesota Council of Teachers of Mathematics (MNCTM)• National Council of Teachers of English (NCTE)• MN Council of Teachers of English• AACTE - Institutional Representative• MACTE - Institutional Representative and member of executive committee• American Federation of Teachers• Courage to Teach Facilitators Network• Pi Lambda Theta-Education Honor Society, Officer• American Association of University Women (AAUW)• Association of Experiential Education - Member• Australian Curriculum Studies Association - Member through 2003• Expeditionary Learning Outward Bound - Member• International Association for the Evaluation of Research in Education - Non-

active member• National Association of Multicultural Education – Member• Education Minnesota – Member• National Education Association – Member• Minnesota Reading Association (MRA)

Faculty are involved in a variety of off campus community service on a voluntary basis.Unit Faculty believe that participation in education related activities help to keep usinformed and experienced in the classroom. Examples from the 2002-2003 Dean’sReport include:

• Participation in School Board candidate campaign-2 unit members• Treasurer for School Board candidate• Tutor at St. Martins Table• Richard Green Leadership Council for the Richard Green Elementary School,

Minneapolis.• Tutor for Somali Students• Active in Church Choir• School Board Member• Community Consultant Committee-Twin Cities Public Television• Advisory Council Member- Search Institute Field Input Team-Education Sector

Advisory Committee• Donald G. Paterson Award Committee-Minnesota Psychological Association

All teacher candidates at Augsburg College participate in service learning activitiesduring their education preparation. The Center for Service, Work, and Learning workwith representatives from the P-12 partner schools (see Standard 3) on a regular basis todetermine contact procedures and placement of teacher candidates. This process is toensure that candidates are placed with experienced classroom teachers. Candidates in theeducation program participate in service learning with partner schools each semester theyparticipate in education courses to gain experience in the classroom setting and help them

connect theory to practice. During this time, candidates tutor and teach small groups aswell as assist teachers in the classroom or teach lessons.

Links:see Annual Dean’s Report, Section E

Collaboration

Collaboration within the unit, across campus, and in the community is important to theunit faculty. Collaborations have benefited the unit in many ways. Throughcollaboration, the education program for both elementary and secondary students hasbeen enhanced. An example is the collaboration that exists with Augsburg ‘s subjectmatter faculty as the Minnesota Standards of Effective Practice were aligned with thecurriculum in education and in content areas. This collaboration identified standards incontent areas and helped design courses to ensure that all standards were met.

Unit faculty collaborate extensively with area schools through supervision of studentteachers and the special education EBD internship. During visits, faculty have theopportunity to work with classroom teachers and administrators in developing a positivelearning environment for student teachers and students.

Through collaboration with partner schools, unit faculty work with classroom teachers toplace students in settings where they have the opportunity to teach use methodologylearned in unit courses. Candidates are placed in classrooms with experienced teachersduring their special methods courses. Candidates are expected to teach and assesslearning during these field experiences while teachers guide candidates through theprocess.

The undergraduate/graduate program in special education: EBD is the result ofcollaboration with Minneapolis and St. Paul Public Schools. Candidates in this programare ideally paraprofessionals in special education from these school districts seeking adegree and/or licensure in EBD. This program allows candidates to continue to work in aspecial education environment as they complete licensure and/or degree coursework.This program was developed jointly with Minneapolis and St. Paul Public Schools tomeet needs the two school districts identified.

Unit faculty collaborate with the Center for Global Education through the development ofstudy abroad programs. Staff from Global Education are instrumental in providing theneeded support for study abroad to occur successfully.

Augsburg College has developed a collaborative initiative through International Partners.International Partners, founded at Augsburg College in 1997, is based on reciprocalagreements between Augsburg College and European institutions of higher learning thatoffer degrees in business, education, and/or social work. Under these agreements,European students receive part of their education at Augsburg, and Augsburg students

earn academic credit at Partner schools. Courses are pre-approved to fulfill graduationrequirements at the student's home institution. The program also provides practicalexperience abroad through internships, fieldwork, and student teaching.

As a result of working with International Partners, Augsburg College has a strongconnection with Sør Trøndelag College in Trondheim, Norway. Through thiscollaboration, they send students (social educators) to Augsburg for a semester. As arequirement of the program, the students do a practicum while in the US. AugsburgCollege has sent a few students to Norway when January Term existed. The unit has sentstudent teachers for part of their experience to Norway.

International Partners' close institutional collaboration creates opportunities for facultyexchange. During Spring, 2001, Brit Hauger and Susan O’Connor exchanged positions.Susan taught at Sor Trondelag College in Trondheim Norway while Brit taught courses inthe education program at Augsburg College.

