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


Section 1 - Institutional Information:


NCATE ID: 10598
AACTE SID: 4280
Institution: University of South Florida
Unit: College of Education
Next Accreditation Visit: Spring 2005
Last Accreditation Visit Spring 2000
Deadline to Submit Final Version of Part C: 01/23/2003


Section 2 - Unit Head Information


Unit Head Name: Edwin Steiner
Unit Head EMail: steiner@tempest.coedu.usf.edu
Unit Head Phone: (813) 974-0380
Unit Head Fax: (813) 974-3826
Unit Phone: (813) 974-3400
NCATE Coordinator: Hilda C. Rosselli
Coordinator Phone: (813) 974-9947
Coordinator Fax: (813) 974-3826
Coordinator Email: rosselli@tempest.coedu.usf.edu

Is the information above accurate? No - Please enter corrections below


Corrected Unit Head: Edwin Steiner
Title of Unit Head Interim Dean
Corrected Unit Head Email: steiner@tempest.coedu.usf.edu
Corrected Unit Head Phone: (813) 974-0380
Corrected Unit Phone:
Corrected Fax:
Corrected NCATE Coordinator: Hilda Rosselli
Title of NCATE Coordinator Associate Dean for Teacher Education
Corrected Coordinator Phone: (813) 974-9947
Corrected Coordinator Fax: (813) 974-3826
Corrected Coordinator Email: rosselli@tempest.coedu.usf.edu
President Full Name Judy Genshaft
President Email JGensha@admin.usf.edu



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 College's Curriculum Reform and Planning Committee (CRPC) has continued to work on the development of several key documents that will become the cornerstone for our revised Conceptual Framework. The first document which has evolved from a series of meetings with our district, community college, and university partners, has been refined through college-wide discussions and now expresses our faculty's agreements about what our students should know, be like, and be able to do. During the summer of 2000, faculty from both the College of Education and College of Arts and Sciences were commissioned to develop a set of white papers that were discussed at the College's annual Faculty Forum in August 2000. During the 2000-2001 academic year, a set of Principles for Teacher Education Program were developed from each White Paper and discussed by the faculty in subsequent forums. The requirements in the Florida Accomplished Practices are incorporated into the documents; however, the wording in the documents is stru



        ctured in such a way to encourage innovative approaches that may be unique to a specific program area.

        The College Council endorsed these guiding principles initially on April 6, 2001 and again on May 18, 2001 as a core of program review guidelines and also recommended they become part of the guidelines that are used by curriculum committees (GPC and UPC). Departments were asked to engage in a self-study during the 2001-2002 year regarding their consistency with these principles. Inconsistencies can then be pursued in terms of redesigning programs. The intent is not to tell programs what they have to do but rather, through the principles, programs will be able to decide how they are going to accomplish their goals by applying these principles. Already this year, the Curriculum Reform and Planning Committee has assigned a sub-committee to revise the College's Conceptual Framework based on the content in these documents.


Conceptual framework weaknesses cited as a result of the last NCATE review:
        "The conceptual framework lacks coherence and is inconsistently articulated."

        It is the College's intent to use the process described above to form the structure for a revised College Conceptual Framework that can then be articulated on our web-site and through publications to our students, adjuncts, school partners, university partners, and faculty. By involving the entire College in the process, we will have established consensus on important program elements and values that can then guide not only our implementation of existing programs but the development of future programs as well. We particularly have sought to broaden our conceptual framework to include professionals prepared for other positions than teaching, as well as our research and collaboration efforts with schools and agencies that work with Pre K through adult learners. The Curriculum Reform and Planning Committee has been charged with continuing the process of overseeing the revision of the Conceptual Framework based on the work to date.


