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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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