2012-13 annual report template middle grades, secondary ... · 2012-13 annual report template...

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2012-13 Annual Report Template

Middle Grades, Secondary and K-12 Education (MDSK)

A. HIGHLIGHTS OF THE YEAR

Major accomplishments (including student accomplishments) of unit/department/college during the year reported by Academic Affairs Goal.

1. To offer a portfolio of educational programs that are forward looking and responsive to the intellectual, cultural,

and economic needs of the region:

A new undergraduate engagement minor, Urban Youth and Communities was implemented this year. The minor is open to all majors and represents a curricular extension of our Crossroads Charlotte work. Dr. Susan Harden is the program coordinator. The minor is an interdisciplinary program focused on civic engagement and service learning designed to prepare UNC Charlotte students to become informed and engaged citizens. A focus of this curriculum is to prepare

students to be change agents in their community.

2. To advance programs of research and scholarship that expand the frontiers of knowledge, including those that solve problems at the interface of disciplines and leverage discovery for the public benefit:

New Journal Aimed at Urban Education Issues

The UNC Charlotte Urban Education Collaborative has launched an on-line graduate student peer-

reviewed journal entitled Urban Education Research and Policy Annuals.

The journal will highlight the research of graduate students from across the United States in the field of urban education. Doctoral candidates from the College of Education will manage the journal with oversight from Chance Lewis, Carol Grotnes Belk Distinguished Professor of Urban Education and director of thecollaborative.

Graduate students from U.S. colleges and universities are invited to submit articles for publication with faculty mentors; however, the graduate student must be thefirst author on the scholarly product.

The first issue will be released in March. The project is a joint venture with the J. Murrey Atkins Library at UNC Charlotte. A launch party is being planned for a Spring date to be determined.

Drs. Tina Heafner and Paul Fitchett (and Rich Lambert) were recipients of the College of Education

Annual Award in Research.

3. To graduate students prepared for personal success and civic responsibility in the 21st century by offering challenging degree programs, encouraging community engagement, and integrating the values of liberal education throughout the undergraduate curriculum:

A new undergraduate engagement minor, Urban Youth and Communities was implemented this year. The minor is open to all majors and represents a curricular extension of our Crossroads Charlotte work. Dr. Susan Harden is the program coordinator. The minor is an interdisciplinary program

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focused on civic engagement and service learning designed to prepare UNC Charlotte students to become informed and engaged citizens. A focus of this curriculum is to prepare students to be

change agents in their community.

4. To integrate at the graduate level quality teaching and mentoring with research to prepare the next generation of leaders:

A number of our undergraduate professional education courses are being taught by graduate students. Theses graduate students are both graduate assistants in the department and students in

the C&I doctoral program. Each graduate student is assigned a course mentor.

Dr. Lan Kolano was this year’s recipient for the College of Education Excellence in Teaching Award.

5. To respond to the educational needs of a diverse community of learners through innovative programming and delivery of credit and non-credit programs of study:

Continue offering the online MAT and middle grades and secondary education.

Continue offering the online MEd in Middle-Secondary Education.

Explore the possibility of offering the MEd in TESL online. To this effect, two TESL courses were revised for online delivery this past year.

6. To promote student achievement and personal development by providing high quality advising, academic services, curricular enrichment, and international experiences:

Participation in the College Honors Program. This year two MDSK education majors participated in this program and presented their research at the UNC Charlotte Undergraduate Research Fair.

7. To engage in focused efforts to creatively address university and community needs through internal collaboration and partnerships with public, private, and non-profit organizations:

Continue to offer Middle Grades University to area middle grades students.

8. To support the success of faculty and staff through career development opportunities, mentoring, and access to supportive infrastructure:

Promotion of Dr. Tina Heafner to full professor.

Promotion of Drs. Teresa Petty and Spence Salas to associate professor with conferral of permanent tenure.

