EDUCATION DEPARTMENT by HC12051822367

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									                       EDUCATION DEPARTMENT
                           FACULTY HANDBOOK
                       Gustavus Adolphus College
       ------------------------------------------------------------------------

DEPARTMENTAL OVERVIEW

Gustavus Adolphus College has prepared secondary educators for most of its existence,
and elementary educators since 1952 (five graduates in this first class). The Gustavus
Education Program is an undergraduate program with approximately 280 teacher
education students, with an even split between elementary and secondary majors.
Students learn to be professional educators in a team-taught and highly experiential
program. The program provides continual mentoring, continuous formative assessment
and feedback, and frequent celebrations of success. Our graduates emerge as
extraordinarily well-qualified beginning educators who are well received by school
districts and graduate schools.

CONCEPTUAL FRAMEWORK

To simplify and focus the work of the education department, the conceptual framework is
communicated in a three-part cycle of learning -- knowledge > experience > reflection.
This three-part model, based upon contextualized experience, reflection and analysis, and
research and theory development is also supported by the works of Brown, Collins, and
Duguid (1989), Gold (1986), and Smith (1990). In addition, the three-part cycle
expresses not just a learning theory, but also a model of ethical and moral decision-
making -- orchestrating the success of learners in an informed and principled way. This
cycle of learning applies to the work in teacher preparation of the Education Department;
it is a process that continuously changes through experience, reflection, and
reconceptualization and is organized under the theme of “teaching as principled practice.”
College Mission

Gustavus Adolphus College is a church-related, residential liberal arts college firmly
rooted in its Swedish and Lutheran heritage.


The College offers students of high aspiration and promise a liberal arts education of
recognized excellence provided by faculty who embody the highest standards of teaching
and scholarship. The Gustavus curriculum is designed to bring students to mastery of a
particular area of study within a general framework that is both interdisciplinary and
international in perspective.


The College strives to balance educational tradition with innovation and to foster the
development of values as an integral part of intellectual growth. It seeks to promote the
open exchange of ideas and the independent pursuit of learning.


 The College aspires to be a community of persons from diverse backgrounds who
respect and affirm the dignity of all people. It is a community where a mature
understanding of the Christian faith and lives of service are nurtured and students are
encouraged to work toward a just and peaceful world.


The purpose of a Gustavus education is to help students attain their full potential as
persons, to develop in them a capacity and passion for lifelong learning, and to prepare
them for fulfilling lives of leadership and service in society.

The College Mission serves as the driving force for the Education Department.

Department Mission

The Education Department prepares preservice educators who implement "principled
practice" -- reflective, student-centered, democratic, and authentic teaching and learning.
This mission is facilitated by the strong liberal arts preparation of the students, focuses
within the college on service, international education, interdisciplinary curriculum and
teaching, peace education, and leadership development.
We passionately hope and work to make a difference in the lives and learning of our
students, the college, the broader community and in the education profession.
Professionalism, a strong work ethic, close positive relationships with students,
democratic styles, and ethic of caring and understanding, consistently high expectations,
a passion for inquiry and a healthy sense of humor reveal the seriousness and
pervasiveness of this vision.


We behave in ways that are principled and teach our students to do so as well. We choose
to conduct our program based on theory and research, moral and ethical principles,
experience and reflective analysis. This principled practice is quite intentional.


Conceptual Framework
A set of professional competencies, based upon the Minnesota Elements of Effective
Instruction Principles, have been identified to guide course content and field experiences
as well as articulate what students will know and be able to do upon program
completion. Throughout their program of study, students will complete course
requirements designed to facilitate mastery and understanding of the following program
competencies:
The program outcomes and evaluation procedures and processes guide feedback to the
student and the program and are embedded in this model. Gustavus preservice teachers
and teacher educators:

Know and Believe:
    Understand and consider moral and ethical dimensions of teaching.
    Make decisions about teaching and learning informed by sound pedagogical
      research and with refined pedagogical capability.
    Rely on and advocate for sound liberal learning, extensive disciplinary learning,
      and interdisciplinary thinking.

Plan:
    Make decisions about teaching and learning informed by sound pedagogical
      research and with refined pedagogical capability.

Experience:
    Rely on and advocate for sound liberal learning, extensive disciplinary learning,
       and interdisciplinary thinking.
      Form nurturing relationships that foster inquiry, achievement, and cooperation for
       all learners
      Create inclusive and collaborative learning communities to enrich learning and
       stimulate reflective analysis.
      Engage in reciprocal partnerships with learners, families, communities, and
       colleagues.

Assess:
    Employ continual strategies of assessment to understand learning.
    Provide honest and complete feedback to assist learning

Reflect and Analyze:
    Employ continual strategies of assessment to understand learning.
    Create inclusive and collaborative learning communities to enrich learning and
       stimulate reflective analysis.

Reconceptualize

      Anticipate the complexity and inter-relatedness of student development,
       curriculum, and the problems and challenges faced by tomorrow’s learners.

The following matrix shows our alignment of the Minnesota Standards for Effective
Practice and the goals/competencies of our “Teaching as Principled Practice” model.