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)
        Professional Characteristics and Practices?Over the past year faculty from all of the departments who serve on the College?s Curriculum Reform and Planning Committee have developed a list of Professional Characteristics and Practices that we want our students to demonstrate. The Professional Characteristics include dispositions such as flexibility, care and advocacy for students, creativity, dependability, ethical responsibility, resilency, and respect for human diversity. The Professional Practices include identification with the profession and its commitment to students, continuous professional improvement, valuing of diversity, basic understanding of the subject field, its linkage to other disciplines, and applications to real world integrated settings. These lists have now been reviewed and revised by faculty through a series of forums and have now been approved by the College Council. This will be used by each department to reassess their admission, matriculation, and curriculum practices.

        Assessment of Dispositions?The Special Education program has taken this process even further with the use of a Professional Development Rubric that identifies desired dispositions. This rubric is completed by each student each semester, at least one faculty member in the department who has taught the student, a teacher or site coordinate at the student?s field placement, and a Professional Seminar instructor. The rubrics are then reviewed with the student and a plan of action is developed for any areas needing improvement. The Professional Seminar Instructor stays with a group of students throughout their program, allowing for consistency and continuity throughout the duration of the program. Areas of weaknesses that are not addressed by the student are grounds for bringing the student before the Professional Standards Committee and could result in the student being dismissed from the program.

        Impact on Student Learning?The College received a grant from the Florida Department of Education to develop and pilot several forms of performance assessment that might be used by programs areas within the college. During the 2000-2001 academic year, a faculty sub-committee studied the Teacher Work Sample Methodology used at Western Oregon and with their assistance designed a process that fit the needs of a large, primarily undergraduate urban program. The resulting task is known as the Continuous Teaching Cycle (CTC) and has been piloted with final interns as well as practicum students and final interns in Physical Education and Elementary Education. The results of the pilot helped the faculty refine the process and develop a rubric for assessing our teacher candidates? ability to assess and analyze student learning. The process has been shared at Faculty Forums and the results of the pilot project will be shared with faculty in all programs..



Weaknesses related to Standard 1 cited as a result of the last NCATE review:
Please indicate how the unit has addressed these weaknesses.
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)
        AP Summative Rating Form?All programs have identified evidence of where each of the Florida Accomplished Practices (very similar to INTASC) is addressed in specific coursework and what evidence is gathered to document students? competencies in these areas. Last year revisions were made to the Final Internship Evaluation Form, which is organized around the Florida Accomplished Practices and used for all initial teacher certification programs in both the College of Education and the College of Visual and Performing Arts (both at the undergraduate and graduate level). More space was provided for written comments and the Early Childhood Form was revised to correlate with NAEYC standards and address the Florida Accomplished Practices.

        A new form was developed and used during the 2000-2001 academic year called a Summative Rating Form. Based on the joint evaluation of individual indicators completed by the cooperating teacher and university supervisor, the individual serving as University Supervisor for each intern completes a final rating on each of the Florida Accomplished Practices. Along with the results on all of the indicators identified on the Evaluation Form, the Summative Rating Forms are compiled, summarized, and distributed by program area to the Department Chairs for review in department faculty meetings. The analysis of these data have been used to determine that students who have not demonstrated attainment of an Accomplished Practice (i.e., those receiving a NC for any overall practice) were either advised to withdraw from internship or given an Incomplete for internship. This process is monitored by the Associate Dean for Teacher Education and the Student Academic Services Office (Internship Coordinator) on an on-going bas



        is.

        In the Speech Impaired program, a practicum evaluation form is completed eight times. Students who do not demonstrate all required competencies (which are correlated to the Accomplished Practices) are referred to the Clinical Assistance Program (CAP) in which they are provided additional remedial experiences to ensure that all competencies are demonstrated prior to graduation.

        In School Psychology, candidates are evaluated four times during their internships on a form correlated with the Florida Accomplished Practices. Successful demonstration of all competencies vis-a-vis the evaluation forms and a portfolio is required for graduation.