As a result of the PT3 Grant, Augsburg Education Faculty collaborated frequently withother institutions in Minnesota with similar grants. Workshops were sponsored byinstitutions for all to attend and opportunities to share experiences with technology wereprovided through MACTE.

The Minnesota Reads Grant is another example of collaboration between highereducation institutions. Unit faculty from Augsburg College work with faculty from theUniversity of Minnesota, the University of St. Catherine, and St. Cloud State Universityin this three-year grant researching effective methods for teaching pre-service teachers toteach reading.

The unit advisory board consists of experienced teachers, administrators, alumni, adjunctfaculty, and content faculty who meet to help guide the education program. The advisoryboard assists the unit faculty in the development of new programs and the improvementof the education program for pre-service teacher candidates. This is also an example ofcollaboration that occurs with individuals outside the Augsburg College community.

Links:www.augsburg.edu/partnerssee PT3 documentssee MN Reads grant proposalsee advisory board meeting minutes

Unit Evaluation of Professional Education Faculty Performance

Unit faculty undergo continuous evaluation through a variety of sources as defined byCollege policy and practices. Evaluation of faculty examines teaching and how well theycontribute to student learning, scholarship and related creative achievements, and servicewithin and outside the College community.

Evaluation of faculty begins with initial qualifications needed to teach at AugsburgCollege. In order for faculty to be hired they must demonstrate expertise in the field thatthey will be expected to teach and hold, at minimum, Masters Degree. All Educationfaculty, fulltime and part time, must have K-12 classroom experiences. For fulltimeFaculty, a PhD is preferred and/or extraordinary P-12 classroom experience is required.

Candidates complete course evaluations for each education course taken. Within thatevaluation, students are given the opportunity to comment on teacher effectiveness andcourse content. Student teachers also complete evaluations and provide comments oncollege supervisors following the student teaching experience. These evaluations arereviewed by the dean and the department chair followed by the instructor of the course.The department chair conducts an annual department meeting with the faculty to reviewstrengths and weaknesses in teaching, scholarship, and service. This process allowsfaculty to reflect on teaching effectiveness within the program. In their annual reports tothe dean, faculty reflect on their teaching based on student evaluations and set goals forimprovement in the following year. These reports become part of faculty members filesand play a part in the College’s tenure, promotion, and leave process.

First year faculty participate in a first year review process. This process consists of peerreview of teaching effectiveness and letters of recommendation from peers. Thedepartment reviews the recommendations, interviews the faculty member and forwardsretention recommendations to the dean.

Faculty participate in a third year review process. At this time faculty again have peerreview of teaching from colleagues from within and outside the department and letters ofrecommendation are forwarded to the dean. Faculty prepare portfolio of theiraccomplishments and goals in teaching, scholarship and service. Faculty are interviewedby the Department and by the TPL, (Tenure, Promotion, and Leave) committee forrecommendation of continued employment.

Tenure review takes place during faculty’s sixth year of teaching. A similar process isfollowed where faculty are recommended for tenure and promotion. If tenure andpromotion is not recommended, the faculty person is terminated. Following tenure,faculty are expected to participate in periodic post-tenure review.

For adjunct faculty, the dean and department chair review student evaluations. The chairand other full-time faculty work with and observe the adjuncts. Based on student andfaculty evaluations, adjuncts are invited to teach again for the department.

The process of evaluation of faculty established by College policy provides a continuousprocess for reflection, evaluation, and professional development. This process providesfaculty with the opportunity to improve teaching effectiveness.

Links:see First year review procedures-Faculty Handbooksee Third year review procedures-Faculty Handbooksee Tenure review procedures-Faculty Handbooksee Post tenure review and promotion procedures-Faculty Handbook

Unit Facilitation of Professional Development

All unit faculty are given a variety of opportunities to participate in professionaldevelopment activities. Faculty are expected to stay current in research-basedinnovations in teaching and current in content knowledge. Professional developmentactivities occur on campus as well as through professional organizations.

All faculty are provided with travel funds annually to attend professional conferences.Faculty receive an annual travel fund of $400 for attending conferences, and additionalfunds if they are presenting or participating in some way. Applications for available fundsare completed through the Dean’s Office. Additional funds are available to facultypresenting at conferences and are applied for through the Dean’s Office as well. Withthese funds, most unit faculty attend professional organization conferences in order tostay current with new research in their fields. Examples include travel to the NationalScience Teachers conference in San Diego, CA., and Paideia Group Inc. Conference,Chicago, IL, All unit faculty have taken advantage of this benefit.

