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2001 NCATE Annual Report (Part C of the AACTE Annual Report) [Printable Version]

Section 1 - Institutional Information:

NCATE ID:	11472
AACTE SID:	1025
Institution:	Eastern Michigan University
Unit:	College of Education
Next Accreditation Visit:	Fall 2003
Last Accreditation Visit	Fall 1997
Deadline to Submit Final Version of Part C:	01/23/2003

Section 2 - Unit Head Information

Unit Head Name:	Jerry H. Robbins
Unit Head EMail:	jerry.robbins@emich.edu
Unit Head Phone:	(734) 487-1414
Unit Head Fax:	(734) 487-6471
Unit Phone:	(734) 487-1414
NCATE Coordinator:	Carolyn Finch
Coordinator Phone:	(734) 487-1416
Coordinator Fax:	(734) 484-6471
Coordinator Email:	carolyn.finch@emich.edu

Is the information above accurate?

No - Please enter corrections below

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Corrected Fax:	734.484.6471
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President Full Name
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Section 3 - NCATE Standards Categories & Weaknesses Section





Section A. Conceptual Framework(s)

The conceptual framework(s) establishes the shared vision for a unit's efforts in preparing educators to work effectively in P-12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. The conceptual framework(s) is knowledge-based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated

Please indicate evaluations of and changes made to the unit's conceptual framework (if any) during this year:

The unit's current set of conceptual frameworks at the initial level is characterized by the theme: "Eastern Michigan University prepares knowledgeable professionals who are caring, reflective decision-makers in a democratic, culturally diverse and technological society." The conceptual frameworks have been changed during the year, along with a change in the theme, by the inclusion of the word "democratic" in the theme and by changes elsewhere in the conceptual frameworks material to reflect greater emphasis on the concept of "democracy." At the advanced level, changes in the conceptual frameworks for the master's program in music education are under consideration.

Conceptual framework weaknesses cited as a result of the last NCATE review:

There is a lack of articulation of the conceptual framework by some candidates and faculty.

Every student formally admitted to the initial teacher preparation program is informed of the theme and informed where to find detailed information about the initial program conceptual frameworks on the College of Education web site. The students are encouraged to read this material and to discuss any parts of it about which they are uncertain with an advisor or other faculty member. From time to time, the various theme statements?as a reminder of the entire conceptual frameworks?are incorporated into the College of Education weekly newsletter. Faculty members in the Department of Teacher Education have spent much time this past year in a review of aspects of the conceptual frameworks, which was, in part, intended to increase familiarity with the documents/concepts, especially among new faculty members.

Section B. Candidate Performance

Standard 1. Candidate Knowledge, Skills, and Dispositions
Candidates Candidates include persons preparing to teach, teachers who are continuing their professional development, and persons preparing for other professional roles in schools such as principals, school psychologists, and school library media specialists. preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students "All students" includes students with exceptionalities and of different ethnic, racial, gender, language, religious, socioeconomic, and regional/geographic origins. learn. Assessments indicate that candidates meet professional, state, and institutional Institutional standards are reflected in the unit's conceptual framework and include candidate proficiencies. standards.

Please describe the unit's plans for and progress in meeting this standard. (Refer to the NCATE 2000 Unit Transition Plan for information regarding the levels at which units should address Standards 1 and 2 during the first 4 years of NCATE 2000 implementation)

Various programs have been revised during the year and submitted to and approved by the Michigan Department of Education, such as to come into greater conformity with State standards. The Department of Teacher Education has spent much time (and several national presentations have been made on) identifying appropriate dispositions for teacher candidates and how to assess those dispositions. The COE continues to be an active member of a 10-institution consortium of The Renaissance Group dealing with teacher quality, especially through the use of the "teacher work sample" methodology. One faculty member held a Renaissance Group Fellowship, which enabled him to conduct a pilot study to demonstrate a strong association between student achievement in certain areas and having completed the EMU preparation program.

Weaknesses related to Standard 1 cited as a result of the last NCATE review:

N/A

Please indicate how the unit has addressed these weaknesses.

