Summit

Summit

Fall 2007 Update

Recruiting visits are being planned for this fall:

• To high school future teacher and family and consumer sciences classes, where the presentation will be followed by an interactive, Jeopardy-style game
• To all schools to attend faculty meetings and tell teachers about graduate programs

CTEL will host the Future Educators of America (FEA) fall conference on October 23, 2007. 300-350 high school students will be on campus for this day-long event.

A new BAE brochure is currently in production. A mockup has been designed and has been shared with all Block I students. Students have been instructed to return their feedback by August 21 so the process can proceed.

A recruitment/applicant communication flow has been developed (first draft). It is now being reviewed by advisors for input.

The recruitment management team Chaired by Dr. Ridley has been meeting regularly and will present its results and plan of action to the leadership team in the next month.

Fall 2007 enrollment numbers as of 8/17/07 are:

Undergraduate

F07 Freshman:  79

F07 Block 1 students:  186

Graduate

F07 new MAC students:

20 Deer Valley

15 Verrado

26 EED

20 SPE

36 SED

F07 new Teach for America students:  175

Summer 2007 Update

The Metrics of Excellence committee finalized the roles and responsibilities of its members at the close of the spring 2007 semester. In addition to serving the college and other subcommittees in a myriad of pragmatic ways for multiple research projects, the committee has set forth three major research foci.

First, Ray Buss will lead investigations on incoming students to determine and proactively address their content deficiencies (e.g. in writing). He is looking into the use of some diagnostic test students may take before entering Block I after which students can, with our help and guidance, determine how they are going to address their individual deficiencies. Such proactive measures will hopefully help these students pass the AEPA with greater success.

Second, Scott will lead the investigations pertaining to CTEL program quality. He will work with the Innovative Curriculum committee to, potentially (1) Increase clinical components across Blocks; (2) Re-think benchmark assignments which will still meet ADE requirements but focus on applied, purposefully integrated and comprehensive cross-course projects; (3) Work on a performance-based, videotaped assessment of teaching performance in which students and their instructors might analyze their teaching; and (4) Examine how the NBPTS framework can drive the aforementioned changes.

Third, Sharon will lead research projects pertaining to the teachers we have prepared post graduating from CTEL. She will be working with ASU Michael Crow’s Teacher Tracking Initiative (to track the success of teacher graduates from all ASU teacher preparation programs) to examine our effectiveness versus other teachers across the states.

Fourth, Audrey will serve the college as the leader of the Metrics of Excellence Committee but more importantly as the Sweeper Researcher. Helping the college make data-driven decisions (e.g. Block I, II, III student satisfaction survey), serving as the point person for other Summit committees’ data driven decision making needs, and advancing smaller internal studies (Instructor evaluation instrument, bottom-up evaluation instruments, students who leave CTEL early, student graduate survey, 1 and 3 year post CTEL reflection survey, employer satisfaction survey), she will serve the college in more of a consultant role.

The Summit Sponsors met with Dean Koerner in May where the Clinical Experiences summit committee reported this progress towards meeting the goals set at Leadership Summit:

Year One Goal: Program by Program review of placement processes

• Committee members have met with and reviewed placement processes within each program
  
• Committee members have participated in focus group discussions regarding field experiences; changes in some processes have resulted
  
• A draft proposal for creating a Clinical Intensive designation and field based assignments has been written, including;
  
• Doctoral students have been contacted to share in meeting our goals
  
  • Blackboard touchstone/forum for week by week communication with semester cohort.
  • Restructuring of class meeting times to have intensive field based component with instructor participation
  • Mentor teacher development through abbreviated Assessment and Supervision course delivered electronically
  
  Find and Develop alternative placement processes/models in collaboration with faculty members
• Alternative placement processes/models of collaboration are being developed and launched in collaboration with faculty for:

  TFA model of supervision and mentoring, Contracted Student Teaching mentoring Early Childhood community based field experiences 10 month MAC processes

Find and Develop alternative Incentive structures for internships, student teaching and supervision including transferable tuition waivers, professional development credit, non-monetary rewards

• 15 Professional Development Recertification hours are now awarded to mentor teachers at the end of the semester

Looking ahead at the work that must be done in redesigning field experiences, a close collaboration is required with the Partnerships Summit committee to establish effective partnerships that maximize student participation in the field. The purpose of partnerships is to improve the quality of field experiences afforded our student.

