Exhibit R5.4.g.7

Mentoring Activities

Instructional Leadership and Professional Development Department (ILPD)

ILPD is a small department so mentoring is relatively easier for us and can be handled rather informally. The Chair meets with junior faculty once a month to ask them about their teaching, scholarship and service. The Chair observes in classes as often as possible but at least once a year; most times, more than once a year. The Chair reads manuscripts that faculty write and provides feedback. Dr. Mike Hickey (Chair of the College of Education’s Promotion and Tenure Committee) meets with each mentored faculty member at least once a year about promotion and tenure. When the Chair sees that special information/guidance is needed, the Chair asks faculty who been in the department longer to help out. Some specific instances include a long-term faculty member helping two new faculty with the required internship; a former principal of a local county helping a new faculty with work in that county; a faculty member who helped develop the online program guides new faculty working in the online program.

Educational Technology and Literacy Department (EDTL)

EDTL has employed an informal mentoring system for years. For a new faculty member, the department divides some of the tasks and asks faculty to mentor new faculty related to tasks. Faculty teaching undergraduate courses are mentored by the Department Chair; faculty teaching graduate courses in the MS program are mentored by the Chair of that program; faculty teaching in the doctoral courses are mentored by the that program director. A tenured faculty member with expertise in research design and methodology will mentor new faculty in research design.

The Department also utilizes course leads. For new faculty teaching courses for the Towson Seminar and Instructional Technology courses ISTC 201 and 301, they are mentored by the Chair. The director of REED 102, a developmental level course,

assists others hired to teach that course. There are also course leads for courses in the graduate reading program and in the technology Master of Science programs.

Mentoring ProcessDepartment of Early Childhood Education

The Department of Early Childhood Education has engaged in a formal mentoring process for all faculty, non-tenured and tenured, professors as well as those who are lecturers and adjunct faculty teaching courses on and off campus.  The focus of the mentoring has been teaching, advising, scholarship, and service (internal and external to the University). 

For each faculty member below the rank of Professor, individual mentors are assigned depending upon the request of the faculty member who will be receiving mentoring or for new faculty members in each area of faculty work endeavor.  Often, more than one mentor is assigned to a faculty member based upon course(s) being taught for teaching, for advising, scholarship, and/or service.  Thus, frequently, new faculty members have two mentors while others may have just one mentor. 

Mentors for a new faculty member are selected from tenured faculty in the department.  For faculty members who have advanced to tenure and have been promoted, a mentor or mentors are assigned based upon the scholarship interests of that faculty member, the experience of the mentor in having scholarship developed, presented, and published.  Teaching and advising mentoring in this regard for this group of faculty is based upon the faculty member requesting support from a particular faculty member or in consultation with the Department Chairperson. 

Mentoring, in this Department, is a reciprocal relationship.  There are responsibilities for the individual being mentored and for the mentor.  Contact has to be on-going, and for new faculty members it is crucial that the mentor stays in contact with the faculty

member at least through the first three years of an appointment.  Yet, individual faculty members in need of mentoring have to feel comfortable in contacting the mentor for support and help. 

In order to assure that Departmental mentoring is successful, the Chair meets with faculty members being mentored to determine the extent of the mentoring relationship(s).  The Chair, in turn, meets with the mentor faculty to discuss mentoring, but not to ascertain what has occurred during the mentoring.  This assures that the relationships remain steady and effective while maintaining confidentiality for the mentored faculty member.

The most difficult aspect of mentoring is to how to work with off-campus part-time faculty who tend to communicate very little with the Department. Annually there is a meeting with part-time faculty or adjunct lecturers in regards to e teaching and the kind of support necessary to be effective in their course offerings. Twice annually, University Supervisors of student teacher interns meet with Departmental faculty to review issues that arise in the work they do and to gain support for their efforts. These sessions have been effective in meeting the needs of a group of faculty who typically have limited interactions with anyone but the Department chairperson.

Overall, in, mentoring in the Department of Early Childhood Education has been successful. A review of Faculty Annual Reports and Dossiers for advancement to tenure and promotion yield faculty members with above average approval by the Department, the College, and the University. Also, a review of course and advising evaluations yields data pointing to the effectiveness and enhancements or improvements in teaching of Departmental faculty both quantitatively and qualitatively. We continue to work on how the department can provide support and mentoring in the area of scholarship.

Department of Secondary Education Mentoring Program

The Department of Secondary Education has an informal and formal approach to the mentoring of new faculty---tenure-track, lecturers, and adjuncts. On an informal basis as soon as a faculty member signs a contract, and often before, all faculty who teach the course in the Department are asked to assist the new faculty member to become acclimated to the syllabus and other related materials. In addition, interactions with students, grading, and other issues are discussed, including answering questions. This includes undertaking assignments in the part-time Internship (SCED 499 for Secondary and Middle School students) and the full-time Internship (the specific courses related to this Internship). As for introduction to new faculty to the school(s) in which they are assigned is undertaken with the faculty teaching SCED 499 as well as with PDS liaisons. The door to the chair’s office is always open to discuss issues of importance related to the multiple roles of a faculty member. Every day, the chair speaks with faculty members, including adjunct faculty members, in order to chat or provide assistance and reinforce all of the positives in teaching, scholarship, and service, internal and external to the University.