9. To actively promote diversity among faculty, students, and staff and in the curriculum:

MDSK hired two new faculty this year. Dr. Joan Lachance was appointed as an assistant professor of TESL and Dr. Michelle Stephan was appointed as an assistant professor of mathematics education.

10. To create a flexible, responsive culture that uses effective review and assessment as the basis for I improvement:

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Program coordinators continue to lead assessment efforts in their specialty areas and complete SACS and SLO reports on time. They also lead program area assessment discussions and work with faculty to make data-driven decisions for improvement.

11. Other:

B. MAJOR NEW ACTION STEPS PLANNED TO ACHIEVE GOALS IN 2010-2015 STRATEGIC PLAN Describe major new action steps planned (if any) to achieve goals in the 2010-2015 Strategic Plan. (Note: this section was included in the event that major new action steps became necessary after the 2010-2015 Strategic Plan was developed. For most units/depts./colleges, this section will be blank.)

The 2013-2014 academic year will see a major revision in the College’s assessment plan. The college has decided to adopt edTPA as its assessment plan. As a result, we will phase out the electronic evidences (EE) that have been in place over the past three years and replace them with the edTPA tasks. This will also involve adopting a set of new rubrics.

C. ANNUAL EVALUATIONS BY UNIT Briefly describe any annual evaluations conducted by units/departments/colleges to assess outcomes that are not included in the unit/department/college’s 2010-2015 Strategic Plan (.e.g., scholarly productivity.)

Student Course and Instructor Evaluations

Faculty annual reports

Department Level Program Reports

D. EXAMPLES OF DATA-BASED IMPROVEMENTS DURING THE YEAR

Describe 3 examples of how the unit/department/college has used assessment data for the purpose of improvement during the year.

(PhD in C&I) All students met the expectations for the comprehensive exam and the dissertation defense and, based on the data collected, no changes are needed. As previously noted, in the interest of continuous improvement, the Doctoral Program Steering Committee will review the assessment measures currently being used, and will consider whether or not changes are warranted for the comprehensive exam and for dissertation defense effectiveness measures.

Overall, students are scoring proficient on electronic evidence (EE) EE 2 (content paper), EE 3 (unit lesson plan) and EE 6 and 6A (school improvement plan). As such, we are left to conclude that all programs are meeting their goals and no revisions are needed. We have concluded that the use of these EE is not meeting our needs and providing us with an authentic picture of our candidates’ performance. As a result, the department has supported the College in its effort to implement edTPA. edTPA will be piloted during the 2013-2014 academic year with full implementation in spring 2015. To prepare for this implementation, courses will have to be remodeled to incorporate one or more of the assessment’s three tasks and fifteen rubrics.

Middle grades undergraduate candidates continue to struggle with outreach to families and communities, which can often feel intimidating to undergraduate students. (This is evidenced by lower scores or by the NA’s that are often applied to the situation by the University Supervisor in student teaching.) We will stress this next year in

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clinical work in MDLG 3130 and 3131, and add a component for parent communications and parent conferences when allowed by the clinical sites. This should add to the candidate’s comfort level prior to student teaching.

E. ASSESSMENT OF EVALUATION METHODS Comment on the strengths and weaknesses of unit/department/college’s assessment methods and describe plans (if any) to strengthen outcomes assessment during the coming year.

Strength -- Every program collects initial and mid-point data, which is reported by program coordinators. At the end of each year, programs meet and the coordinator presents data trends.

Weakness – Reporting measures seem to keep shifting. As a result, program coordinators often are confused about the format for reporting data for SACS and SLO reports. This has caused much consternation and general unhappiness among program coordinators and faculty

REQUIRED ATTACHMENTS TO 2012-13 ANNUAL REPORT

1. ANNUAL PROGRESS ASSESSMENT OF PERFORMANCE OUTCOMES FOR 2010-2015 STRATEGIC PLAN GOALS: After completing sections III I. and III J. of your 2010-2015 Strategic Plan (i.e., the annual report section of the strategic plan template), attach the entire 2010-2015 Strategic Plan to the annual report.