Collaboration with faculty in the coming year as curriculum is re-visioned is also imperative. Course assignments and instructor expectations must include clear field experience embeddedness. Steps have already been taken towards future goals as a variety of programming possibilities are launched by CTEL this fall.

Future Goals

• Create multiple tracks and emphases areas
• Locate and apply for funding to create teacher preparation/field experience tracks
• Recruitment of future faculty based on research interest in teacher preparation tracks

The Summit Sponsors met with Dean Koerner on Wednesday, May 2nd to report progress toward meeting goals for our committee. The Use-Inspired Research Group reported the following:

• Doctoral students have been contacted to share in meeting our goals
  
  • Michelle Mosco is spearheading creation of a wiki having areas for useful research tools, research articles, resources, etc. The Refworks tutorial will be placed there as well as the JumpStart content, etc.
  • Faculty researching the same topic are able to share not only references but articles through RefWorks.
• Many of our proposed goals to share our research agendas with the community will be met by the University wide FAR
  
  • This is taking longer than we had hoped, but eventually community access to our specific skills and resources will be readily available. Jason D. Addie is the FAR Project manager and can be reached at 480-965-1206
• Proposals for changes in the Standards of Academe have been passed
  
  • Language was changed to clarify associate to full promotion
• Need for research design and statistical analysis support
  
  • Dean Koerner wants you to know that if you need this support, commit to a product at the end, i.e., journal articles, etc. and she will make sure you get the support you need!
• As an example of use-inspired research in action, Cory Hansen, Heather Carter, and Ray Buss collaborated to design a research study tracking teacher efficacy at the college level with our new Teach For America faculty

At this point, we feel our future goals align with the Professional Development team and we will join forces with them:

• Specifically to provide TaskStream professional development for our Educational Administration and Teach for America faculty and staff.
• The committee discovered we can meet the goal of finding technology tools to help share literature on a specific topic by using RefWorks and that we will schedule a tutorial on that for the fall.

In partnership with CTEL’s curriculum committee, the Innovative Curriculum Committee has set out to redefine CTEL’s mission statement. The new mission statement is the result of collaborative efforts between CTEL’s faculty and staff, other colleges, and even members of the outside community who have a stake in CTEL’s education efforts. The new statement, which was approved by the faculty and staff at the April faculty meeting, is:

The College of Teacher Education and Leadership, through collaboration with educational and civic communities, prepares and inspires innovative educators to be leaders who apply evidence-based knowledge that positively impacts students, families, and the community.

With the new mission statement in hand, we are hosting Curriculum Day on April 27 in CLCC 154. This day will be devoted to reviewing existing curricula to ensure their alignment with our mission and to examine CTEL’s curriculum structure. All are welcome to attend. Please RSVP to Lauren D'amico if you plan to attend.

On January 26 and 27th, the faculty, staff and multiple school partners of the College of Teacher Education and Leadership met together for a Summit to think about our collective strengths and how to parlay those strengths into a better educational experience and stronger teacher preparation programs. A huge task, but on the second day of the two day summit we developed nine working committees to advance what we know are the strengths of our college. Those committees are: Clinical Experience; Distance Learning; Innovative Curriculum; Inspired Research; Metrics in Excellence; Professional Development; Recruitment; Partnerships and Resource Development.

Since early February these teams have been meeting on a regular basis to develop and implement plans that will advance the Summit’s agenda, so by the year 2012 we will be the college we want to be. That college will be an amazing place for students, staff and faculty with outstanding innovative curriculum highlighted by cutting edge distance learning, a strong clinical component that is made more powerful by school partnerships, with faculty and staff engaged in meaningful ongoing professional development, use inspired research and the ability to quantify the strength of our program with an office of Evaluation and Assessment.