On a formal basis, mentoring occurs in several ways. First, an experienced faculty member is assigned in an agreement with the new faculty member regarding an area that faculty member requests help: teaching, scholarship, or service. In addition, a new faculty member can ask any other faculty member for ways to enhance the work being done as well as formal; reviews of teaching. Second, the Annual Review serves as a way to work with faculty and to discuss with them progress being made in the work that they do. This includes the submission of an annual dossier meeting the requirements of the Department, the College of Education, and the University. Feedback from the Departmental PTRM Committee is provided to each faculty member as is discussion held with the Department Chair as a matter of course. These discussions take place in Fall and Spring semesters prior to submitting materials for review, and at any time there might be a reason to provide addition support. Third, new tenure track faculty submit a third-year review, and this formal review submitted to the Departmental PTRM Committee includes a meeting with that faculty member as well as discussion with the Department Chair.

Spring 2014 Undergraduate Course Faculty

Course Number and Name Course Lead Signature Assessment

Course Instructors

SPED 301Introduction to Special Education

Betsy Neville Acronym ListPre & Post Assess-ment

Lisa Carey (lcarey@towson.edu)Barb Cheswick (bcheswick@towson.edu)Darlene Fewster (dfewster@towson.edu)Kay Holman (kholman@towson.edu)Chuck Meyer (cmeyer@towso.edu)Liz O’Hanlon (eohanlon@towson.edu)Jeff Tessier (jtessier@towson.edu)

SPED 302Introduction to Special Education

(Honors)

Kati Stein Acronym ListPre & Post Assess-ment

Kati Stein (kstein@towson.edu)

SPED 401Curriculum/Methods of Inclusion

Alana McFall Alana McFall (alanamcfall@gmail.com)

SPED 413Assistive Technology for Students

with Disabilities (K-12)

Liz Berquist Assessment 7: Universally Designed Lesson Plan

Essential Dispositions : Pre-Assessment

Heather Rasmussen (hrasmussen@towson.edu)Laila Richman (lrichman@towson.edu)

SPED 425Formal Tests and Measurements

for Students with Disabilities(K-12)

Darlene Fewster Assessment 6 : Educational Achievement Report

Darlene Fewster (dfewster@towson.edu)Karen Guthro (kguthro@towson.edu)

SPED 427 Diane Diven Diane Diven (ddiven@towson.edu)

Curriculum/Methods of Social Emotional and Motor

Development for Students with Disabilities (K-12)

SPED 428Working with Families of Students with Disabilities

Kay Holman

SPED 429Curriculum/Methods of

Classroom Management for Students with Disabilities

Debi Gartland

SPED 430Informal Tests and

Measurements for Students with Disabilities (K-12)

Patty Doran Patty Doran (pricedoran@towson.edu)

SPED 441Curriculum/Methods of

Instruction for Students with Disabilities (K-12)

Kati Stein Essential Dispositions: Pre-Assessment

Patty Doran (pricedoran@towson.edu)Kathy Naimon (Knaimon@towson.edu)

SPED 453Curriculum and Methods of Secondary Special Education

Kati Stein Joyce Serio (eserio@towson.edu)

SPED 469Collaborative Teaching in the

Elementary School

Jessica Kirchen

SPED 491 Liz Berquist Essential

Internship: Students with Disabilities in Elementary/Middle

Grades

Dispositions: Formative Assessment

SPED 493 Seminar in Student Teaching

Liz Berquist Assessment 2:Student Case Study

Assessment 3:Positive Behavior Support Plan

Assessment 5:Planning Cycle for Lesson Plans: Evidence of Student Learning

Liz Berquist (eberquist@towson.edu)Barb Cheswick (bcheswick@towson.edu)Rob SantaCroce (rsantacroce@towson.edu)

SPED 496Internship: Students with

Disabilities (Secondary/Adult Programs)

Barb Cheswick Essential Dispositions:Formative Assessment

SPED 497Internship: Students with

Disabilities in Infant/Primary Programs

Liz Berquist Essential Dispositions:FormativeAssessment

SPED 498 Liz Berquist Assessment 4: Liz Berquist (eberquist@towson.edu)

Special Education Student Teaching

Evaluation of Special Education Internship

EssentialDispositions:Formative Assess-ment

Barb Cheswick (bcheswick@towson.edu)Rob SantaCroce (rsantacroce@towson.edu)Debi Tessier (dtessier@towson.edu)

