1999 NCATE Annual Report
(Part C of the AACTE Annual Report)
[Printable Version]

Section 1 - Institutional Information:

NCATE ID:	10219
AACTE SID:	773
Institution:
Unit:
Next Accreditation Visit:
Deadline to Submit Final Version of Part C:	January 17, 2000

Section 2 - Unit Head Information

Unit Head Name:
Unit Head EMail:
Unit Head Phone:
Unit Head Fax:
Unit Phone:
NCATE Coordinator:
Coordinator Phone:
Coordinator Fax:
Coordinator Email:

Is the information above accurate?

Corrected Unit Head:
Corrected Unit Head Email:
Corrected Unit Head Phone:
Corrected Unit Phone:
Corrected Fax:
Corrected NCATE Coordinator:
Corrected Coordinator Phone:
Corrected Coordinator Fax:
Corrected Coordinator Email:

Section 3 - NCATE Standards Categories & Weaknesses Section

Category I - Design of Professional Education (Standards I.A through I.I)
Conceptual Framework(s), General Studies for Initial Teacher Preparation, Content Studies for Initial Teacher Preparation, Professional and Pedagogical Studies for Initial Teacher Preparation, Integrative Studies for Initial Teacher Preparation, Advanced Professional Studies, Quality of Instruction, Quality of Field Experiences, Professional Community.

Evaluations, changes, and improvements under Category I standards during this year:

Numerous actions and developments in AY 1998-1999 in the CSU College of Education point to change and improvement in the design of professional education programs. Collectively, these events reflect a dynamic, high-quality educator preparation unit.

NCATE and the Georgia Professional Standards Commission (PSC) visited CSU on October 24-28 to assess the unit's continuing accreditation worthiness. PSC examiners focused on individual programs rather than the unit as a whole. Findings were reported late in 1998, and the unit rejoined both reports. NCATE removed one weakness finding as a result of the rejoinder, leaving three for the unit to address in the coming accreditation cycle. At first, the Georgia PSC, citing weaknesses that had not been among those reported by NCATE examiners-considered placing secondary education and leadership programs on probationary status, but Dean Harrison successfully appealed this recommendation at an April meeting.

Along with other Georgia public institutions, CSU began a mandated Re-Design of all professional programs early in 1999. Responding to a series of "principles and actions" adopted by and/or called for by the University System Regents, CSU and other public institutions were obliged to incorporate a series of reforms in both basic and advanced programs by the end of the calendar year. Curriculum changes will go on line in 2000-2001. An array of Re-Design committees were formed, each comprising unit faculty, CSU faculty from outside the unit, and practitioners.

In the Re-Design process, the use and infusion of technology into all programs received special emphasis. As of this report date (October 1), most programs seem ready to drop a stand-alone technology course in initial programs in favor of greater infusion of technology into all professional courses.

New program planning during 1998-1999 focused on a cooperative doctoral program in leadership (with Valdosta State University) and initial programs in foreign languages (Spanish and French). Faculty are also examining ways in which a technology emphasis might be developed in M.Ed. programs in early-childhood, middle-grades and secondary education programs.

Category I Weaknesses Cited During Previous Visit:

The conceptual framework has not been integrated across the unit's programs.

Recognizing the accuracy of the BOE's finding (1998) regarding the need to more fully institutionalize CSU's conceptual framework, the unit head and faculty initiated an array of activities to address the weakness. The overall thrust of these activities is to ensure that members of the professional community-academic faculty at CSU outside the unit, cooperating teachers, part-time faculty, and others-understand and make substantive use of the common beliefs of the faculty as delineated in the framework.