Standards of            Know and        Plan   Experience        Assess          Refect and   Reconceptual
Effective               Believe                                                  Analyze      ize
Teaching
Standard 2,             • Rely on              •Rely on and      •Employ                      •Anticipate
student learning.       and                    advocate for      continual                    the
A teacher must          advocate               sound liberal     strategies of                complexity
understand how          for sound              learning,         assessment                   and inter-
students learn and      liberal                extensive         to                           relatedness of
develop and must        learning,              disciplinary      understand                   student
provide learning        extensive              learning, and     learning.                    development,
opportunities that      disciplinary           interdisciplina                                curriculum,
support a student's     learning,              ry thinking.                                   and the
intellectual, social,   and                                                                   problems and
and personal            interdiscipli                                                         challenges
development.            nary                                                                  faced by
                        thinking.                                                             tomorrow’s
                                                                                              learners.
Standard 3 Diverse                             • Create
Learners: A                                    inclusive and
teacher must                                   collaborative
understand how                                 learning
students differ in                             communities
their approaches to                            to enrich
learning and create                            learning and
instructional                                  stimulate
opportunities that                             reflective
are adapted to                                 analysis.
students with
diverse backgrounds
and exceptionalities.
Standards of             Know and      Plan         Experience      Assess   Reflect and     Reconceptual
Effective Practice       Believe                                             Analyze         ize
Standard 4               • Make
Instructional            decisions
Strategies: A            about
teacher must             teaching
understand and use a
variety of
                         and
instructional            learning
strategies to            informed
encourage student        by sound
development of           pedagogic
critical thinking,       al research
problem solving,         and with
and performance          refined
skills.                  pedagogic
                         al
                         capability.
Standard 5,                                         • Form                   • Create
learning                                            nurturing                inclusive and
environment. A                                      relationships            collaborative
teacher must be able                                that foster              learning
to use an                                           inquiry,                 communities
understanding of                                    achievementa             to enrich
individual and group                                nd                       learning and
motivation and                                      cooperation              stimulate
behavior to create                                  for all                  reflective
learning                                            learners                 analysis.
environments that
encourage positive
social interaction,
active engagement
in learning, and self-
motivation.
Standard 6,
communication. A
teacher must be able
to use knowledge of
effective verbal,
nonverbal, and
media
communication
techniques to foster
active inquiry,
collaboration, and
supportive
interaction in the
classroom.
Standard 7,                            Make
planning                               decisions
instruction. A                         about
teacher must be able                   teaching
to plan and manage                     and
instruction based                      learning
upon knowledge of                      informed
subject matter,                        by sound
students, the                          pedagogica
community, and                         l research
curriculum goals.                      and with
                                       refined
                                        pedagogica
                                        l capability.


Standard 8,                                                              •Employ
assessment. A                                                            continual
teacher must                                                             strategies of
understand and be                                                        assessment
able to use formal                                                       to
and informal                                                             understand
assessment                                                               learning.
strategies to evaluate
and ensure the                                                           •Provide
continuous                                                               honest and
intellectual, social,                                                    complete
and physical                                                             feedback to
development of the                                                       assist
student.                                                                 learning

Standards of             Know and       Plan            Experience       Assess          Reflect and     Reconceptual
Effective Practice       Believe                                                         Analyze         ize
Standard 9,              •Understan                                                      • Employ
reflection and           d and                                                           continual
professional             consider                                                        strategies of
development. A           moral and                                                       assessment to
teacher must be a        ethical                                                         understand
reflective               dimensions                                                      learning.
practitioner who         of teaching.
continually
evaluates the effects
of choices and
actions on others,
including students,
parents, and other
professionals in the
learning community,
and who actively
seeks out
opportunities for
professional growth.
 Standard 10,                                           •Engage in
collaboration,                                          reciprocal
ethics, and                                             partnerships
relationships. A                                        with learners,
teacher must be able                                    families,
to communicate and                                      communities,
interact with parents                                   and
or guardians,                                           colleagues.
families, school
colleagues, and the
community to
support student
learning and well-
being.
Overview of Governance at Gustavus Adolphus College

Governance at Gustavus Adolphus College is detailed in the Faculty Handbook. Gustavus
College’s governance system consists of seven standing Committees: Faculty Senate,
Curriculum Committee, Faculty Development Committee, Personnel Committee,
Academic Operations Committee, International and Experiential Education Committee,
Program Assessment and Development Committee, and the Academic Affairs
Coordinating Council.

Each of the committees meets at least once monthly during the academic year. Minutes
are made available to the general faculty and are included in the materials distributed
prior to each monthly Faculty Meeting. Major decisions and policy formulations are
referred to the general faculty for consideration as specified in the functions of the
separate committees. An overview of each committee’s roles and responsibilities related
to governance can be found in the Faculty Handbook.

Overview of Unit Governance

The Teacher Education Advisory Committee (TEC) serves an advisory role for the
Professional Education Unit (Unit). The Chair of the Department has been officially
designated as the Head of the Unit by the Academic Dean and provides direction and
leadership for TEAC. Support positions are integral to the operation of the Unit and
implementation of curriculum.

Teacher Education Advisory Committee (TEAC)

The Teacher Education Advisory Committee (TEAC) is an advisory committee that
brings together representatives of various constituencies involved with the Unit’s
programs. The committee is comprised of the Chair of the Education Department, the
Coordinator of the Unit, teacher and administrative representatives from partnership
schools, two students, one elementary/middle and one secondary/middle candidate; the
Associate Dean for Academic Affairs, the Vice President for Diversity, and one faculty
member from each of the programs offered in the unit. The committee serves in an
advisory capacity to the Unit by engaging in data analysis, program and curriculum
review, and policy and procedure review. TEAC assists in the design, development,
revision, and on-going evaluation of teacher licensure programs at Gustavus Adolphus
College. The Council can initiate discussion on, provide input to, critique, respond to
evaluative feedback about, approve, and recommend for formal approval by the college
Curriculum Committee and faculty:

       • Teacher Education Program conceptual framework and program model
       • Teacher Education Program policies and procedures
       • Observed and/or desired teacher education student characteristics and competencies
       • Processes for increasing and expanding the relationship, dialogue, and collaboration
         between preservice teacher students, practicing educators, and educators associated
         with teacher education at Gustavus Adolphus College.