ECSE 315Infant Intervention

Laila Richman

ECSE 316Infant/Toddler Internship

Laila Richman

ECSE 341Pre-Primary Curriculum and

Instruction

Laila Richman Michael Steeg (msteeg@towson.edu)Debi Tessier (dtessier@towson.edu)

ECSE 342Field Placement in the Pre-

Primary Inclusive Classroom

Laila Richman Laura Hutton (lhutton@towson.edu)Michael Steeg (msteeg@towson.edu)Debi Tessier (dtessier@towson.edu)Susan Wilken (swilken@towson.edu)

ECSE 351Primary Curriculum and

Instruction

Laila Richman

ECSE 352Field Placement in the Primary

Inclusive Classroom

Laila Richman

ECSE 413 Laila Richman Assessment 7:

Instructional Technology for Young Children

Universally Designed Lesson Plan

Essential Dispositions : Pre-Assessment

ECSE 425Assessment for Infant/Primary

Laila Richman Assessment 6 : Educational Achievement Report

Toni Guidi (tguidi@towson.edu)

ECSE 428Families as Partners

Laila Richman Heather Rasmussen (hrasmussen@towson.edu)

ECSE 429Social Comp in Early Childhood

Jess Moore

ECSE 451Internship in Early Childhood /

Special Education

Laila Richman Assessment 2:Student Case Study and IEP Develop-ment

Assessment 3:Positive BehaviorSupport Plan

Assessment 4: Evaluation of Special Education

Liz Mull (emull@towson.edu)Brianna Quinn (bquinn@towson.edu)Andrea Parrish (aparrish@towson.ed7Staff

Internship

Assessment 5:Planning Cycle forLesson Plans:Evidence of StudentLearning

EssentialDispositions: Summative Assess-ment

ECSE 452Seminar in Early Childhood /

Special Education

Laila Richman Assessment 2:Student Case Study

Assessment 3:Positive Behavior Support Plan

Assessment 5:Planning Cycle for Lesson Plans: Evidence of Student Learning

Liz Mull (emull@towson.edu)Brianna Quinn (bquinn@towson.edu)Andrea Parrish (aparrish@towson.edu)Michael Steeg (msteeg@towson.edu)

EESE 430Collaborative Teaching

andClassroom Management I

Jessica Moore

EESE 431 Jessica Moore Lenore Chapman (mchapman@towson.edu)

Collaborative Teachingand

Classroom Management II

Winnie Dreier (wdreier@towson.edu)Jess Moore (jmoore@towson.edu)

EESE 468Elementary Education / Special

Education Observation

Toni Guidi Michelle Pasko (mpasko@towson.edu)Rosemary Rappa (rrappa@towson.edu)

EESE 474Elementary Education/Special

Education

Toni Guidi EssentialDispositions:Formative Assess-ment

Lenore Chapman (mchapman@towson.edu)Diane Diven (ddiven@towson.edu)Winnie Dreier (wdreier@towson.edu)Becky Maloy (rmaloy@towson.edu)Jess Moore (jmoore@towson.edu)Michelle Pasko (mpasko@towson.edu)

EESE 476Elementary Education/Special

Education Internship II

Toni Guidi Assessment 4: Evaluation of Special Education Internship

EssentialDispositions:Summative Assess-ment

Lenore Chapman (mchapman@towson.edu)Diane Diven (ddiven@towson.edu)Winnie Dreier (wdreier@towson.edu)Debi Gartland (dgartland@towson.edu)Ruth Hopkins (rhopkins@towson.edu)Jessica Kirchen (jkirchen@towson.edu)Jess Moore (jmoore@towson.edu)Rebecca Maloy (rmaloy@towson.eduMichelle Pasko (mpasko@towson.edu)Val Sharpe (vsharpe@towson.edu)

EESE 485 Toni Guidi Assessment 2 : Lenore Chapman (mchapman@towson.edu)

Elementary Education/Special Education Seminar

Student Case Study and IEP Develop-ment

Assessment 3: Positive Behavior Support Plan

Assessment 5:Planning Cycle for Lesson Plans: Evidence of Student

Diane Diven (ddiven@towson.edu)Winnie Dreier (wdreier@towson.edu)Debi Gartland (dgartland@towson.edu)Ruth Hopkins (rhopkins@towson.edu)Jessica Kirchen (jkirchen@towson.edu)Jess Moore (jmoore@towson.edu)Rebecca Maloy (rmaloy@towson.eduMichelle Pasko (mpasko@towson.edu)Val Sharpe (vsharpe@towson.edu)

Spring 2014 Graduate Course Faculty

Course Number and Name Course Lead Signature Assessment Course InstructorsSPED 525

Formal Tests and Measurements for Students with Disabilities (K-12)