Faculty have had the opportunity to participate in the Lilly Vocation Grant through thecollege community. The grant supports activities such as travel abroad to examinevocation. Last year the Lilly Grant provided scholarship travel funds for educationstudents traveling to Namibia. Students registered for the course in InternationalEducation, traveled to Namibia, Africa, for two weeks. The Lilly grant provided a$1,500 scholarship for all students to participate. Fifteen students will be traveling toGuatemala in March 2004 as part of the Lilly Grant scholarship program.

The entire unit Faculty participated in the PT3 grant for the past three years. The grantprovided technology training for all unit faculty, enabling faculty to model technologyskills in the classroom to enhance instruction and learning. Opportunities were providedto work with other colleges and universities providing technology workshops for facultyacross the state. Students and faculty presented at workshops and conferences at thelocal, state, and national levels. Through the grant, the Education Department was able topurchase technology equipment such as digital cameras, video recorders, laptops, PDAs,desktop computers, LCD projectors, and software. The equipment provides hands onexperience for candidates in the program in teaching with technology. The technologygrant also provided an on-site technology coach to facilitate incorporating technologyinto the teaching environment. All faculty now have current computer and softwareupdates at their disposal.

The Center for Teaching and Learning at Augsburg College provide many opportunitiesfor faculty to enhance skills through a variety of offerings. In the past year, the Centerfor Teaching and Learning has provided professional development opportunities in thefollowing areas:

• Technology• Assessment• Cooperative learning• Literature review library skills• Seminars on multiple intelligences• Seminars on the Courage to Teach

All faculty are provided the opportunity and are encouraged to participate in theseactivities. An education faculty member is the coordinator of professional developmentfor the Center for Teaching and Learning. Specific examples related to that person’s roleinclude:

• Cognitive Diversity in the Classroom: Meeting the challenge of teaching studentswith varied learning profiles.

• Peer coaching for various departments on campus• Organize fall and spring Retreats-Lilly Vocation Retreat, Spring, 2003.• Parker Palmer visit, Spring, 2003.

Faculty are given opportunities to apply for sabbaticals. Sabbaticals provideopportunities for renewal and the chance to participate in scholarship activities. Two unitfaculty members have been granted sabbaticals recently. Anne Kaufman is currently onleave this spring (2004) making contributions to a book being developed by the PaideiaGroup, Inc. Anne, working with other member of the Paideia Group, will be writingseveral chapters for this book. She also will be taking the lead on the development of“starter set” Paideia materials with position papers, curriculum guidelines, and samplelesson plans.  

Vicki Olson has been granted a sabbatical for Spring, 2005 when she will work on theevaluation of the Minnesota Reads Grant.

Unit faculty are provided with many opportunities to enhance their expertise in their areaof study. The Unit Faculty are involved in many facets of the professional education,and, through participation in professional organizations and conferences, they are able tokeep abreast of current research in education. Unit faculty will continue to develop andgrow as teachers and scholars in service to the profession of teaching, to students, and tothe community.

Links:see Center for Teaching and Learning document-www.augsburg.edu/ctlsee Lilly Grant documentwww.augsburg.edu/education/namibiasee PT3 Reports(Back to top)

Standard 6: Unit Governance and Resources

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

-----Index----------Unit Leadership and AuthorityUnit BudgetPersonnelUnit FacilitiesUnit Resources Including Technology---------------------

Unit Leadership and Authority

The unit is continuously responding to the needs and requirements of its students, P-12schools, the College and the professional community. The unit structure provides avariety of venues for the unit to keep informed and act on that information.

The College has four academic divisions. Each division elects a chair who represents thatdivision to the dean’s office and participates in Tenure, Promotion and Leave process forfaculty within that division. The unit is placed within the Professional Studies Division.This year the division chair is a member of the Education Department.

The unit elects a department chair every three years from among department members.The chair represents the unit to the College and pushes forward the unit’s goals. Theunit meets weekly as a whole or in committees to handle its business. Departmentcommittees include:

• The admissions committee. The admissions committee processes requests foradmission to the department’s undergraduate and graduate level licensureprograms and majors, reviews policy regarding admission and recommendschanges to the department, and serves as the group that hears faculty concernsabout students prior to student teaching.

• The curriculum committee. The curriculum committee monitors undergraduateand graduate curriculum and recommends changes to the department, it serves asthe sounding board for new curriculum ideas, and it develops policy related tocurricular issues to bring to the department.

• The student teaching committee. The student teaching committee monitors thestudent teaching program, takes requests for exceptions to policy from studentteachers, plans student teaching seminars, and advises the student teachingdirector on policy matters to be brought back to the department as a whole.

Each full-time faculty member within the education unit participates in the work of oneof the standing committees. In addition to the standing committees, ad hoc committeesare structured to address specific department needs. For example, a field experienceassessment committee met to revise the field experience form and brought it back to thedepartment as a whole for approval. Currently an ad hoc group is examining departmentadministration and the role of the chair.