TEAC Meetings

1. The TEAC shall meet at least one time during each term, fall and spring.
2. The agenda shall typically include the following:
       • Call to order
       • Minutes of last meeting approved
       • Approval of agenda
       • Department updates
       • Input from the Council
       • Adjournment

Education Department

The Education Department is comprised of full-time faculty as well as the Coordinator of
Admissions and Field Experiences.

Monthly Education Department Meetings provide a forum for conducting departmental
business as well as a forum for input from faculty regarding proposals for new programs
and courses as well as changes in existing ones. One student from Kappa Delta Pi and
one from the Student Education Association represent their members at the department
meetings.

Education Department Meetings

1. The Education Department shall meet once a month at the designated time.
2. The rules of parliamentary procedure described in Robert’s Rules of Order, revised,
shall govern the proceedings of the Education Department Meetings.
3. Decision-making shall be by voting. The quorum for the Education Department shall
be 2/3 of its voting membership. Decisions require a majority (51%) of the voting
members of the quorum.
4. The agenda shall typically include the following:
        • Call to order
        • Minutes of last meeting approved
        • Approval of agenda
        • New Business
        • Old Business
        • Announcements
        • Adjournment
Department Chair

The Chair of Education, the head of the Unit, is responsible to the Dean of Academic Affairs.
Responsibilities of the Department Chair are described in the Gustavus Adolphus College
Guidelines for Chairs. The department Chair serves as the principal interface between his/her
department and administrative offices, other departments, outside agencies and organizations,
vendors of goods and services, other academic institutions and employers, and students. In
his/her role in the leadership and management of the department's affairs, the Chair carries
principal responsibility for carrying out or delegating the following tasks:

1. Facilitating the academic and pre-professional programs of the department
2. Promoting the academic quality of the department and discipline
3. Conducting searches for faculty positions
4. Evaluating faculty
5. Mentoring junior faculty
6. Supervising and evaluating support staff
7. Developing the departmental budget request
8. Monitoring the departmental budget
9. Submitting department course schedules to Registrar
10. Submitting January Term course schedule to that office
11. Managing the program for faculty leaves
12. Managing the work-study program within the department
13. Supervising departmental assistants
14. Processing paperwork for various committees and offices (January term proposals, area proposals,
course proposals, etc.)
15. Following regulations and guidelines from all manner of sources
16. Managing external grants, special programs and development projects
17. Conducting periodic departmental reviews
18. Managing specialized facilities, laboratories, equipment
19. Organizing and presiding at department meetings
20. Encouraging faculty professional development
21. Providing liaison, information, and evaluations to administrative offices
22. Providing liaison and information to faculty committees, ad hoc committees, accrediting organizations,
and other groups
23. Providing liaison to other departments
24. Representing the department at the meetings of the department Chairs
25. Responding to student petitions, degree applications, complaints, requests, etc.
26. Providing student letters of recommendations, post-graduate assistance

The dual role of the Chair includes both administrative and departmental leadership
functions. The Chair functions as a member of the academic administration when acting
on behalf of the college in carrying out assigned management responsibilities such as
recruiting, supervising, and evaluating faculty and staff. The Chair functions as a first
among equals when acting on behalf of his/her department in carrying out internal
management and liaison responsibilities such as allocating resources, submitting course
schedules, managing facilities, and communicating department views.
Department Chair responsibilities specific to the Education Department include the following:
   1.   Coordinate all activities related to accreditation- NCATE, AACTE and MNBOT
   2.   Reporting to accrediting and other agencies including; Title II, NCATE, AACTE, BOT, MACTE
   3.   Serve as ex-officio member of the International and Experiential Education Committee (IEEC)
   4.   Coordinate annual retreats
   5.   Represent Unit at AACTE and MACTE
   6.   Chair TEAC
   7.   Facilitate school partnerships and school related outreach activities (ChYLI, Outreach Programs)
   8.   Develop professional development opportunities for faculty and regional professionals.


Individual Faculty

Individual faculty members are those whose primary teaching and job responsibilities are
in the secondary, elementary, and K-12 Teaching program areas. All faculty members
are expected to meet the criteria for teaching, research, and service as described in the
Faculty Handbook.