        Portfolios--In addition, students seeking to graduate from Early Childhood and Special Education programs were required to develop a reflective portfolio which was reviewed by faculty prior to graduation. In both cases these portfolios can be correlated back to the Florida Accomplished Practices and the respective professional association standards. During the 2000-2001 academic year, pilot projects started in both programs to support students who want to develop electronic portfolios. The School of Physical Education, Wellness, and Sports Studies also is experimenting with the use of portfolios in both the K-8 and 6 -12 Physical Education programs.

        ESOL--Evidence of infusion of 25 ESOL standards into the curriculum for five programs in the College that include ESOL endorsement is accomplished through individual student portfolios that include products developed in ESOL-specific and ESOL-infused courses. Students set up the portfolios in their first ESOL-specific course, FLE 4315 (Teaching Students with LEP K-12), which they are required to take during the first or second semester in their program. Throughout their program's course sequence, students complete assignments that include ESOL Performance Standards and add them to the portfolio. ESOL-related materials must be documents, games, activities, lesson plans, reviews, annotated resources, etc. that have been aimed at or modified for Limited English Proficient students. Multiple evidence of having met a given Standard is required and students must obtain a satisfactory grade (C or better) on any product included in the portfolio. At the end of a student's program, the senior seminar instructor ch



        ecks off all required items in students' ESOL portfolios.

        Title II Institutional Report Card--The College participated in the first annual Title II Institutional Report Card process which reports on pass rates for graduates on the Florida Education Teacher Certification Exam as well as other data such as faculty student ratio for internship supervision, numbers of weeks required for internship and requirements for admission and graduation. The pass-rate data for 1999-2000 was calculated on 899 program completers. Our institutional pass rates were as follow: Basic skills test = 100%,
        Professional education test = 99%, and Subject area exam = 99%.


Weaknesses related to Standard 2 cited as a result of the last NCATE review:
Please indicate how the unit has addressed these weaknesses.
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:
        Professional Practice Partners--During the 2000-2001 academic year, two departments (Elementary and Special Education) identified and trained over 120 Professional Practice Partners (PPP). These PPPs are assuming a more important role in collaboration with the respective departments relative to field experiences and internship. The PPPs completed a graduate level course co-developed and co-taught by university and district personnel from both Hillsborough and Pasco counties that better prepared them for mentoring preservice students in their schools. The PPPs help coordinate early field experiences in each of the school sites (N = 28) and they assume the role of university supervisor if given a final intern. They meet monthly with faculty from the departments to discuss student progress and to problem solve any issues that arise. The teachers selected and participating in the program have identified a number of benefits: closer connections to the College and the mission of teacher preparation, increased



        professional growth and responsibilities, and improved skills in mentoring preservice teachers. .

        Secondary Education Field Experiences?A Secondary Education Department Task Force, consisting of faculty members and administrators in the College and representatives of local districts and of teacher associations completed the Department?s ?Field Experiences and Supervision Model.? Implementation of the model began during the past year. This model enhances early field experiences as well as the final internship. A part of the model calls for the selection and preparation of clinical faculty from local school districts. School principals played a major role in the application and review process. The first seminar for twelve clinical faculty candidates was successfully completed during the spring, 2001 term. These clinical faculty members will help to coordinate early field experiences in their respective schools and will help to provide a stronger mentoring base for students in these schools. The Model also calls for close collaboration among Department faculty and classroom teachers and school adminis



        trators, to strengthen the field experiences and the feedback system for updating and improving teacher preparation courses and programs of the Department. A plan is now in place to have annual meetings of district content supervisors and Secondary Education Department faculty members. This collaboration is to also provide for the best placements for interns.

        Website for Interns--As a result of meetings with four of the College's largest neighboring districts, new web resources are now available for students on the Internship web site. The districts identified existing and new web-sites that were felt to be useful to interns and prospective new hires in the district. The resources include: district calendars, FAQs for prospective employees, current vacancies, salary schedules, substitute teacher training requirements, online applications, school performance data, links to local and state unions, individual school web-sites, testing dates, and students handbooks. Students are made aware of these resources at the Internship Orientation meetings.