Decisions are made primarily by using a consensus model, both in the unit as a whole andin committees. When required, the chair communicates unit decisions to the dean’s officeand/or to the college’s academic affairs committee. The dean’s office holds ultimateauthority over decisions related to faculty employment and performance as well as actualcourse offerings. The academic affairs committee must approve program changes andnew course proposals. The department chair represents the unit to both bodies. Thedepartment chair also ensures that new and/or revised policies appear in various unithandbooks.

Recruitment, Marketing, and Admissions of New Students to the CollegeThe Admissions Departments at Augsburg College have three avenues for recruitingundergraduate and graduate education majors: creating visibility for the College, having apresence in specific communities and providing excellent customer service forindividuals that inquire about Augsburg programs.

The most recent College marketing strategy is the new visibility campaign to inform thecommunity about the College and its offerings. The purpose of the visibility campaign atAugsburg College is to promote our focus on "transforming education." Conveying thisidea through the media involves the use of billboards, radio spots and advertisements inmajor regional papers and magazines. The College also buys lists of prospective studentsand is in contact with them via mailings.

Augsburg’s new college website is seen as a major recruitment tool and a component ofits visibility campaign. Its intent is to be clear, engaging, accessible and attractive topotential students for the day, weekend and graduate programs. Information such as theacademic calendars for both the day and weekend college, and the catalogues for day,weekend, and graduate programs are available on the College website. The educationdepartment maintains its own website that is linked to the College’s main pages.

Currently, the unit is being assisted by staff in the weekend and graduate admissionsoffice to develop a marketing and recruitment plan of its own. This plan provides thedepartment a chance to consider its strengths and weaknesses as well as opportunities andthreats to its well-being. As part of this plan unit faculty members are being asked toconsider the types of students we want to attract to our programs and how recruitmentand marketing can be used to do that. The department hopes to use this plan, in part, tomaintain its commitment to educating a diverse teaching force. This is especiallyimportant since state funding for students of color who want to be teachers has beeneliminated.

Day, Weekend and Graduate Admissions all have different ways of creating a presence inthe community. The Augsburg admissions staff attend high school, college and corporatefairs. Augsburg is a member of the Twin Cities Adult Education Alliance (TCAEA) andmembers are invited to the metropolitan area events and fairs. Augsburg admissions staffalso attend education-related conferences, such as Education Minnesota, the AmericanIndian Education Association, and the Minnesota State Fair. Weekend and graduateadmissions staff make recruitment visits to schools and school districts that haveparticular interest in our licensure programs to recruit paraprofessionals. Weekend andgraduate admissions staff also hold information sessions on campus for people who haveinquired into our programs. Education faculty members attend these sessions to provideinformation on the weekend and graduate licensure and degree programs. Educationfaculty also meet with prospective students in all programs on request.

Articulation agreements have been developed with local community colleges to ease thetransition between two-year institutions and Augsburg College. This work is doneprimarily by admissions departments in consultation with the Education Department.Admissions offices also maintain contact with advisors at the community colleges andthrough them, promote Augsburg programs to qualified students.

The Admissions Departments view customer service as a main recruiting tool. Thisincludes prompt follow up to website, phone and personal inquiries. All admissionsoffices provide information sessions, site visits, individual meetings and additionalcontacts on campus if requested. All College policies related to admission are availableon the college website. The unit adheres to this philosophy of good customer service aswell and does transcript and GPA evaluations without charge for potential students.

Admission of Students to the Education DepartmentThe unit operates within a two-step admissions process. Candidates are first admitted tothe College into the Day or Weekend undergraduate program or into the Weekendgraduate level program. Admission to the College is handled by the AdmissionsDepartments with input from the Education Department chair when GPA issues arise.

As the second step, the unit requires formal admission of all candidates into licensureprograms prior to beginning upper division courses. Admissions policies have beendeveloped by the department and are published and made available to candidates throughhandbooks distributed as part of intake advising and initial coursework. The educationdepartment admissions committee reviews admissions files, rules on admissionsdecisions, and monitors the admissions process for the unit. All candidates haveeducation department files once they are admitted to the unit; advising records and otherofficial documents are kept in candidate files to aid advisers and candidates in programplanning.

Advising and CounselingThe College maintains an advising center for the purpose of advising transfer students,freshmen students, and students with undeclared majors. The advising center also trains

faculty in new advising systems and assigns advisees in departments that don’t do it forthemselves. The Education Department benefits from the services of a staff member inthe advising center who has .25 of her load dedicated to undergraduate educationadvising.