Individual Faculty Responsibilities (among others)

1. Design and organize individual courses infusing appropriate accreditation information
as required by NCATE and MNBOT.
2. Pursue research, scholarship and individual project development
3. Serve as academic advisor to students as assigned
4. Meet with prospective students as requested
5. Complete accreditation items as required
6. Review student portfolios
7. Serve on committees as assigned
8. Provide input to the elementary and secondary programs
9. Participate in Education Department activities



Unit Meetings
Functions:
The function of the Unit Coordinating Committee shall be as follows:
1.To study and recommend changes in the curricula for the preparation of teachers
2.To monitor program adherence to accreditation standards
3.To foster coordination between teacher education and content area majors
4.To promote better communication with majors concerning program requirements

Support Positions

A several positions provide support for and service to the Unit. These positions function
at the level of the Unit and are not associated with any program. They are considered
administrative and/or instructional lines and do not have the same expectations for
teaching, research, and service, as do faculty positions.
Coordinator of Teacher Admissions and Field Experiences
Primary responsibilities include:
       • Enrollment of students into the Education Department and initial advising
         • Design Enrollment Booklet that is used at initial meeting with students and for recruitment of
         students interested in the Education Program at Gustavus Adolphus College.
         • Meet with students who are interested in pursuing a degree in elementary or secondary
         education. During these meetings the Coordinator explains departmental policies and procedures.
         • Meet with individual students as requested about four-year plans and course registration.
         • Design and organize all materials to be used for application into the department. Keep
         documentation of criteria for each student applying to the department. Keep track of petition and
         special requests made by students for admissions process
         • Design required forms to be distributed to students to secure placements for field experience.
         Design course syllabus and experiences with other instructors in the department. Communicate
         with students during their placement through Nicenet. Plan and implement a vocational reflection
         retreat for all EDU 268 students.
         • Design Student Teaching Handbook and Handbook for the Cooperating Teachers.
         • Hold information sessions for students who desire to student teach in the following year
         • Develop letters of correspondence to school districts, principals, and teachers involved with the
         student teaching placements.
         • Review all department requirements for each individual student requesting graduation. Review
         transcript. Sign off on all graduation applications if program requirements are met before
         submitting them to the department Chairperson and the Office of the Registrar.
         • Together with Education faculty, develop partnerships with districts that formally reveal
         professional development needs that may lead to the development of courses, workshops, and
         consultancies for Gustavus faculty and partners.
         • Together with the department Chair, create a slate of possible courses and workshops that will
         annually total no more than 20 graduate credit hours. The Chair will carry primary responsibility
         for securing approval, staffing, and contractual matters.
         • Together with the co-director in the Diversity Center, create master plan for NYSP
         implementation, hire and train staff, evaluate and manage year round NYSP processes.
         • Attend department meetings, keep files updated, and present information about the Education
         Department at College Visitation Days, Junior Day, and Senior Day.




Administrative Coordinator
    1.       Preparation for NCATE/BOT Review:
              Complete PEDS and Title II reports.
              Work with all NCATE/BOT Committees to support and gather documentation for
                 reviews
              Work as a full member of the Technology Committee on long range planning and
                 implementation of technology upgrades for academic, data collection, website and multi-
                 media needs.
              Work as a full member of the Acceditation Committee to determine needs, format and
                 procedures for gathering required updates in program documentation from all
                 departments in the Education Unit (secondary major departments) and prepare
                 information in appropriate format for reviews.
              Work with Education Unit members from academic and administrative departments on
                 BOT and Program Approval documentation and selective admission information.
              Work with Education Advisory Committee,
     • Design, create, and maintaining an NCATE/BOT specific website:

2.   Design, create and maintain and use databases and files to provide student information to the
     Education and other campus departments.

        Gather information from Datatel, Admissions, Registrar, and Education files to maintain
         comprehensive student records.
        Modify databases to meet increased recording keeping requirements for program and
         teacher licensure.
        Increase database and add layouts to track NCATE requirements to document
         effectiveness of student teaching on classroom students and the ability to export
         information for statistical analysis and graph presentations.

3.   Supervise 20+ student employees.

        Conduct training on office machines, a variety of software and media equipment
         including Go Live, Filemaker Pro, spreadsheets, scanners and digital media equipment.
        Evaluate skill levels in determining work assignments.
        Set up work projects.

4.   Handle restricted and unrestricted budgets for the Education Department, Academic Outreach,
     and NYSP

        Prepare Requests for Payment, deposits and purchase orders.
        Use database information to develop appropriate honorarium payment for cooperating
         practicum teachers, obtain social security numbers, prepare RFPs, continuing education
         certificates, letters to teachers and districts.
        Reconcile all accounts each month and advise Chair and department about availability of
         funds for purchases.

5.   Catalogue and maintain Curriculum Lab and over 6000 materials

        Determine appropriate categorization and placement of new materials.
        Upgrade database for use campuswide for material searches.
        Direct annual inventory and review of materials for disposal.
        Schedule student employees and supervise input of data.
        Promote the use of the library materials by training all student employees to be
         knowledgeable about materials available.

6.   NYSP summer camp

        Review NYSP guidelines and regulations to prepare job descriptions, participant
         applications, information releases, participant orientation packets, etc.
        Set up databases for tracking information for 200-250 summer campers.
        Install NYSP software and enter required information for campers, staff, USDA lunch
         verification, and other needed information.
        Download information from the national office and upload attendance and other required
         information back to the office.
        Meet reporting requirements for USDA funding of campers’ lunch and breakfast meals.
        Meet timelines for initial and final reports on the camp.

7.   Other duties as assigned by Chair.
Area Coordinator for Technology

The Area Coordinator for Technology works collaboratively with GTS staff and faculty
within the Education Division to improve student learning through the application of
instructional design principles designed to promote effective teaching with technology.