These activities include

¨ letters to newly-hired faculty regarding the conceptual framework and how to use it as a basis for planning
¨ memo and related materials to all unit faculty entitled "Building a Better Course Syllabus: NCATE-PSC Perspectives"
¨ continued utilization of junior/senior teacher candidates ("The Pyramid Team") to introduce students in their initial professional course to conceptual framework and INTASC Principles
¨ monthly faculty forums sponsored by the Conceptual Framework Committee that address NCATE-related topics, ways to better use the conceptual framework, and so forth
¨ emphasis on conceptual framework (INTASC and NBPTS) and specialty association guidelines during program Re-Design
¨ continued distribution of the conceptual framework flyer to cooperating teachers, new faculty, students and other members of the professional community
¨ development of a new bulletin board in a high-traffic area emphasizing constructivist teacher education theory
¨ review and discussion of COE conceptual framework by university's Council of Deans
¨ conceptual framework workshop at beginning of 1999-2000 AY for unit faculty
¨ review of syllabi by Conceptual Framework Committee and Coordinator for use of the conceptual framework (planned for the spring term of AY 1999-2000)

Category II - Candidates in Professional Education (Standards II.A through II.D)
Candidate Qualifications, Candidate Composition, Monitoring and Assessing Progress, Ensuring Competence.

Evaluations, changes, and improvements under Category II standards during this year:

Following the joint visit of examiners from NCATE and the Professional Standards Commission (PSC) in October 1998, the unit's activities related to students focused on recruitment and the improvement of services to both undergraduate and graduate students. Recruitment activities included substantial outreach to Fort Benning, the army base ten miles south of campus. COE representatives provided weekly sessions to inform military personnel and dependents of their opportunities at CSU in general and in the College of Education in particular. Also during the academic year, teacher educators assigned to teach CSUS 1106: College Success used the course as a means for attracting qualified candidates to teacher education.

The unit is successful in attracting qualified students of color. As detailed in Part B of this report, better than 22 percent of candidates represent ethnic minorities (115 of 566 candidates-excluding "other" and "non-resident-alien" classifications). Minority enrollment is somewhat higher among advanced programs. Among initial program completers approximately 18 percent (23 of 128 completers) represented minorities; in the case of advanced programs, 30 percent (38 of 125 completers) were persons of color.

In August 1999, the unit established the Office of Undergraduate Services and Field Experiences (USFE). It has multiple responsibilities, including undergraduate advisement, certification processing, field experiences, and student teaching placement/coordination/ assessment. Faculty from various education programs are assigned to USFE and have special training to serve as skillful advisors. Placement for pre-student teaching field experiences as well as the orientation of University supervisors and cooperating teachers is coordinated through USFE. The Director of USFE, formerly a faculty member, has been designated as certification officer by Dean Harrison.

To maintain or strengthen consistency in the coordination of advanced programs and the advisement of candidates in those programs, Dean Harrison has clarified the responsibilities of the Associate Dean/Director of Graduate Studies. The result is closer monitoring of graduate admission policies and procedures. Thus, very close attention is now directed to the credentials and qualifications of candidates for post-baccalaureate (initial certification) programs.

Among notable activities related to teacher education candidates are the ongoing contributions of the Pyramid Team/Student Services Committee, a student group, in promoting and introducing the unit's conceptual framework to new students in initial programs. This activity is carried out through class visitations.

Category II Weaknesses Cited During Previous Visit:

None

N/A

Category III - Professional Education Faculty (Standards III.A through III.D)
Faculty Qualifications, Faculty Composition, Professional Assignments, Professional Development.

Evaluations, changes, and improvements under Category III standards during this year:

The College of Education faculty has undergone substantial renewal over the two most recent academic years (1998-1999 and 1999-2000). By August 1999, the unit employed 10 professors (39+ percent of the full-time teaching faculty excluding administrators) who were not on the faculty as of a similar date in 1997. New faculty in leadership, special education, counseling, social studies, music education, technology, foundations, and early childhood education tend to be younger, better trained in the uses of educational technology, and more diverse than the faculty had been in prior years. In comparison with October 1998, there are four new positions (as opposed to replacement positions) among unit faculty.

Review of faculty activities in 1998-1999 points to their being teacher scholars deeply involved their profession at local, state, and national levels. Collaboration is evident in the establishment of an Apprentice Teacher Program with Muscogee County Schools and in preliminary planning to establish partner schools to support field-experiences and student teaching. Faculty and local practitioners co-present professional workshops and/or co-author articles and books with K-12 educators. Faculty continue to provide leadership to professional organizations such as NCTE and NCTM at the national and international levels.