2. STUDENT LEARNING OUTCOMES ASSESSMENT DATA: Attach a 2012-13 Student Learning Outcomes Assessment Plan and Report for each undergraduate and graduate degree program and certificate program, stand alone minor, and distance education program offered online only by each department. Colleges that do not submit the required Student Learning Outcomes Assessment Plans and Reports will be contacted by the Office of Academic Affairs.

3. (FOR DEANS AND ASSOCIATE PROVOSTS ONLY) MEMORANDUMS TO DEPARTMENT AND UNIT HEADS: Deans and associate provosts are to attach copies of their written feedback to department and unit heads on the status of outcomes assessment in the department or unit, and identifying any areas meriting priority attention in the coming

year.

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Attachments:

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2010-2015 Strategic Plan Template

(Department of Middle, Secondary and K-12 Education {MDSK})

2010-2015 Strategic Plan

I. EXECUTIVE SUMMARY

1-2 pages

A. Mission and goals: The Department of Middle, Secondary, and K-12 Education is committed to

advancing education through the support and preparation of educational

professionals to positively impact teaching, research, and learning for social justice

in the 21st

century. We strive to produce excellent educators who can effectively

respond to the demands of an increasingly diverse and global society. And we aim to

foster the growth of candidates who possess knowledge, skills, and dispositions

necessary to support and develop learning for all students, particularly those in urban

public schools.

MDSK

2010-2015 Goals (Approved by the faculty 2/12/2010)

1. The Department will enhance the internationalization and global awareness of

faculty and students and prepare graduates for our globally interconnected

world.

2. The Department will aim to contribute to the College’s distinguished record of

engaged research, scholarly publications and grant writing.

3. The Department will graduate highly effective and ethical 21st century

professionals – teachers, who will have a positive impact on children, youth,

families, communities and schools and who will be successful in urban and

other high need settings.

4. The Department supports the success of candidates through innovative

programming and delivery, technology integration, excellent advising and

academic services, and enrichment activities.

5. The Department will lead the College in its pursuit of an expertise in urban

education and will effectively prepare its candidates for work in urban centers.

6. The department will infuse a deeper understanding of diversity

throughout all programs and courses, thus increasing our candidates’

ability to respond to the diverse nature of the students and the

communities they serve. 7. The Department will receive external validation of its work and its impact

through accreditation reviews and increased recognition of its expertise and

resources.

8. The Department will strengthen effective partnerships with schools and

communities.

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9.The Department will participate in the College’s 40th

Anniversary

celebration and campaign.

B. Summary of process used to develop unit goals:

A copy of the 2005-2010 Department goals as well as the 2010-2015 College of

Education goals was distributed in an email to all MDSK faculty. A work session

was scheduled during the department faculty meeting held on February 12, 2010.

The purpose of the work session was to discuss the 2010-2015 Department Goals. A

discussion was held resulting in the identification of eight Department goals. At the

close of the meeting MDSK faculty unanimously supported the generated goals.

C. Summary of major goals in strategic plan:

MDSK has three overarching goals for the period outlined in this strategic plan. To

begin with the Department is committed in its pursuit of an expertise in urban

education. As part of this commitment the Department will enhance the

internationalization and global awareness of faculty and students. Secondly, the

Department will spotlight an appreciation for diversity throughout its work. The

third goal is to support the success of candidates and graduate highly effective and

ethical 21st century teachers.

D. Summary of new resources required to achieve new goals:

Urban educator to work in the PhD program in C&I –tenure track assistant

professor (replacement)

Middle Grades educator –tenure track assistant professor (replacement)

Middle Grades educator- tenure track assistant professor (new)

Clinical assistant professor [online] (new)

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II. ENVIRONMENTAL SCAN/ UPDATES SINCE LAST FIVE –YEAR STRATEGIC PLAN 1-2 pages

A. Assessment of

cumulative progress in

meeting goals in

current strategic plan:

MDSK Goal One: The Department will continue to respond to the increased

demand for excellent teachers.