Academic advising also is an important part of each unit faculty member’s responsibility.Candidates are assigned an advisor by the department chair. Currently advising loadsrange from 10 to 50 students across all programs with the majority of advisors havingabout 33 advisees. Candidates may also choose an advisor or change advisors, using theCollege’s form and process. Day program candidates need to meet with their advisorseach semester so that they can be cleared for registration. Weekend collegeundergraduate candidates are assigned an advisor and encouraged to meet with them atleast annually; however, approval is not needed for registration except at the point ofstudent teaching. Graduate students are assigned an advisor and required to registerthrough that advisor each term because of inadequacies in the College’s computerizedregistration system. Online information about advising is available. Candidates value theability to contact advisors and receive prompt feedback. The unit values the relationshipsthat are an important part of the advising process. Continuous assessment of unitprograms is informed by information learned during advising sessions.

Education candidates new to the College receive intake advising from the advising centerand from an education faculty person. Potential candidates inquiring into licensureprograms frequently request transcript evaluation as part of their enrollment decision-making process. The department chair and special education program director are mostoften involved in transcript evaluations and pre-enrollment meetings.

Advising is also done in written form through various department documents. TheEducation Department Handbook is introduced in EDC 200/522 Orientation to Educationin an Urban Setting. The handbook has an overview of unit programs with all policiesand procedures that are relevant to candidate progress and completion of coursework andfieldwork for a teaching license. There also are handbooks for service learning/fieldwork experiences that are embedded in courses and for student teaching.

Counseling services are available through the Center for Counseling and HealthPromotion. Staff members from the Center are visible in a variety of ways on campus:First Year Experience, invited presentations, referrals, information on the college dailycommunication in the A-Mail, relevant workshops, speakers and seminars, as well aswalk in service and referrals.

Collaboration with Content Area Departments and P-12 Advisory BoardA P-12 Advisory Board provides information and feedback to the unit through twice yearmeetings. These meetings are designed to inform and obtain feedback from this group ofin-service teachers and administrators, graduates and interested community members.Communication is reciprocal as the full time faculty seek to understand what is currentlyhappening in P-12 schools. Round-table discussions, small group idea sharing as well aswhole group discussions are used to facilitate the meetings.

Advisory Board members have been involved in the self-study process forNCATE/MNBOT preparation by reviewing the conceptual framework and discussionsabout current and future projects.

The content area liaison faculty who work with the unit to prepare teachers by teachingmajor and specialty area courses are invited to meet with the unit approximately twice ayear. Updates about new department policies are provided, and concerns are broughtforward by liaison faculty. Updates also are shared electronically. Content areadepartments work with the unit to schedule and revise courses and requirements so thatcandidates meet state and local standards. Liaison faculty members meet with candidatesseeking licensure in the various content areas to review transcripts for substitutecoursework and to recommend the candidates to the unit for admissions and for studentteaching.

Links:www.augsburg.edu/www.augsburg.edu/enroll/registrar.see admissions handbooks-elementary, secondary, special education, graduatesee admissions committee minutessee curriculum committee minutessee student teaching committee minutessee department meeting minutessee student files in education department file roomwww.augsburg.edu/advisingsee Department Handbooksee Department bookletssee service learning hours gridsee student teaching handbookwww.augsburg.edu/cchp.see advisory board members information and meeting minutessee minutes of liaison meetingssee department administration restructuring planssee Academic Affairs procedureswww.augsburg.edu/admissionssee draft of unit’s marketing plansee Community College articulation agreementssee faculty advising load grid

Unit Budget

The unit budget includes support for the licensure processes of the unit, including studentteacher observation done by content area liaisons, mileage, and honoraria for cooperatingteachers. Supplies that support the teaching/learning environment such as CDROMdisks, poster paper, batteries and office supplies are purchased from this budget. Guestspeakers that help faculty define the field of education and the role of teachers are paidstipends from our budget. Budget is also provided for attendance at MACTE meetingsand conferences, dues to MACTE and AILACTE, and meeting expenses for advisoryboard functions. To date, funding has been adequate for these types of expenses althoughno increases have been allocated for several years. A rise in P-12 district expectations forhonoraria amounts and increasing costs for mileage will strain the budget as our studentteacher numbers increase unless the College expands the unit budget accordingly.

Links:See Unit budget

Personnel

The unit faculty members have responsibilities to teach, supervise student teaching,advise students, work in administrative positions, and conduct grant-funded work.

The College reduced the full time workload from 7/7 to 6/6 full time equivalents in 2002by eliminating the January term. This has allowed more time in May for faculty projects,scholarship and service; faculty load within a given term remains the same. Unit facultymembers have the same teaching load as those in other College departments. Per termthis load is equivalent to 12 semester credits at undergraduate and graduate levels.Student teacher supervision is factored into that load at the rate of six student teachers perone course equivalent. Unit faculty members also have significant amounts of courserelease for department administration and grant administration.