        ESOL Field Experiences--As a result of the new ESOL endorsement initiative, a number of changes were implemented this year that have impacted field experiences for our students. The early field experiences have been tied to the first ESOL-specific course, FLE 4315 Teaching Students with LEP K-12. Students in this course complete 20 hours of field experiences with LEP students. Options for students include:
        <sum> Observe and tutor at LEP family literacy programs (agreements have been developed with a variety of government and community-based organizations that provide these types of programs)
        1. Observe and tutor at community-based organization educational programs, such as the charter school for homeless children at Metropolitan Ministries and the after-school program at the Asian Family and Community Empowerment Center
        2. Observe and tutor an LEP student in an after school ESOL program
        3. Tutor a student at the English Language Institute
        Faculty involved in the new ESOL endorsement programs have collaborated with school district personnel in four districts to develop intricate contracts of agreement to ensure that students have access to ESOL students under the supervision of an ESOL trained teacher or specialist during their field experiences. The late field experience is conducted through the specific program?s late internship, such as the Level 2 internship for the Elementary Education Program or the final internship for the Foreign Language Education program. Students must successfully plan, implement and evaluate instruction for LEP pupils. In a case where there are not sufficient numbers of ESOL students or an ESOL trained teacher, the intern is transferred to a class with an LEP student to complete a minimum of two weeks of primary responsibility for her/his instruction in collaboration with an ESOL-endorsed instructor. A team of supervisors, including the cooperating teacher, the university supervisor, an ESOL resource teacher, and



        the instructor of FLE 4316, will determine whether the intern has successfully completed the ESOL field experience requirements. All USF faculty (part-time and full-time) who supervise field experiences and interns were required to meet the same ESOL training requirements as faculty who teach ESOL infused courses (minimum of 45 hours of training).

        Evaluation of University Supervisors--A sub-committee made up of school personnel, teachers, faculty, students and university supervisors met and developed a form for use in evaluating the performance of University Supervisors. (Although faculty are regularly evaluated for courses they teach at the University, the course evaluation form was not considered appropriate for intern supervision. For tenure earning faculty, the process is important to document their faculty loads when assigned to intern supervision.) The form was reviewed by the Committee on Effective Teaching and was piloted during the spring of 2001 with volunteers. Pending review of the pilot and full recommendation, the form will be used for all intern supervisors.


Weaknesses related to Standard 3 cited as a result of the last NCATE review:
Please indicate how the unit has addressed these weaknesses.
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:
        ESOL: Five programs have been approved by the Florida Department of Education to offer ESOL endorsement: Early Childhood, Elementary, English, Foreign Languages, and Special Education. In each program students now complete field experiences in which they are able to plan and teach lessons to ESOL students under the supervision of an ESOL endorsed teacher or specialist. The ESOL infused program with the two stand alone courses, the infused curriculum and the field experiences and the ESOL portfolio matches the 300 hours of graduate level training that already-practicing teachers are required to take. See above sections for more details on this initiative.

        Diversity Proposal--A proposal for at least the half-time appointment of a current faculty member along with a part-time graduate assistant to coordinate the Center for Diversity and Research was the top priority forwarded to the Dean from the Finance and Budget Committee for the College's budget requests. The Dean agreed that the College would provide office space and clerical support. However a 4.1% budget cut for the College announced during the summer put this request on hold until further notice.

        Project LASER and New Doctoral Program--The Department of Special Education is home to the LASER Project (Linking Academic Scholars to Educational Resources), a new federally funded project that seeks to improve schooling for urban children and youth with documented or suspected disabilities. To achieve this goal, LASER will develop collaborative research communities to enhance urban special education research agendas of faculty and graduate students in minority institutions, recruit minority students annually for a quality urban special education doctoral program at the University of South Florida, and sponsor annual urban research conferences to showcase minority faculty and graduate students. In addition the Department has developed and had approved through the Graduate Program Committee and the College Council, a new Doctoral program with an Emphasis in Urban Special Education. The mission of this program is to prepare leaders who will integrate the roles of researchers, teacher educators, and school lea

        ders to improve the lives of children with exceptional learning needs and their families with an emphasis on systemic change in urban and other settings.