Responsibilities include:
      Provides primary support to faculty members within the division in the use of technology in
       teaching, learning and research.
      Acts as the primary liaison between the GTS support services and the faculty and staff in the
       Education, Health & Exercise Science, and Nursing Departments.
      Provides workshops, training sessions, and written documents designed to promote and expand
       integration of technology into the classroom within the division.
      Provides leadership in helping division faculty explore best teaching practices using various
       technologies.
      Collaborates with faculty on course development projects that might include web-based teaching
       strategies, expanded use of media, design of online learning experiences, and assessment and
       evaluation of instructional outcomes.
      Evaluates emerging technical research on hardware options and software within the disciplines,
       and offer recommendations to the department Chairs.
      Regularly updates hardware and software used in departmental labs and multimedia classrooms.
      Upon request, assists with instructional planning and delivery to enhance faculty and student
       confidence and expertise in using technology to promote learning.
      Together with department Chairs, provides technical assistance to enhance development and
       presentation of senior portfolios.
      Provides assistance to faculty engaged in discipline-specific research and scholarship that focuses
       on technology and pedagogy, or that employs varied technologies as part of the research process.
      Provides technology-based training to administrative assistants and work-study students within the
       division.




POLICIES AND PROCEDURES

Accreditation

The Unit is accredited by several organizations: NCATE (National Council for the
Accreditation of Teacher Education), The Higher Learning Commission, and The
Minnesota Board of Teaching. These accrediting bodies provide the standards for
Teacher Education Programs at Gustavus Adolphus College.

Adjunct Faculty

1. The Chair shall assume final responsibility for the hiring of adjunct faculty.

2. For adjunct faculty, the Chair will negotiate proportional salaries with the Dean. The
Dean will send an official letter of appointment and inform the department of the final
arrangements for contracts.
Advising

Full time faculty members serve as academic advisors to admitted Teacher Education
students. The Coordinator of Teacher Admissions, together with the Chair, assigns
students an advisor on a cohort basis. The Enrollment Book includes advising sheets to
provide guidance and structure to the advising process for both students and faculty.
Members of the faculty are expected to participate in summer and/or special requests for
advising from the Registrar’s Office. Faculty members who serve as instructors for First
Term Seminar (FTS) also serve as academic advisors to students in their
group. Education students remain the FTS faculty member’s advisee until that student is
admitted to Teacher Education.

Additionally, the Coordinator of Admissions offers a number of advising/planning
meetings for students interested in Teacher Education prior to their admission to the
department. Freshman are oriented to the planning and admission process during their
Edu 268 experience.

Initial Advising

Students interested in pursuing a degree in elementary education or secondary education
meet initially with the Coordinator of Teacher Admissions and Field Experiences.
During the initial meeting, the student completes a Data Sheet, which includes their
name, home address, ID number, e-mail address, and their expected date of Student
Teaching and graduation. The student and the coordinator discuss the students' desires
and goals for becoming a teacher. The Coordinator explains the admissions procedure
and criteria for admissions. A four- year plan is then mapped out with each individual
student based on their interests, area of concentration or major for those interested in
secondary education. The Coordinator explains which courses are required of the student
and the sequence in which these courses are taken.

At the initial meeting, the student receives an enrollment booklet, which further explains
the selective admissions procedures and the course requirements of the various education
programs. Each student receives the name of one professor in the education department
who will be assigned as their education program advisor. Students are told that they may
return to the Coordinator in the future for addition help in planning their course work for
their education program or seek the help of their advisor.

On-going Advising

All students who are interested in the Education Department are assigned to one of the
professors/instructors within the department as advisees. Students meet with their
advisor on an as needed basis. The advisors frequently e-mail their advisees informing
them of course changes and program information. Advisors are available to the students
especially around the time of class registration and often meet with them to revise the
four-year plan.
Advising is also done when students are first admitted into the Education Department.
Students who meet the selective admissions criteria and are admitted are informed of the
sequence of courses to take to continue in the program. Students who do not meet the
criteria or who are not admitted into the department in the selective admission process are
asked to meet with the Chair of the Department or the Coordinator to discuss their
options for further coursework.

Students have two additional checkpoints in which the Coordinator reviews criteria of
each student. These points are when the student applies to Student Teach and when the
student applies to graduate. The coordinator reviews the academic records of each
student and meets with them if necessary about any issues, which fall short of the criteria
to continue in the program.

In addition, the department as a whole frequently discusses students who are at the
various check points in the program. Students are asked to meet with an advisor, the
Department Chairperson or the Coordinator if issues arise which are concerning to the
department.




Budget
The primary operating budget for the Unit is set by the institution in early spring with a
fiscal year of August 1-July 31. The Chair, together with the Administrative Coordinator
determines specific line item expenditures and monitors these throughout the year.
Unspent budget is returned to the College. In addition to the budget, the Chair annually
submits to the Dean’s office anticipated needs for adjunct and supervision needs.

The operating budget is used for routine operations of the department. Line items in the
budget include allocations for student teaching supervision and honorariums, travel,
hospitality, copying, printing, materials, phone, association dues, accreditation costs, and
equipment.

Course Substitutions

Students wishing to substitute coursework for program requirements should present
documentation related to the course to their academic advisor and then to the Coordinator
of Teacher Admissions and Field Experiences. Course descriptions and course syllabi
are acceptable sources of documentation. When appropriate, professors who teach the
targeted course may provide input as to whether the course meets the same standards.
The Coordinator completes the Course Substitution Form which is then forwarded to the
Education Department Chair for approval. The information is then forwarded to the
Registrar’s Office for transcription purposes. Results of the process should be kept in the
student’s departmental file.
Curriculum

Course Schedule

The registrar requests semester course schedules to be submitted in early October and
early March. The Department Chair prepares a draft semester course schedule using the
Registrar’s Course Planning Guide. The draft is circulated to faculty and the Chair
makes revisions. The Chair and the Coordinator of Teacher Admissions review the
second draft for course conflicts across programs and levels of courses, and times.
Finally, department faculty are asked to review the semester course schedule before it is
returned to the Registrar.