The Department has actively recruited candidates who are interested in entering

the teaching profession at all levels, including undergraduate, initial licensure,

masters, and doctoral.

The Department has made programs accessible to a wide variety of students

through such efforts as an M.Ed. taught on-site at Concord Middle School

(middle grades education), the Summer Pathway to Teaching (formerly the

Lateral Entry Teacher Initiative), establishment of the graduate certificate

program(GTC) and an online delivery of both the GTC and MAT program

MDSK Goal Two: The Department will continue to support and recognize

the research work of its professors and students.

The Department has encouraged collaborative publications, presentations, and

grant work.

The Department has encouraged joint scholarly efforts with our doctoral and

masters degree candidates.

Adoption of a new COED workload policy that Minimizes faculty loads to

create time for this work.

MDSK Goal Three: The Department will spotlight an appreciation for

diversity throughout its work.

The department has revisioned its initial licensure programs infusing a deeper

understanding of diversity

The Department continues to recruit a diverse faculty.

MDSK Goal Four: The Department will lead the College in its pursuit of an

expertise in urban education and will effectively prepare its candidates for

work in urban centers.

Recruited two faculty members who are experts in this area.

In the revisioning of all initial licensure programs all courses were reviewed and

an urban education strand was incorporated where appropriate.

The Department assisted the local schools in better assessing and addressing

their needs, and especially those found within the urban Charlotte Mecklenburg

district.

MDSK Goal Five: The Department will target effective and accurate

advising and other services that are readily available to all students in all

programs.

Required advising as a mandated part of registration, including a system for

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course permits.

Worked closely with support areas within the unit, including the Office of

Teacher Education, Advising, and Licensure, Teaching Fellows, and the Office

of Field Experiences.

Maintained an accurate data base of all students.

Established a MDSK Advising Center and fulltime faculty advisor

Maintained an equitable advising load across professors and programs.

MDSK Goal Six: The Department will review all programs and major

outreaches, and will seek to improve their delivery and effectiveness.

Revisioning of all initial licensure programs.

Infused diversity, technology, and urban education throughout all courses and all

programs.

Appointment of an online coordinator. .

B. Environmental

scan/updates of

challenges,

opportunities, and

obstacles since last

strategic plan:

Opportunities-

Online delivery of Graduate Certificate Program and MAT degree

Development of online MAT courses

Development of online advanced content course in social studies

Implementation of the Graduate Certificate program

Keeping faculty knowledgeable of new technologies and programs

Remote Observation of Graduate Interns (ROGI)

Initiative to support Junior Faculty and provide a stronger support network.

Dispositions review.

Putting the M.Ed. middle grades program online.

Challenges-

Having advanced content courses available for phase II MAT and MEd students,

both online and face-to-face

Reaching a point where department faculty have an intuitive understanding of

urban education.

Providing faculty the professional development for effective online instruction

Creating a current and relevant curriculum

Expanding the scope of the curriculum to include more complex issues such as

globalization and internationalization

Establishing a more holistic and comprehensive relationship with Central

Cabarrus High School, our PDS high school

Changing platforms- WEbCT to BlackBoard to Moodle

Continually cover all courses with fulltime faculty

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Obstacles

Budget constraints and its impact on personnel, support and programs

Need for new faculty positions

Unsuccessful search for a middle grades educator

Lack of graduate assistantships, this impacts department in two ways- lack of

support for faculty and financial support of prospective doctoral students

Limited summer school offerings

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III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES FOR 2010-2015

A. Unit, Dept. or College Goal #1:

The Department will enhance the internationalization and global awareness of faculty and students

and prepare graduates for our globally interconnected world.

B. Relationship of goal to next higher reporting unit goal:

1. The College of Education will enhance the global awareness of faculty

and students and prepare graduates for our globally interconnected world.

C. Action plans to achieve goal:

1.1 The Department will offer LBST 2102 Global Perspectives in Education during

the fall and spring semesters.