The 14 full time faculty members are assisted by the 29 adjunct faculty members whosupervise student teachers and/or teach in the weekend and day programs. The unit hirescompetent teachers and administrators to bring their knowledge, expertise and insight toour faculty and students. Adjunct instructors must have P-12 classroom experience andhold at least a masters degree. All faculty members are evaluated by students at the endof each course. These evaluations play into tenure, promotion, and leave decisions forfull-time faculty and decisions to rehire adjunct faculty. Many adjunct faculty membershave taught in unit programs for several years. Full-time faculty teaching the samecourses as adjunct faculty are expected to communicate with adjuncts in order to fosterprogram coherence.

Of the 14 full-time faculty, two have loads primarily devoted to field experience andstudent teaching placements, partnership development, and other related duties.

Support for the work of the unit is provided directly by one full time secretary, two verypart time student workers, and by a graduate program coordinator for 50% of her time.

The work of the unit is also supported directly by the College advising center and theWeekend College admissions office.

College funds and monies received from the Bush Foundation provide budget forprofessional development of faculty and staff through The Center for Teaching andLearning. Annual fall and spring retreats focus on teaching, and study groups organizedaround selected topics meet periodically throughout the year. A new effort has beenmentor teams that pair experienced faculty and staff with new faculty and staff who meetregularly to explore issues and share information. The Dean’s Fund and funding from theCenter for Teaching and Learning support faculty in attending state, national andinternational conferences. Funding amounts increase for those who present at, rather thansimply attend, conferences. The College recently received a Lilly grant that has providedfunding for various vocation-focused activities across campus. Members of the unit areinvolved in activities of the Center for Teaching and Learning and the Lilly grant. Theyare also mentors for new faculty and staff and recipients of travel funds.

Professional development of unit faculty also has been supported through grants to theunit and/or to individual members of the unit. Some examples are: a National ServiceLearning Grant, a Preparing Tomorrow’s Teachers to Use Technology (PT3) grant, andCollege administered portions of the Lilly grant. The PT3 grant supported manyprofessional development opportunities related to technology integration for each facultymember throughout its four years of existence. The Lilly grant has supported two unitfaculty members in offering travel courses related to international education.

The unit also has participated in grant-supported activities with P-12 partner schools.Atomic Learning, an online tutorial for software programs, was provided to our partnerschools as part of our PT3 grant. Unit faculty members were invited to participate inclasses preparing teachers to work successfully with ELL students as part of a grant thatwas awarded to a partner school.

Links:see faculty vitaesee current faculty load sheetssee course evaluationswww.augsburg.edu/ctlsee Professional Development funds application procedurewww.augsburg.edu/lillysee year end PT3 grant final reportswww.atomiclearning.com

Unit Facilities

The unit is located in the lower level of Sverdrup Hall. Two classrooms in this area areused almost exclusively by education faculty, and all faculty except one are housed insidethe department suite. The unit has requested updating of its physical space for severalyears: however, renovation is not part of the college’s long-range plan for the groundfloor of Sverdrup Hall. Space is limited, making program expansion difficult. Somefaculty offices are dark, have poor air exchange, and need painting. Heating and coolingproblems have been addressed by the College with some success. The unit will continueto request renovations as part of its annual budget request.

The Information Technology Department is committed to supporting faculty and staff intheir work as professionals and with students. Technology, such as LCD projectors,internet connectivity and video players, has been added to a classroom adjacent to theeducation department. The classroom inside the department has a video player but notLCD projector or wired internet connectivity. Portable LCD projectors are availablethrough the library and through the unit’s inventory of hardware. Internet connectivity isusually available in that classroom with the use of laptop computers. Several otherclassrooms on campus have LCD projectors, internet connectivity, and video players.Upon request, unit courses are placed in these classrooms as often as possible. Unitcourses requiring multiple computers are usually placed in College computer labs.Assistance with technology questions and issues is provided by the IT staff personassigned to departments in the Professional Studies Division. The unit has also benefitedfrom the services of a technology “coach” funded for us by the PT3 grant. That funding isno longer available to the unit. Many faculty members have laptop computers which theyuse in their teaching.

Links:See department letter requesting on facility improvementwww.augsburg.edu/itEducation Department liaison-Robert Bill-bill@augsburg.eduwww.augsburg.edu/it

Unit Resources, Including Technology

The Lindell Library and IT staff have been an integral part of our program by workingwith the unit to build resources and provide information to faculty, staff and studentsabout new additions to the library/media center.