N/A

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

Please describe the unit's plans for and progress in meeting this standard. (Refer to the NCATE 2000 Unit Transition Plan for information regarding the levels at which units should address Standards 1 and 2 during the first 4 years of NCATE 2000 implementation)

For the second consecutive year, the College of Education has participated in the EBI benchmarking study, with an instrument administered to the student teachers. This has not only permitted comparisons with various other institutions, including a group of peer institutions, but has created the beginnings of a longitudinal data base. Problem areas identified by the exiting students have been brought to the attention of the office, individual, or group responsible for each area. The unit continues to collect and use data on applicants, state certification test scores, and unit operations. In addition, some follow up data has been gathered. However, plans are in the early stages for creating and institutionalizing a program completer data-gathering system, along with systematic data gathering from the immediate supervisor of each recent program completer.

Weaknesses related to Standard 2 cited as a result of the last NCATE review:

N/A

Please indicate how the unit has addressed these weaknesses.

N/A.

Section C. Unit capacity

Standard 3. Field Experiences and Clinical Practice.
The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn.
Please indicate any significant evaluations, changes and/or improvements related to Standard 3 that occurred in your unit this year:

Student responses continue to give very high marks to field experiences, especially student teaching. EMU uses a large number of well-qualified, but non-tenure track full- and part-time faculty members (known as "lecturers") for the supervision of student teaching. This employee group (across campus) organized during the past year. As a result, the pay, benefits, and status of this employee group increased in status during this past year. The pre-student teaching field experiences (FETE = field experience in teacher education), in the process of being phased in over the past several years, were substantially completely phased in during this past year. These courses apply to all regular (non-special education) prospective teachers. Each of the three one-hour credit field experiences is closely associated with a course. All three are highly structured so as to ensure that students achieve the desired experiences. Our school partners have been wonderful in helping to provide the very large number of p lacements necessary to accomplish this task. Personnel in the schools are provided materials and other training to ensure that they are familiar with the goals to be accomplished.

Weaknesses related to Standard 3 cited as a result of the last NCATE review:

N/A.

Please indicate how the unit has addressed these weaknesses.

N/A

Standard 4. Diversity
The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn. These experiences include working with diverse higher education and school faculty, diverse candidates, and diverse students in P-12 schools.

Please indicate any significant evaluations, changes and/or improvements related to Standard 4 that occurred in your unit this year:

Concerted efforts have been made to increase the diversity of the teacher preparation student body. The number of men admitted to the teacher education program each year has increased from 231 in 1995-96 to a projected 378 in 2001-2002. The number of minority persons admitted to the teacher education program each year has increased from 33 in 1997-98 to a projected 114 in 2001-2002. The proportion of women on the College of Education faculty has increased steadily from 46.8% in 1991 to 60.4% in 2000. Similarly, the proportion of minority faculty members in the College of Education has increased steadily from 10.5% in 1991 to 17.1% in 2000. Our number of partner schools in the Detroit district has increased to approximately 30, including several middle schools and a high school, all affiliated with the Comer Project. This has greatly increased our ability to provide pre-student teaching field experiences, to provide faculty experiences, etc. in an inner city setting. The pre-student teaching field experiences are structured such as to ensure placements in culturally diverse settings. Our Urban Teacher Program, now expanded from just Detroit to include Flint, is providing opportunities to "convert" long-term, non-credentialed, permanent substitute teachers into fully-credentialed professionals. During this past year, Dr. James Comer served, on a part-time basis, as the holder of the John W. Porter Chair in Urban Education. Dr. Lisa Delpit has been engaged to serve in that role during 2001-02.

Weaknesses related to Standard 4 cited as a result of the last NCATE review:

N/A

Please indicate how the unit has addressed these weaknesses.

N/A.

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

Please indicate any significant evaluations, changes and/or improvements related to Standard 5 that occurred in your unit this year:

College of Education faculty use of technology in teaching has increased considerably during the past two years. In-house training opportunities related to technology have been offered on a regular basis. Eight books were published during the past year by COE faculty members, along with dozens of articles and an even larger number of conference presentations. The number of both scholarly/creative and service activities reported by faculty members continues to increase steadily. During FY01, the COE achieved a record-high of sponsored project awards?just under $3 million for the year, up from the previous high of about $1 million per year. P-12 personnel continue to be extensively involved in our programming, as part-time faculty members, on advisory committees, as supervisors of field experiences and the like. Collaborations with P-12 schools continue at a high level, especially through the Comer Project, the two "consociate" schools, the award-winning Collaborative School Improvement Program, and various soft-money awards for special projects. An international thrust has begun in recent times, extending our collaborative efforts considerably more across international/cultural boundaries.