1.2 The Department will assume a leadership role on the College’s Committee on

Internationalization.

1.3 MDSK faculty will participate in professional development focused on

internationalization and global awareness.

1.4 MDSK faculty will continue to attend sessions focused on internationalization

and global awareness at professional conferences.

1.5 Based on areas of interest, MDSK faculty will engage in scholarly activities

focused on internationalization and global awareness.

1.6 Course content focused on internationalization and global awareness will be

infused in the appropriate courses of each and every program of study.

1.7 Develop a globalization course.

D. Effectiveness measures/methods to assess outcomes/goal

attainment:

Evaluate efforts to achieve global awareness by student feedback, course

evaluations, faculty feedback, faculty annual reviews and faculty program reviews.

E. Assessment schedule to assess goal:

Ongoing

F. Person/group responsible: Department Chair G. Performance outcomes for goal:

Increased global awareness by students and faculty (teaching, scholarship and

service)

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H. Resources Required:

ANNUAL REPORT

I. Annual progress assessment of performance outcomes:

Through the work of the Internationalization Committee together with increased participation in international presentations there is an increased awareness in internationalization and global awareness. A number of faculty have traveled abroad and have incorporated their experience into scholarly products.

J. Follow-up plan to make changes as a result of assessment findings:

All programs have been revised over the past three years. Internationalization and global awareness is one of the 21st century skills that have been embedded into the revised programs. Course and instructor evaluations as well as the faculty members lived experience in the classroom will allow the faculty member to reflect upon and critically analyze course content.

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III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES


The Department will aim to contribute to the College’s distinguished record of engaged research,

scholarly publications and grant writing.


2 The College of Education will achieve a distinguished record of research

that benefits children, youth, families, communities, schools and the broader

educational community.


2.1 Encouraging collaborative publications, presentations, and grant work

based on topics of current interest and need.

2.2 Encouraging and celebrating joint scholarly efforts with our doctoral and

masters degree candidates.

2.3 Publishing in practitioner based journals.

D. Effectiveness measures/methods to assess outcomes/goal attainment:

Number of publications and presentations made by department faculty.

Number of publications and presentations made by doctoral students

Number of publications and presentations made by department faculty and

students

Number of grants applied for and funded


Annually via faculty annual reviews

F. Person/group responsible: Department Chair G. Performance outcomes for goal:

Increased number of peer reviewed articles/presentations made by faculty and/or

students H. Resources Required:

ANNUAL REPORT


Overall, MDSK faculty have had a very prolific year with a large number of publications in refereed journals, articles in conference proceedings, book chapters, books, as well as presentations at the international, national, regional, state and local levels.

Many MDSK faculty have co-authored scholarly works or co-presented with students.

Many MDSK faculty and students have submitted grant proposals.

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J. Follow-up plan to make changes as a result of assessment findings: No changes are needed.

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The Department will graduate highly effective and ethical 21st century professionals – teachers,

who will have a positive impact on children, youth, families, communities and schools and who

will be successful in urban and other high need settings.


1. The College of Education will graduate highly effective and ethical

21st century professionals - child and family development professionals,

teachers, school leaders, and counselors - who will have a positive impact on

children, youth, families, communities and schools and who will be

successful in urban and other high need settings.


3.1 MDSK faculty will collaborate with colleagues in both the College of Liberal

Arts and Sciences and the College of Arts and Architecture on programmatic issues

and advising.

3.2 MDSK faculty will collaborate with colleagues in the College of Liberal Arts

and Sciences to recruit and prepare teacher candidates in all licensure areas with

special emphasis on science and mathematics.

3.3 The department will collaborate with the Office of Field Experiences to ensure

that teacher candidates receive clinical placements in diverse school and community

settings.

3.4 As part of the revisioning process, 21st century goals and skills will be

embedded in both initial and advanced licensure courses.