        CAROUSEL CENTER?Last year a new center opened on the Tampa campus called the CAROUSEL Center. This Center for Action Research on Urban Schools and Effective Leaders will focus on improving outcomes for our urban children and youth and serve as a clearinghouse for research on urban special education. The Center?s primary goals are to provide supports for faculty and graduate students to conduct action research projects and tom implement projects that provide culturally responsive services to urban children and families. CAROUSEL will also house and coordinate several initiatives to address personnel preparation for urban schools including the Chrysalis program and Team 2001, both of which are designed to increase the number of individuals of color becoming teachers.

        FCPC--The Florida Community Partnership Center continues to develop successful linkages with neighborhood schools through community based organizations and supported field trips of minority students to the USF campus. This on-going program includes mentoring and resident involvement as well as considerable technical assistance by FCPC staff at the neighborhood service centers to develop teaching strategies, counseling approaches, mentoring programs, GED preparation, curriculum design and assessment. A number of faculty in Social Foundations and Secondary Education have involved their time and students working in one local school, Franklin Middle School. One of the Learning Communities in the College of Arts and Sciences has been developed collaboratively with the College of Education to serve pre-education majors. As part of the service learning component within their curriculum, students spent time mentoring students from Franklin Middle School on Saturdays.

        Physical Education--The School of Physical Education, Wellness and Sport Studies is engaged is the development of a model curriculum at two culturally diverse middle schools in Hillsborough County. One of the faculty is working with physical education teachers and principals in developing an innovative physical education curriculum that will be implemented next fall. The schools have committed resources to the programs and these model curriculum programs will become sites for the program's early internship experience.

Weaknesses related to Standard 4 cited as a result of the last NCATE review:
Please indicate how the unit has addressed these weaknesses.
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:
        ESOL--When the College attempted to address the need to infuse ESOL standards into the curriculum and add endorsements in five program areas, a need existed to train and support faculty in this extensive undertaking. Through Project ESOL TAPESTRY, a federally funded grant, instructional materials (print and multimedia) were developed and training opportunities (ESOL symposia, colloquia, workshops, research support, etc.) were offered for faculty at USF to teach them principles of ESOL, bilingual education, and cultural diversity. The Center for Excellence in Second Language Acquisition was opened, a resource center with an automated lending library of books, articles, and multimedia items for faculty to check out. Information modules were created for faculty development (journal articles, book chapters, websites, and specially-prepared materials) on specific topics such as ESOL Assessment, ESOL Curriculum, ESOL Methods, Second Language Acquisition, Applied Linguistics, Cross-Cultural Issues, and other reques



        ted topics (faculty can request modules on any topic that is part of the ESOL field). Teaching modules for faculty (materials that faculty could use in their classes) were developed on specific topics (e.g., teaching Math to LEP students), including print materials, videos of master teachers demonstrating techniques, etc. One-on-one mentoring and technical assistance in developing infused courses (provided by the members of the ESOL Education Program Supervision Team

        All faculty who have responsibility for ESOL infused courses or who supervise ESOL field experiences were required to complete a minimum of 60 hours of training prior to January 2001. A system was developed to track and document training completed by each individual faculty member. In consultation with the ESOL Education Program Supervision Team, each faculty member involved in ESOL infused courses developed an individualized ESOL training plan based on her/his needs, expertise, and the content of her/his courses. All workshops, lectures, and other training opportunities were coded according to which ESOL Performance Standards were to be addressed to enable faculty to choose options (in conjunction with their ESOL Faculty Mentor) that address the ESOL Performance Standards that are infused in their courses. Fifty-nine faculty completed 60 hours or more and 113 faculty took at least one ESOL workshop last year.