Due to her having been appointed Regents Distinguished Professor, one member of the faculty has been a source of innovation for many other professors, both in the unit at elsewhere on campus. In this capacity, Dr. Polly Adams directs university planning to promote better teaching including the infusion of technology. She is, in effect, a catalyst for improved teaching among CSU faculty.

Category III Weaknesses Cited During Previous Visit:

The college has not been successful in recruiting and retaining a diverse faculty

Given resignations, new positions, and the retirement of several senior professors in the past two years, the unit has the opportunity to seek and employ well-qualified minority faculty. Among new hires at the beginning of the 1999-2000 AY, three of seven are African-Americans. A fourth African-American (in leadership) turned down the COE's offer of employment. Consistent with the unit's Minority Recruitment Plan, the dean has appointed mentors for all new faculty. Suitable mentoring of new professors, senior faculty believe, will enhance their job satisfaction and make it more likely that they will become productive members of the faculty over the long term.

The net change of minority faculty representation in the unit as of October 1999 is plus two. One African-American professor, the institution's first and a stalwart among teacher educators since 1970, retired at the end of the 1998-1999 AY. Overall, four faculty (10.5 percent) among 38 in the unit are minority.

Category IV - The Unit for Professional Education (Standards IV.A through IV.C)
Governance and Accountability, Resources for Teaching and Scholarship, Resources for Operation.

Evaluations, changes, and improvements under Category IV standards during this year:

Numerous significant developments affecting the unit, its organization, and its resources took place by the beginning of the 1999-2000 academic year. First and foremost, the Department of Educational Foundations/Leadership/Technology was eliminated. Faculty responsible for undergraduate foundations, reading, technology, and special education joined the Department of Curriculum and Instruction. Faculty for graduate foundations and leadership were assigned to a renamed Department of Counseling and Leadership. Finally, the acting chair of the former department assumed a new position as Director of Outreach Services in the COE Dean's Office.

Equally important to unit effectiveness was the establishment of Office of Undergraduate Services and Field Experiences (USFE). As detailed elsewhere in this report, USFE has taken on major responsibilities for advisement, for certification review and processing, and for the coordination of both field experiences student teaching.

Long awaited new facilities (available late in 2000 or early in 2001) to support educator preparation are under construction. The RiverCenter-a performing arts complex in downtown Columbus-will provide state-of-the-art space for music and music education as well as greatly alleviate on-campus crowding of facilities and offices for art and theatre education. A physical education complex, which will house the Department of Physical Education and leisure Management, is under construction on the main campus.

The College of Education has made considerable progress in providing suitable access to technology and in training both teacher educators and area practitioners in its utilization. The Educational Technology Training Center (ETTC)-one of eleven Centers in Georgia-is based on campus; it has received national attention for its innovative approaches to equipping teachers with the proficiencies they will need as schools acquire the hardware of today and tomorrow. Among its most notable activities has been the receipt of a grant for nearly $2,000,000 to train) 12 three-person teams from CSU and two neighboring public institutions. Each team comprises a teacher educator, a classroom teacher, and a student teacher. This one-year grant, to be implemented in 1999-2000 is likely to receive funding for at least one more year.

Category IV Weaknesses Cited During Previous Visit:

The College of Education does not have a written policy covering the governance and facilitation of teacher education programs offered outside of the college.

The institution and unit have clarified the lines of authority between the College of Education and the three professional education programs housed in Arts and Letters. In a memo of understanding in November 1998, VPAA Jones affirmed the COE's authority for their design, delivery, and modification. During the current Re-Design cycle, art, music, and theatre education program proposals and reports have all gone through both the COE and Arts and Letters curriculum committees. Finally, the Re-Design Committees for these programs included unit faculty, Arts & Letters faculty, and practitioners.

Additional Changes in the Unit:

The significant changes in the unit have been adequately covered in the foregoing discussions.

Enter the Name of the Person Filling Out the Report: James Brewbaker