3.5 Recruit undergraduate minors in TESL and FORL.

3.6 The department will continue to collaborate with the Office of Field Experiences

to provide quality supervision of MDSK licensure candidates. D. Effectiveness measures/methods to assess outcomes/goal attainment:

Discussions among program coordinators with liaisons in the Colleges of Liberal

Arts and Sciences and Arts and Architecture

Analysis of clinical placements on student teaching/graduate student internship

applications

Revision course outlines to include 21st century goals and skills


Ongoing, annual program review, revisioning meetings

F. Person/group Department Chair, Department Program Coordinators Committee, Revisioning

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responsible: Committee

G. Performance outcomes for goal:

Increased communication with Colleges of Liberal Arts and Sciences and Arts

and Architecture

Assignment of department faculty to supervision of MDSK licensure candidates

Increase of undergraduate minors in TESL and FORL.

Incorporation of 21st century goals and skills into course outlines


ANNUAL REPORT


Revisioned initial and graduate licensure programs have embedded in them the 21st century goals.

The department continues to collaborate with the CLAS and the CAA to deliver a set of eight advanced online content courses for use in the masters programs.

MDSK faculty (TESL and FLED) are involved in supervision of graduate interns,


Explore feasibility of restoring a CAA advisor, housed either in TEAL-R or MDSK.

Analysis of student feedback, both formal and informal in making revision to courses.

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The Department supports the success of candidates through innovative programming and delivery,

technology integration, excellent advising and academic services, and enrichment activities.


5 The College of Education will support the success of candidates through

innovative programming and delivery, technology integration, excellent

advising and academic services, and enrichment activities.


4.1 Requiring advising as a mandated part of registration, including a system

for course permits.

4.2 Working closely with support areas within the unit, including the Office

of Teacher Education, Advising, and Licensure, Teaching Fellows, and the

Office of Field Experiences.

4.3 Maintaining an accurate data base of all students.

4.4 Maintaining a public, accurate posting of students and their advisors,

including advisor contact information and dedicated office hours.

4.5 Maintaining an equitable advising load across professors and programs.

4.6 Maintaining a high-quality Advising Center so that students will have

access to personal program information at all times, with questions answered

and issues addressed as quickly as possible.

4.7 Designing and implementing a new Minor in Teaching English as a

Second Language.

4.8 Supporting the development of the new B.A. in Comprehensive Science

(College of Liberal Arts and Sciences) as an opportunity for teacher

candidates to earn a “comprehensive science” teaching license.

4.9 Expanding program delivery partnerships with entities such as Teach for

America and the Model Teacher Education Consortium.

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4.10 Expanding its list of courses offered online.

4.11 Offering an online M.Ed. program in both middle grades and secondary

education.


Development of an online MEd program in both middle grades and secondary

education

Facilitating the development of online graduate content courses

Ongoing dialogue with entities such as Teach for America and the Model

Teacher Education Consortium

Development of the new B.A. in Comprehensive Science

Designing a new Minor in Teaching English as a Second Language

Compare and contrast faculty advising loads

Assess the effectiveness of the MDSK Advising Center

Maintaining an accurate data base of all students.

Maintaining a public, accurate posting of students and their advisors, including

advisor contact information and dedicated office hours.

Ongoing discussions with support areas within the unit, including the Office of


of Field Experiences

Ongoing assessment of both advising and registration


Ongoing

F. Person/group responsible: Department chair, Department faculty G. Performance outcomes for goal:

Implementation of an online MEd program in both middle grades and secondary

education

Development of online graduate content courses

Establishing partnerships with entities such as Teach for America and the Model

Teacher Education Consortium

Implementation of the new B.A. in Comprehensive Science

Implementing the new Minor in Teaching English as a Second Language

Adjusting faculty advising loads as needed

Assess the effectiveness of the MDSK Advising Center

Maintaining an accurate data base of all students.

Maintaining a public, accurate posting of students and their advisors, including

advisor contact information and dedicated office hours.