        A high level of collaboration has taken place (and continues to occur) between the ESOL-specific course instructors, the Dean's office, department chairs and coordinators, program advisors, and the program internship supervisors. There is a special ESOL Field Experience Supervision team that meets on a monthly basis to streamline the supervision and mentoring process, coordinate overlap of assignments, and troubleshoot any logistical issues that arise.

        Performance Assessment--A Faculty Colloquium on Performance Assessment was held in February that featured both keynote speakers from both NCATE and the Florida Department of Educator Recruitment & Professional Development. Close to 50 faculty attended and learned about the new NCATE 2000 standards and the shift towards performance assessment at both the national and state level. In addition the Associate Dean for Academic Affairs attended training for NCATE Board of Examiners and the Associate Dean for Teacher Education attended State Board of Examiners training jointly sponsored by NCATE and the Florida Department of Educator Recruitment & Professional Development.

        Research Council--A College Research Council was added as another Standing Committee approved by the College Council. The Committee is to work in an advisory capacity, provide more focus on faculty research in the College and give direction to an Associate Dean for Research. Both the College's Strategic Plan and Recruitment Plan included a search for a new Associate Dean for Research who job it will be to facilitate the conduct of research within the College through faculty development, faculty and student recognition and awards and interface with the University Research Council.

        Tenure and Promotion--A task force had been formed (prior to the creation of the College Council) develop tenure and promotion criteria for the College to be consistent with criteria adapted by the University in 1998. Criteria and rubrics for rating faculty in the areas of teaching, research and services have been developed and were submitted to the Personnel Policies Committee for review and submission to the College Council for adoption. The GPC also is working on the process for reviewing doctoral programs within the College.

        CETC--One of the College's newest Standing Committees, the College of Education Technology Committee has set goals that include: discussing how technology is related to the Tenure and Promotion process and the relationship between scholarship and technology. They also will be advocating for the College's technology budget, reviewing ISTE Standards for Research in technology in the field of education, investigating what the University is doing in technology and collaborating with other University initiatives that help promote the College's use of technology.

        Program Self-Study?Data from both alumni surveys and employer surveys continue to be used by departments for self-study and improvement purposes. A rehire study is conducted each year as well as an exit survey of all interns. Additionally, a number of programs/departments are engaged individual self-study efforts. For example during the 2000-2001 academic year, the Measurement Program started a comprehensive review of their Master's and Ph.D. programs. The process has included surveys of current students, former students who have graduated, and faculty of the college. About a dozen employers and potential employers of our graduates were also surveyed, and an analysis was conducted of Chronicle of Higher Education position announcements in measurement & evaluation posted within the last two years. Finally, the department has communicated with several Measurement programs at other universities for information to establish points of comparison for quality.


Weaknesses related to Standard 5 cited as a result of the last NCATE review:
Please indicate how the unit has addressed these weaknesses.
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 2000-2001 academic year served as an excellent starting point for the College's new governance structure that began during the previous year. As a result of the Standing Committees' and College Council's involvement this year, a number of changes to the by-laws were brought to a College-wide faculty vote and operating procedures were simplified for both the Council and Standing Committees. For example, Council members approved a process whereby "informational items" approved by Standing Committees would be listed and submitted to the Council on a Consent agenda.
        The Council members are given an opportunity to pull any item out for discussion. If
        there are no special issues to be discussed, members vote on the Consent agenda as
        presented.. The College Council also approved a two-tier funding for grants that need technology services and to authorize the College's Technology, Services, and Resources to develop a fee schedule that can help finance the College's infrastructure needed to support the college's existing and future technology needs.

        One new Standing Committee was approved: the Research Committee which was charged with: supporting faculty and doctoral student research, supporting grant PIs, facilitating new grant initiatives, and developing functions and forums to further enhance the research capacity within the College.