The IT department has developed a College-wide support plan that includes thefollowing:

1. Leased equipment lifecycle for faculty members and student labs. Computers are replaced according to the 4-year lease cycle.2. Software provided and supported. The College provides site-wide licenses

purchased for frequently used software and per-seat licenses for program-specificsoftware. The IT department is also committed to providing and supporting

current tools and projects in specific program areas, an example being theconnection of scientific probes to laptops in the sciences and specialized digitalart packages.

3. Systems and processes that advance the College’s strategic vision. The ITdepartment creates an online component for every course offered at Augsburg,they centralized contact information to increase its availability for students andthey committed hundreds of person hours writing new network tools to improvethe ease and effectiveness of our technology resources.

4. Faculty support in using technology. Specific IT staff are assigned to theacademic divisions to help departments with technology goals and concerns andtroubleshoot hardware and software problems.

The unit has been greatly impacted in the area of technology by receiving PreparingTomorrow’s Teachers to Use Technology (PT3) grants from the United StatesDepartment of Education from 1999-2003. The Catalyst Grant in 1999-2000 identifiedthe grant leadership team: the project director from outside the unit and Augsburg, twounit faculty members, one technology expert available full time to the unit, and oneoutside grant evaluator. This initial grant allowed us to build relationships within thegrant team and begin to evaluate our technology resources, unit faculty skills anddispositions relating to technology and apply for the Implementation grant which beganin 2000. We identified faculty skills using a self-survey based upon the ISTE standards.Hardware was ordered so that the faculty, staff and students would have access to thetools needed to accomplish their goals.

The skills and knowledge that are needed by our students were organized into a plan,The Digital Dozen, which identifies the basic skills needed for our pre-service teachers asthey transition to classroom teachers. The skills were infused into our existing courses sothat students were introduced to them in classes and asked to use them in their coursework. A student group was identified, the Technology Advocates, in the second year.They met weekly to learn about the latest technology innovations. Faculty and studentswere invited to visit technology-rich schools, and attend national conferences to hearfrom leaders in the field. The grant also sponsored conferences for the state PT3grantees: The Millennium Teachers, Handheld Devices and Research Conferencehighlighting the impact of using technology in the teaching/learning environment.

Lindell Library staff provide services to all College departments, including the EducationDepartment. A summary of the services provided include the following:

• Budget Allocations. The Library divides its materials budget by department usinga combination of the following factors based on a three year average: the numberof student credit hours; number of graduates; circulation of library material; costper volume; and percentage of book budget spent. These factors do not apply tothe purchases of reference materials or databases, only to circulating items.

• Professional Journals. The library maintains a print collection of over 115professional journals pertaining to education. The library also provides access tothe ERIC database from the U.S. Department of Education. ERIC indexes over

20,000 journal articles yearly as well as over 14,000 other education-relateddocuments such as conference proceedings, theses and dissertations. In addition toERIC, the library subscribes to two additional education databases: EducationPlus and Education Index. These two databases index over 500 titles with fulltext access to 200 titles. These three major databases together provide libraryclientele with exhaustive access to professional education literature.

• Circulating Collection. The Augsburg library contains over 6400 titles in thejuvenile collection and over 5900 titles in the education collection. In addition,the library has over 4200 items in the curriculum collection. The breakdown ofcurriculum material is as follows:

Art 38English 43English (Elementary) 95English (Secondary) 180French 64German 16Handwriting 22Handwriting (Elementary) 7Health (Elementary) 86Health (Secondary) 100Language Arts (Elementary Reading) 2Literature (Secondary) 198Mathematics 88Mathematics (Elementary) 434Mathematics (Secondary) 95Music 87Music (Elementary) 19Phonics 47Phonics (Elementary) 14Physical Education (Elementary) 4Physical Education (Secondary) 10Reading 730Reading (Elementary) 400Science 25Science (Elementary) 330Science (Secondary) 416Social Studies 4Social Studies (Elementary) 176Social Studies (Secondary) 237Spelling 112Spelling (Elementary) 50

• Collection Development Policy. The collection policy of the Augsburg CollegeLibrary reflects the mission of Augsburg College which is to “nurture futureleaders in service to world by providing high quality educational opportunities,which are based in the liberal arts and shaped by faith and values of the Christian

church, by the context of a vital metropolitan setting, and by an intentionallydiverse campus community”. Consequently, material pertaining to diversity, inthe broadest sense, such as learning disabilities, race and cultural issues, areprominent in the collection.

• Purchase Requests from the Education Department. Faculty members areregularly encouraged to submit material requests for purchase. These requestsreceive priority. A librarian is also assigned to the Education Department to workwith faculty in evaluating and selecting materials for the reference collection.The library also circulates Choice cards among the education faculty to assist inthe selection process. Choice cards are published by Association of College andResearch Libraries, and each card contains a review of a book, video or electronicresource, by a subject expert. Faculty are encouraged to return the cards for theitems that they would like to have the library acquire.