Ongoing discussions with support areas within the unit, including the Office of


of Field Experiences

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Ongoing assessment of both advising and registration


ANNUAL REPORT


MEd program in both middle grades and secondary education went online fall 2011.

Eight advanced online content courses were implemented in summer.

Continue to partner with the TFA program.

Continue with implementation of a new undergraduate TESL minor

Collaborated with SPED on dual program.

Faculty advising loads adjusted.

MDSK student database updated and expanded.


Feedback gleaned from student evaluations.

Feedback shared by department faculty at program coordinator and department faculty meetings.

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The Department will lead the College in its pursuit of an expertise in urban education and will

effectively prepare its candidates for work in urban centers.


1 The College of Education will graduate highly effective and ethical 21st

century professionals - child and family development professionals, teachers,

school leaders, and counselors - who will have a positive impact on children,

youth, families, communities and schools and who will be successful in urban

and other high need settings.


5.1 Recruiting a second professor who is an expert in this area, and

immediately enlisting this person as a source of teaching and information for

department and college faculty, as well as for doctoral and other students.

5.2 Reviewing all programs and courses, and infusing an urban education

component within each.

5.3 Tapping into the growing knowledge bases of those Ph.D. candidates

who are studying and researching within the urban education component of

their doctoral program. Among other things, offer them opportunities to

teach within other programs, thus connecting their knowledge to our goal of

infusing urban education throughout all programs and courses.

5.4 Encouraging faculty to attend sessions related to urban education as

found within their professional conferences of choice.

5.5 Assisting the local schools in better assessing and addressing their needs,

and especially those found within our urban region.

5.6 Continuing to recruit new faculty who have experiences teaching in and

working with large urban districts.

5.7 Recruitment of endowed professor.


Searching for a second professor who is an expert in Urban Education

Revisioning all programs and courses, and infusing an urban education

component within each

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Assess the knowledge base of PhD candidates with an eye towards tapping them

to teach courses in the department

Analysis of faculty annual reports

Assisting the local schools in better assessing and addressing their needs, and

especially those found within our urban region

Searching for an endowed professor.


Ongoing

F. Person/group responsible: Department chair, Department faculty G. Performance outcomes for goal:

Hiring a second professor who is an expert in Urban Education

An urban education component within each revisioned program

Appointing PhD candidates to teach courses in the department

Analysis of faculty annual reports

Assisting the local schools in better assessing and addressing their needs, and

especially those found within our urban region

Hiring an endowed professor.


ANNUAL REPORT


A distinguished professor in urban education continues to work with urban education faculty, the community, and LEA.

Urban education perspectives infused in revised licensure programs.

Urban education doctoral students teaching MDSK courses.

Faculty scholarly activity has a focus on urban education.

J. Follow-up plan to make changes as a result of assessment findings: Continued work of the Urban Education Collaborative.

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The department will infuse a deeper understanding of diversity throughout all programs and

courses, thus increasing our candidates’ ability to respond to the diverse nature of the students and

the communities they serve.


4 The College of Education will promote appreciation of and

experience with human diversity and will enumerate and measure its

benefits.


6.1 Ensuring that all candidates participate in multiple, diverse experiences

throughout their initial licensure work, including both clinical and (if

applicable) student teaching/internship placements.

6.2 Continuing to recruit and retain diverse faculty and teacher candidates.

6.3 Revision EDUC 5100


Assessing that all candidates participate in multiple, diverse experiences

throughout their initial licensure work, including both clinical and (if applicable)

student teaching/internship placements.

Recruiting and retaining both a diverse faculty and teacher candidates

Revisioning EDUC 5100


Ongoing

F. Person/group responsible: Department chair, Department faculty, Search committees, Revisioning committee G. Performance outcomes for goal:

Candidates participating in multiple, diverse experiences throughout their initial

licensure work, including both clinical and (if applicable) student

teaching/internship placements.