        Ad-Hoc Committees--Two new Ad Hoc committees were established: the Ad Hoc Committee on Effective Teaching and the Ad Hoc Committee on the Dean's Evaluation. The first committee was asked to explore two topics related to course evaluation: 1) evaluation of distance learning and web-based courses and 2) forms used in the evaluation process of effective teaching. The second committee was responsible for providing oversight and coordination for the evaluation of the Dean during the 2000-2001 year.

        Clearly, each of the standing committees made significant contributions to the College as evidenced by the sampling below.

        GPC-- The Graduate Program Committee approved a new Ph.D. program (Second Language Acquisition / Instructional Technology Ph.D. Program) and a separate track for a PhD program in School Psychology. They also approved a new Certificate Program in College Teaching. They also reviewed and revised the College's credentialing procedures.

        MA Admissions--A subcommittee was appointed to develop a proposal for alternative admission requirements for the Master?s program. As a result of action taken by the College Council, the College of Education will no longer require a GRE score from
        candidates in order to be admitted to its Masters degree programs. Individual programs within the College may decide to eliminate or retain the GRE score as part of their admissions requirements. Each program that decides to eliminate the GRE score as part of its admissions requirements was asked to submit a plan for selecting Masters degree-seeking students to the Graduate Programs Committee for approval. Those that wish to retain the GRE along with other current documents and procedures do not need to seek approval of their admissions plan.

        FBC--During its first year of operation, the College's Finance and Budget Committee came to the realization that a budget process must be developed along with a budget calendar for the 2001-2002 year. A memorandum was sent to Department Chairs asking for their ideas and recommendations that will help the FBC as it develops budget guidelines and procedures. The Committee agreed that timelines and databases are important to a structured process. There was discussion on creating a master calendar and the process for collecting faculty productivity data during the coming academic year.

        It was also determined that the FBC should notify faculty members early in the year of the date by which budget requests should be submitted for the FBC consideration and then sent to the College Council for review. As the budget process is developed, timelines will be incorporated into the process so that department chairs can plan accordingly. Members agreed that in order to start the process, FBC would need to have data on the total expense dollars allocated to the departments, the number of faculty FTE (including visiting faculty), salaries, and allocations for OPS.

        CETC--The College of Education Technology Committee participated in the interviews conducted with candidates applying for the new director of the College's Technology Services and Resources office.


Weaknesses related to Standard 6 cited as a result of the last NCATE review:
        (Advanced Only) The number of faculty is not sufficient to support doctoral programs.

Please indicate how the unit has addressed these weaknesses.
        Efforts to increase the number of faculty credentialed to supervise doctoral dissertation research and work with doctoral students as members of dissertation supervisory committees have continued. In 2000-01, 14 new faculty members were added to the cadre of faculty serving on doctoral supervisory committees, resulting in a 13% increase of faculty in this area. Six faculty members were credentialed at the full level and thus were added to the cadre of faculty credentialed to serve as major professors and supervise doctoral dissertation research. This represented a 12% increase in fully credentialed faculty. Another 8 new faculty members were credentialed at the associate level to serve on doctoral committees or serve as co-major professors along with a fully credentialed faculty member. Our procedures for mentoring of junior faculty to move toward becoming fully credentialed faculty that were implemented in fall 1998 are now coming to fruition. At the end of 2001 we expect to see several more faculty me



        mbers receiving credentialing at the full level.


Section D. Other weaknesses cited during the prior visit.

Other evaluations, changes and improvements during this year:
Other weaknesses cited as a result of the last NCATE review:
        The conceptual framework lacks coherence and is inconsistently articulated.


Please indicate how the unit has addressed these weaknesses.
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?
2450 (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
883 (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
80
N/A
Appointed part time faculty in professional education and full-time in institution
0
N/A
Appointed part-time in professional education; not otherwise employed by institution
59
N/A
Total supervising faculty
139
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:
37.5 hours.
b. The total number of weeks of supervised student teaching required is:
14 weeks.
c. The total number of hours required is:
525 hours.

Additional Changes in the Unit:



Enter the Name of the Person Filling Out the Report: Hilda Rosselli