Course Development

The Faculty Handbook details Curriculum Committee Procedures. Any programmatic
changes also follow processes described by the Minnesota Board of Teaching.

Courses (Summer Workshops):

       The Coordinator of Teacher Admissions and Field Experiences, together with the
       Chair of the department and the Education faculty, develop partnerships with
       districts that formally reveal professional development needs that may lead to the
       development of courses, workshops, and consultancies for Gustavus faculty and
       partners.

       Together with the department Chair, the Coordinator creates a slate of possible
       courses and workshops that will annually total to be 20 graduate credit hours.
       The Chair will carry primary responsibility for securing approval, staffing, and
       contractual matters.

Procedures for Approval of Courses:

Course proposals are submitted to the Administrative Assistant in the Dean of Faculty
Office to be forwarded to the Curriculum Committee for review. If the proposal is
approved, the Curriculum Committee forwards the proposal to the Faculty for its
approval.

Faculty
Faculty teaching courses for the Education Department include full-time, part-time, and
adjunct faculty. All teaching faculty have advanced degrees and or expertise
commensurate with their teaching assignments.

Evaluation

Faculty teaching is routinely evaluated according to college policy as described in the
Faculty Handbook. Faculty should actively utilize course evaluations to improve their
courses and their teaching.

At the departmental level, The Academic Dean, on a yearly basis, requests the Education
faculty to submit an evaluation of the Department Chair. Teaching effectiveness may be
assessed by evidence generated by the following procedures or activities:

1.self-evaluation
2.evaluation by the Department Chair
3.peer evaluation
4.student evaluations

1. The Education Department Chair assumes responsibility for overall faculty and staff
evaluation as described in the Faculty Handbook.
2. The Education Department Chair completes an Annual Performance Review for all
administrative support staff.



Recruitment—Search and Appointment

Procedures for faculty recruitment are detailed in the Faculty Handbook. It is understood
that the recommendations of the Academic Dean, department Chairs, and faculty
members, individually and/or by committee (e.g. search committee) are important factors
in all appointments to the faculty of Gustavus Adolphus College. Together with the
Academic Dean’s Office, the Education Department Chair determines the staffing needs
of the department. The Academic Dean authorizes tenure-track searches and works with
the department Chair to develop an advertisement for such. Significant efforts are made
to attract a diverse pool of qualified candidates for all open positions. Ads are place in
prominent minority journals and in The Chronicle of Higher Education. Additionally, the
department faculty members network within the professional community to seek out
qualified applicants.

The Academic Dean also recommends to the department Chair a Diversity
Representative to serve on a search committee. In addition to the Diversity
Representative, the search committee should also include the department Chair and at
least two other members of the department. The charge of the committee is to review
carefully all applications, to participate in discussion related to the recruitment process,
and to vote on all questions pertaining to the selection of candidates for interview and
recommendation of the person to the appointed. The entire Education faculty is involved
with the interview process and the final recommendation regarding appointment to the
faculty. Committee members are further obligated to treat all application files and
relevant committee deliberations as confidential material.

The primary focus of the search committee in screening candidates is on their academic
and teaching competencies in the field in the light of the department’s needs. The
Academic Dean is especially charged with reviewing each candidate’s general orientation
toward the mission of the college. In reviewing the vitae of candidates, the search
committee or the Academic Dean may obtain consultation or opinions from within or
without the college community.

Load Formula

Faculty load is based on a 6.5 credit hour assignment for the academic year. This equates
to three credits in fall and spring terms with 1.0 credits in every other J-term. Credits may
be a combination of teaching, administrative, and supervision using the formula for
supervision. The Chair shall solicit program supervision staffing needs from the
Coordinator to determine supervision needs. This information will be used to draft the
course schedule and a program staffing request report for the Associate Dean.
Load for student teacher supervision is determined as one credit of load equals five
supervision semester-long placements.

Placement
The Coordinator of Field Experience is primarily responsible for making appropriate
placements for all student teaching experiences. Together with the student and the
department faculty, the Coordinator makes placements with school districts that have
established agreements with the Education Department.



Promotion and Tenure
See detailed information in Faculty Handbook

Grievance Procedure

A faculty member who has a grievance in any matter other than discrimination or sexual
harassment may petition the Personnel Committee for redress.

The petition will set forth in detail the nature of the grievance and will state against
whom the grievance is directed. It will contain factual data or other material which the
petitioner deems pertinent to the case. The Personnel Committee will determine whether
the petition warrants a complete inquiry or whether the petition should be dismissed.
If the Personnel Committee decides that the case merits full consideration, it will first
attempt informally to resolve the matter to the satisfaction of all parties directly involved.

If the grievance is not resolved informally, the committee will continue its investigation,
including conducting hearings, if appropriate; its findings and recommendations for
disposition will be reported to the parties immediately involved, and with their
concurrence, then to the faculty and the administration.



Field Placements

Practicums and Student Teaching

Throughout each program, students will be required to participate in a variety of field
placements including stand-alone, infused, and/or volunteer opportunities.

Student Teaching Policies
See Student Teaching Handbook

International Student Teaching
Candidates wishing to student teach in international settings work with the Field
Placement Coordinator and the Office of International Education to arrange for their
placements. Candidates may only student teach in those schools approved by the
Education Department, and must also student teach in an American school for half of
their experience.