Kati Stein Assessment 6:Educational Achievement Report

Karen Guthro (kguthro@towson.edu)Rosemarie Lehner (rlehner@towson.edu)

SPED 527Curriculum/Methods of Social,

Emotional and Motor Development for Students with Disabilities (K-12)

Diane Diven Diane Diven (ddiven@towson.edu)

SPED 601Curriculum and Methods of

Instruction for Secondary Transition

Kati Stein Joyce Serio (eserio@towson.edu)

SPED 603 Patty Doran Anissa Brown-Dennis (adennis@towson.edu)

Informal Tests and Measurements for Students with Disabilities (K-12)

Patty Doran (pricedoran@towson.edu)Allison Myers

SPED 604Action Research in Special

Education

Kati Stein

SPED 605Working with Families of Students

with Disabilities

Kay Holman Kay Holman (kholman@towson.edu)Liz O’Hanlon (eohanlon@towson.edu)Peter Schmidt (pschmidt@towson.edu)

SPED 607C/M of Classroom Management for

Students with Disabilities

Rob SantaCroce Jodi Chesman (jchesman@towson.edu)Tim Price (tprice@towson.edu)

SPED 620Educating the Student

With ASD

Kay Holman

SPED 621Formal and Informal

Assessment

Kay Holman Liz Mull (emull@towson.edu)

SPED 622Social Thinking and Connectedness

Kay Holman Mauria Uhlik (muhlik@towson.edu)

SPED 623Behavior Management in ASD

Kay Holman Robin Taplette (rtaplette@towson.edu)

SPED 624Evidenced-Based Strategies

Kay Holman

SPED 625Curriculum/Methods of Instruction

in ASD I

Kay Holman Christine Brewer (cbrewer@towson.edu)

SPED 626Curriculum/Methods of Instruction

in ASD II

Kay Holman Mauria Uhlik (muhlik@towson.edu)

SPED 627Co-Teaching and Inclusion

Kay Holman Amy Cirjak (acirjak@towson.edu)Leah Kraft (lcochol@towson.edu)Peter Schmidt (pschmidt@towson.edu)

SPED 630Culturally and Linguistically

Responsive SpecialEducation Practices

Patty Doran

SPED 631Classroom Strategies and

Intervention

Patty Doran Brenda Browne (bbrowne@towson.edu)

SPED 637Inclusion for the Classroom

Teacher

Rosemary Rappa Essential Dispositions: Pre-Assessment

Acronym List – Pre andPost Assessment

Dianne Libercci (dlibercci@towson.edu)Rosemary Rappa (rrappa@towson.edu)Brandee Thompson (bthompson@towson.edu)

SPED 641Curriculum/Methods of Instruction

for Students with Disabilities

Kati Stein Essential Dispositions: Formative Assessment

Eric Kuhn (ekuhn@towson.edu)Brenda Workmeister (bdubree@towson.edu)

SPED 644Universal Design for Learning and

Differentiated Instruction

Liz Berquist Jaimie Oakley (joakley@towson.edu)

SPED 645Co-Teaching in Education

Betsy Neville

SPED 646Using Technology to Differentiate

Instruction

Liz Berquist Assessment 7:Universally Designed Lesson Plan

Laila Richman (lrichman@towson.edu)Laurie Silver (lsilver@towson.edu)Paige Zimmer (pzimmer@towson.edu)

SPED 670UDL in the Content Area

Laila Richman

SPED 671Interprofessional Education and

Practices

Kay Holman Karen Greeley (kgreeley@towson.edu)Kay Holman (kholman@towson.edu)

SPED 672ASD Leadership Seminar

Kay Holman Kay Holman (kholman@towson.edu)

SPED 741Internship: Students with

Disabilities

David Hill Assessment 2 :Student Case Study and IEP Development

Assessment 3:Positive Behavior Support Plan

Assessment 4:

Rosemary Garr (rgarr@towson.edu)David Hill (dbhill@towson.edu)Sue Speicher (sspeicher@towson.edu)Kati Stein (kstein@towson.edu)

Evaluation of SPED Internship

Assessment 5:Planning Cycle for Lesson Plan : Evidence of Student Learning

Essential Dispositions: Summative Assessment

EDUC 797MAT – Internship I with Seminar

David Hill Assessment 4:Evaluation of SPED Internship

Assessment 5:Planning Cycle for Lesson Plan : Evidence of Student Learning

EDUC 798MAT – Internship II with Seminar

David Hill Assessment 2:Student Case Study and IEP Development

Assessment 3:Positive Behavior Support Plan

Rosemary Garr (rgarr@towson.edu)David Hill (dbhill@towson.edu)Sue Speicher (sspeicher@towson.edu)

Assessment 4:Evaluation of SPED Internship

Assessment 5:Planning Cycle for Lesson Plan : Evidence of Student Learning

Essential Dispositions: Summative Assessment