Weaknesses related to Standard 5 cited as a result of the last NCATE review:

N/A

Please indicate how the unit has addressed these weaknesses.

N/A.

Standard 6. Unit Governance and Resources.
The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.

Please indicate any significant evaluations, changes and/or improvements related to Standard 6 that occurred in your unit this year:

The College of Education moved into a "new" building in the summer of 1999. Numerous steps to "complete" the building have been taken in the two years since?the acquisition of appropriate furnishings, the acquisition and installation of a considerable amount of technology, and the like. For FY02, several support positions in the COE that had been cobbled together were made permanent. The College of Education Advising Center was opened during the year (see below), as was the Educational Resource Center. A two-way compressed video classroom for distance learning is almost ready for use.

Weaknesses related to Standard 6 cited as a result of the last NCATE review:

(Initial teacher preparation) Because advising loads are not equally distributed throughout the unit, some candidates are not well served. (Initial teacher preparation) Heavy faculty advisement loads, especially in the Teacher Education Department, do not permit adequate advisement.

Please indicate how the unit has addressed these weaknesses.

Advising, especially at the initial preparation level, remains a major challenge for this College of Education. As we have made considerable progress in dealing with the "usual" student population, other populations with special advising needs have come along. The total number of students admitted to the initial preparation program has increased 26% in the past two years, with similar increases likely for the next several years. Further, a large portion of that increase is made up of post-baccalaureate, career-changing students, who seem to be advising-intensive in terms of their unusual circumstances. In addition, the expansion of our Urban Teacher Program has developed another population of advising-intensive students. To address these, we have created or expanded several mechanisms. The University implemented, for all students, the web-based "Degree Navigator," which is designed as a self-advising tool. We have placed many more self-advising and information pages on the College of Education web site and our counters indicate that these are heavily used, especially by the post-baccalaureate students. Numerous additional printed materials have been updated or prepared and are in display racks ("take one") throughout the Education building. Group advising sessions, in use for several years, remain popular and we have added additional sections each semester. Perhaps the most significant advance is the opening of the College of Education Advising Center. This facility houses not only a place for "walk in" advising but a satellite office of the Career Services (Placement) operation. The Advising Center is open 40+ hours per week, although we are, as yet, unable to staff it around the calendar with professional advisers. There were about 1,000 visitors to the Advising Center during the part of last year that it was open.

Section D. Other weaknesses cited during the prior visit.

Other evaluations, changes and improvements during this year:

N/A

Other weaknesses cited as a result of the last NCATE review:

N/A

Please indicate how the unit has addressed these weaknesses.

N/A

Section 4. - Program Information from Title II, Appendix C, Institutional questionaire, Section II, Program Information.
(Note: The data reported here should be identical to what was submitted to your state on April 7,2001)

Teacher preparation program definition
A. Enrollment: What was the total number of students enrolled in your teacher preparation program during the academic year 1999-2000, including all areas of specialization?

3289 (total number of enrolled students; from Question A.1)

B. Supervised student teaching: How many students (in the regular program and any alternative route programs) were in programs of supervised student teaching during academic year 1999-2000

1052 (total students in supervised teaching; from Question B.2)

Number of supervising faculty (Supervising Faculty Definition)
	1999-2000	Prior Year
Appointed full-time faculty in professional education	13	N/A
Appointed part time faculty in professional education and full-time in institution	28	N/A
Appointed part-time in professional education; not otherwise employed by institution	17	N/A
Total supervising faculty	58	N/A
1

Participation data: (question 5)
a. The average number of hours per week required of student participation in supervised student teaching in these programs was:

40 hours.

b. The total number of weeks of supervised student teaching required is:

15 weeks.

c. The total number of hours required is:

600 hours.

Additional Changes in the Unit:
N/A.


Enter the Name of the Person Filling Out the Report: Jerry Robbins