Liability
Auto liability covers only Gustavus owned, rented, or leased vehicles. Staff or students
using their own vehicles on college business are NOT covered and must rely on their own
insurance policies.

Students engaged in practicum or student teaching experiences may be covered through
liability insurance available through SEA if they are a member.

Instructional Resources

Instructional resources are available from a variety of sources. The Gustavus Adolphus
College Library allocates an annual budget for the Unit. Faculty should use this resource
before making a request to the Chair. The Unit operating budget may include line items
for software, books, periodicals, tests, etc... as determined by the Chair. Requests are
processed through the Administrative Coordinator and approved by the Chair. Computer
hardware requests should be recommended to the Chair and to the ACT. An annual
request for hard and software is made by the Unit to the College Instructional
Infrastructure Advisory Committee. Additional needs may be supported by the operating
budget as necessary.



Program Assessment
The Unit has creates a governance system that incorporates continuous, systematic
assessment. This type of assessment involves regularly administered procedures for
evaluating performance and using evaluation data to modify program as warranted. The
assessment plan must be comprehensive, effective in documenting outcomes, and
efficient to operate. It must have a visible operational component in terms of tools, time
lines for administration, people responsible, and a clear connection to the overall
governance.

Consistent with the proposed NCATE standard revisions, the Unit program assessment
model is based on the collection of data specific to the conceptual framework of the
program, to the performance of the Unit’s candidates, and to the Unit’s capacity for
training qualified professionals. Data gathered from regularly administered procedures
provide feedback from students in the program, program graduates and their employers,
college supervisors of student teachers, cooperating teachers and practicum supervisors.
Scope and sequence documents provide additional information related to program
evaluation. Collectively, these data are reviewed on a regular basis and used to modify
the following:

a) the Unit mission and accompanying philosophy,
b) aspects of program related to curriculum and candidates, and
c) program capacity for delivering the curriculum.

Specific tools, timelines for administration, people responsible, and outcomes are
reflected in the Unit Assessment Plan.

Programs and Course Offerings
Information specific to majors, and programs, are detailed in the College Catalog
Course offerings are detailed in the College Catalog and program of study advising
sheets.

Professional Affiliations and Partnerships

The Education Department, faculty and students are affiliated with a variety of
professional and community organizations. Specifically the Department is affiliated with
NCATE, AACTE, MACTE, SEA, and KDP. Formal partnership agreements are on file
for all districts hosting our students in practicum and student teaching placements.

Records
The Education Department maintains files of current and past students. The files contain
documentation related to the student’s progress in the Education program. Permanent
student files should remain in the Education Department. Advising files are kept in the
advisors’ offices. Full time Education Department faculty and Administrative staff have
authorized access to the files. Student workers may be asked to file materials under the
supervision of office staff. Additionally an extensive electronic database is kept for
purposes of monitoring student progress and as a central component of the department’s
assessment system.

Students reasonably expect that the College will protect individual student records,
supporting documents, and general education records; records of disciplinary
proceedings; counseling and psychiatric records; medical records; financial assistance
records; and placement records. Educational records may be in varying forms, including
paper, tape recordings, and computerized records.

The law permits post-secondary students access to their records but prohibits release of
such information to others, except appropriate College personnel, unless the student
provides prior written consent or when release is to the parents of dependent students on
an as-needed basis through the Registrar, the Director of Academic Advising, the
Associate Dean of the Faculty and/or the Dean of Students.

The following data, considered directory information, may be given to any inquirer,
unless the student has specifically requested that it be suppressed: student name, address,
telephone number, date and place of birth, major field of study, dates of attendance,
degrees and awards received, the most recent educational institution attended,
participation in officially recognized activities and sports, and weight and height of
members of athletic teams.

A permanent copy of each student’s academic information is maintained in the
Registrar's Office. Official transcripts are issued only upon request of the student.

Students

Fees

Students shall bear the fiscal responsibility for the following program-related items:

PRAXIS Exams
Portfolio Supplies
Tuberculin (TB) Test
Background Check & Fingerprinting where required
Travel costs associated with practica and student teaching
Certification
Organization memberships

Grievance Procedure

The academic grievance procedure as explained in the Gustavus Adolphus College
Student Handbook shall be used in all cases involving grievances by students against
faculty or other students concerning alleged academic injustices related to grades,
cheating, or unprofessional conduct.

APB/PBP and Student Review Processes

A Communication of Concern may be completed when there is a professional behavior
concern that may limit a student’s ability to successfully complete the teacher education
program and perform as a professional educator. When necessary, the advising/PBP
process will be utilized to create and implement a plan for success.

Process:

1. Communication of Concern form is completed as needed. The form is submitted to
the Chair of the Education Department and is routed then to the education advisor and
also to the major advisor for Secondary Education students. This form can be filled out
at any point during the teacher education program, from initial enrollment in the
Department to recommendation for licensure. Gustavus faculty, the education program
coordinator, cooperating teachers, and advising and student affairs personnel may
complete Communications of Concern. Upon receiving the Communication of Concern,
the education advisor meets with the student for discussion of the concerns.
The Communication of Concern process may also be initiated during the student teaching
semester. If mentoring strategies from the college and cooperating school supervisors do
not successfully help a student teacher perform teaching duties in a professional manner,
a Communication of Concern form is completed by the college supervisor and the
cooperating school supervisor and submitted to the Chair, and then routed to the
education advisor.