Recruiting and retaining both a diverse faculty and teacher candidates

A revisioned EDUC 5100

H. Resources Required: Two faculty positions (One at the assistant professor level one endowed professor)

ANNUAL REPORT

I. Annual progress Adding two diverse faculty members to the department ..

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assessment of performance outcomes:

Candidates continue to have three diverse placements in their clinical experience.

A new undergraduate engagement minor, Urban Youth and Communities was implemented this year. The minor is open to all majors and represents a curricular extension of our Crossroads Charlotte work. Dr. Susan Harden is the program coordinator. The minor is an interdisciplinary program focused on civic engagement and service learning designed to prepare UNC Charlotte students to become informed and engaged citizens. A focus of this

curriculum is to prepare students to be change agents in their community.


Assessing that all candidates participate in multiple, diverse experiences throughout their initial licensure work, including both clinical and (if applicable) student teaching/internship

placements.

Continue to recruit diverse students.

Assess the effectiveness of the Urban Youth and Communities minor.



The Department will receive external validation of its work and its impact through accreditation

reviews and increased recognition of its expertise and resources.


7 The College of Education will receive external validation of its work

and its impact through accreditation reviews and increased recognition of

its expertise and resources.


7.1 Evaluating all programs offered by the Department, with areas for

improvement determined and addressed, including varied delivery platforms;

for example: on campus, on line, and off site via the Summer Pathway to

Teaching Initiative and our Professional Development Schools.

7.2 Infusing diversity, technology, and urban education throughout all

courses and all programs.

7.3 The Department will successfully complete the design and

implementation of “revisioned” undergraduate and graduate programs

according to new guidelines from the State Board of Education/Department

of Public Instruction.

7.4 The Department will prepare for and complete the 2013 accreditation

review by NCATE.

7.5 Encourage programs to participate in the SPA review.

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Reports from accrediting bodies: NCATE; NC Department of Public

Instruction

E. Assessment schedule

to assess goal: Annually

F. Person/group responsible: Chair, program coordinators, department faculty G. Performance outcomes for goal:

All professional education programs will meet the program approval

standards of the North Carolina Department of Public Instruction H. Resources Required:

ANNUAL REPORT


Faculty worked on committees to draft the various sections of the NCATE Institutional Report.

Program Coordinators work a series of SAC’s reports. Continued work with our three PDS schools

J. Follow-up plan to make changes as a result of assessment findings: Faculty continue to work in committees to write the NCATE Institutional Report

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The Department will strengthen effective partnerships with schools and communities.


3 The College of Education will strengthen effective partnerships with

schools, communities and alumni.


8.1 The Department will continue to define and strengthen its collaborative efforts

with its three professional development schools and explore additional urban

partnerships.

8.2 The Department will continue to provide professional development to teachers

at area schools.

8.3 Actively participate in the College’s efforts to maintain relationships with

alumni. Build on existing community partnerships and explore new alternatives. D. Effectiveness measures/methods to assess outcomes/goal attainment:



Annually

F. Person/group responsible: Chair G. Performance outcomes for goal:

On-going activities for candidates, teachers and students at our PDS

(middle and high) H. Resources Required:

ANNUAL REPORT


Continued work with our three PDS schools.

Collaboration with James Martin Middle School.


PDS evaluations

Faculty annual reports.

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B. Unit, Dept. or College Goal #9:

The Department will participate in the College’s 40th

Anniversary celebration and

campaign.


9 The College of Education will secure the resources needed to strengthen

the mission of the College and will honor the College’s 40th

Anniversary.


9.1 Department faculty will participate in College of Education 40th Anniversary

functions. D. Effectiveness measures/methods to assess outcomes/goal attainment:



Annually

F. Person/group responsible: Department faculty G. Performance outcomes for goal: On-going activities for 40

th Anniversary Celebration


ANNUAL REPORT


Activities for 40th

Anniversary Celebration are coming to a close.

J. Follow-up plan to make changes as a result of

assessment findings:

Activities for 40th

Anniversary Celebration are coming to a close.

2012-13 annual report template middle grades, secondary ... · 2012-13 annual report template...

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