• Other Library Services. A librarian is assigned to the Education Department as aliaison. The liaison works with the department to promote and arrange libraryinstruction sessions, coordinate material purchases and, in general, serve as anadvocate for the department within the library.

The Augsburg library is part of the College Libraries in Consortium (CLIC), which iscomprised of the fourteen private college libraries in the Twin Cities. Augsburg studentshave full borrowing privileges at these libraries and can request this material online andhave it delivered within 24 hours to the Augsburg library.

For materials not available through CLIC, the library provides an inter-library loanservice, gratis. The library works through MINITEX, an inter-library loan agency of theUniversity of Minnesota, to obtain materials from libraries in Minnesota, North andSouth Dakota. If the requested materials are not available through MINITEX, the librarywill use OCLC as an interlibrary loan agent; OCLC is international in scope.

• Library Instruction. The library actively promotes classroom instruction foreducation students at their point of entry into the educational program as well asat more advanced stages of study. Students in the following classes receiveregular research instruction each semester:Orientation to Education in an Urban SettingEducational TechnologyTeaching Students with Emotional/Behavioral Disabilities

This research instruction includes an introduction to the major education databasesmentioned earlier (i.e., ERIC, Education Index, and Education Plus) as well asEthnicNewswatch for its emphasis on diversity-related issues in the classroom.In addition, students become acquainted with the many web resources devoted to thedevelopment of lesson plans critical to successful student teaching. Research sessions aredeveloped and conducted by professional librarians in close consultation with educationprofessors, and these sessions usually culminate in a monitored hands-on exercise wherestudents apply skills and search strategies disseminated during the class.

Statistically, the volume of library instruction for education students has far exceededmost other academic disciplines. In the year 2001-2002, for example, education rankedthird among 29 disciplines/programs, with research instruction being given to 11 differentclasses (including both day school and Weekend College) and 200 students. During2002-2003, a similar pattern existed, with education ranking 6th among 29disciplines/programs and research instruction reaching eight classes and 167 students.

• Student Research Activity. Reference is a natural culmination of libraryinstruction, and reference statistics are certainly one measure of student researchactivity. A statistical analysis of the library’s reference statistics indicates heavyuse by students doing education research. For example, during the year 2001-2002, the field of education ranked fifth among 29 academic areas of research,with a total of 313 questions asked at the reference desk. During 2002-2003, thenumber of education-related questions rose to 367, and, as a discipline, educationincreased in rank to fourth among 29 academic areas of research.

• Faculty Research and Collaboration. In addition to library instruction forstudents, librarians have also conducted group research instruction sessions forthe Education Department faculty for several years, where the variousprofessional databases in education, and tangential academic disciplines as well,are explored and web-at-large resources are also shared. These sessions areusually coupled with hands-on exercises to ensure understanding and retention ofsearching techniques presented. From evaluations received, participants haveregarded these sessions as being highly successful and useful in their ownresearch and classroom teaching.

Besides group instruction, faculty have also been invited to make individualappointments for in-depth and tailored research assistance. The nature of this assistancehas ranged from classroom preparation and doctoral thesis work to new course orprogram development. Over the past several years, librarians have worked extensivelywith the faculty in the development of the new EBD master’s program.

Links:see Inventory of the Education Department’s Technology Centerwww.augsburg.edu/lindellsee IT Department college-wide support planwww.PT3.orgsee Millennium Teacher monographssee technology advocates meeting minutessee Dirty Dozen documentsee Lindell library budget

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Conclusions

The Education Unit and Augsburg College continue to examine its programs and theneeds of a diverse population as a College of the City. The unit has provided evidencethat the College and the education program

• prepare quality teachers with knowledge, skills, and dispositions necessary tomeet state and national professional standards to support student learning in theclassroom;

• takes responsibility to provide a high quality program, taught by highly qualifiedfaculty, by systematically processing and analyzing data, using results to informand strengthen the education program for teacher candidates;

• insure that teacher candidates experience a variety of classrooms and observemaster teachers by providing service learning experiences early and oftenthroughout the program;

• provide learning opportunities to teacher candidates to experience and developproficiencies in working with students from diverse backgrounds, experiences,and abilities;

• provide opportunities and encourage faculty to participate in professionaldevelopment within the College setting and through state and national conferenceparticipation in order to stay current in educational research;

• take an active role in the leadership throughout the College in order to govern andmanage curriculum, instruction, and resources to provide candidates with aeducational program based on state and national professional standards.

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