2. A letter describing the concern is sent from the education advisor to the student,
and the Chair of the Education Department, and placed in the student’s confidential file.

3. If necessary, an PBP will be created and implemented with the agreement of the
student. The plan will consist of specific objectives, procedures for assessment of
progress, and the timeline for assessment of progress. Responsibilities of the student,
education advisor, and Chair of the education department will be delineated in the plan.
The Chair of the Education Department assumes primary responsibility for writing and
monitoring the PBP. S/he will send copies of the copies of the plan to the student and the
student’s file. The major advisor of secondary education program students will be
notified by the Chair of the Education Department when a plan is created in response to a
Communication of Concern. A student’s progress in the program may be interrupted
once a PBP is established.

4. Successful completion of the plan (accomplishment of the objectives of the plan) will
result in the student being allowed to continue the program. Copies of a letter expressing
successful completion of the plan will be distributed by the Chair of the Education
Department to the student, major advisor of secondary education program students, and
the student’s file.

5. Unsuccessful completion of the plan may result in reinitiating, revising or extending
the plan. This decision is made in a meeting of the student, education advisor, and Chair
of the Education Department. Correspondence regarding reinitiating, revising or
extending the plan is completed in the same way as is described in step 3. This process
can be repeated as deemed appropriate. Unsuccessful completion of the plan also may
result in a recommendation to discontinue pursuing teaching licensure. Such a
recommendation will be initiated in a meeting of the student, education advisor, and
Chair of the education department. At this point the student may choose to withdraw
from the program. If the student chooses not to withdraw, the recommendation will be
brought to the Education department for a vote. If the recommendation receives
departmental support, copies of a letter communicating the decision that the student has
been withdrawn from the program will be distributed by the Chair of the Education
Department to the student, major advisor of secondary education program students, the
student’s file, and the education advisor. The student may appeal this decision to the
Teacher Education Advisory Council. If the recommendation to discontinue the teacher
education program does not receive departmental support, the previous plan will be
redone or extended.

6. Successful resolution of all Communications of Concern/PBP objectives is required to
receive departmental approval for admission to the program, application for student
teaching, and recommendation for licensure.


The APP Process:
The APP process begins when there is a student with ongoing academic or performance
concerns (not professional behaviors) that may limit that student’s ability to successfully
complete the teacher education program or perform as a professional educator. The
Education Department formally reviews all students at a student review meeting held
each semester.

Process:

1. After identification of the concern in the review meeting, the APP form is completed.
The form is submitted to the Chair and is routed then to the education advisor and also to
the major advisor for Secondary Education students. Upon receiving the referral, the
education advisor meets with the student for discussion of the concerns.

2. A letter describing the concern is sent from the education advisor to the student, and
the Chair of the department, and placed in the student’s confidential file.

3. If necessary, an APP will be created and implemented. The plan will consist of
specific objectives, procedures for assessment of progress, and the timeline for
assessment of progress. Responsibilities of the student, education advisor, and
Chair of the Education Department will be delineated in the plan. The Chair of the
Education Department assumes primary responsibility for writing and monitoring the
APP. S/he will send copies of the copies of the plan to the student and the student’s
file. The major advisor of secondary education program students will be notified by
the Chair of the Education Department when a plan is created. A student’s progress in
the program may be interrupted once a PBP is established.

4. Successful completion of the plan (accomplishment of the objectives of the plan)
will result in the student being allowed to continue the program. Copies of a letter
expressing successful completion of the plan will be distributed by the Chair of the
Education Department to the student, major advisor of secondary education program
students, and the student’s file.

5. Unsuccessful completion of the plan may result in reinitiating, revising or extending
the plan. This decision is made in a meeting of the student, education advisor, and Chair
of the Education Department. Correspondence regarding reinitiating, revising or
extending the plan is completed in the same way as is described in step 3. This process
can be repeated as deemed appropriate. Unsuccessful completion of the plan also may
result in a recommendation to discontinue pursuing teaching licensure. Such a
recommendation will be initiated in a meeting of the student, education advisor, and
Chair of the Education Department. At this point the student may choose to withdraw
from the program. If the student chooses not to withdraw, the recommendation will be
brought to the Education Department for a vote. If the recommendation receives
departmental support, copies of a letter communicating the decision that the student has
been withdrawn from the program will be distributed by the Chair of the Education
Department to the student, major advisor of secondary education program students, the
student’s file, and the education advisor. The student may appeal this decision to the
Teacher Education Advisory Council. If the recommendation to discontinue the teacher
education program does not receive departmental support, the previous plan will be
redone or extended.

6. Successful resolution of all Communications of Concern/APP objectives is required
   to receive departmental approval for admission to the program, application for student
   teaching, and recommendation for licensure.
Scholarships

A variety of scholarship opportunities exist for students pursuing a teaching career.
Faculty members are often asked to make recommendations to the Financial Aid Office
for consideration in awarding scholarship monies.

Supervision

Students are supervised by full-time Education Department Faculty or Adjunct Faculty
during all field placements. Supervisors shall serve as the liaison between the
cooperating teacher and the student teacher. Frequency of supervisory visits will vary
according to each placement and depend upon level of placement (practicum vs. student
teaching), length of placement, and individual needs of students.

Supervisors will receive a packet of information related to the supervisory assignment
from the Coordinator of Field Experiences. The Student Teaching Handbook details
requirements and expectations for all involved persons.

								
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