INSTITUTIONAL REPORT: by 5UWtA6VF

VIEWS: 0 PAGES: 42

									    INSTITUTIONAL REPORT:
CONTINUOUS IMPROVEMENT OPTION




Northwestern OklahomaStateUniversity
         November 4-6, 2012




            Dr. Bo Hannaford
           Dr. Beverly Warden
                                      Table of Contents


I. Overview and Conceptual Framework
       I.1 Description and History of Institution……………………………………………..                             2
       I.2Institution’s Mission ………………………………………………………………                                         2
       I.3 Professional Education Unit and its Relationship to other Units…………………..              3
       I.4Conceptual Framework…………………………………………………………….                                           3
       I.5 Exhibit List………………………………………………………………………...                                            4
II. Unit Standards

1. Standard 1
       1.1Candidate Assessment Data…………………………………………………….....                                  4
       1.2……………………………………………………………………………………...                                                 9
       1.3 Exhibit list…………………………………………………………………………                                          12

2. Standard 2
       2.1……………………………………………………………………………………...                                                12
       2.2……………………………………………………………………………………...                                                16
       2.3Exhibit List…………………………………………………………………………                                           20

3. Standard 3
       3.1……………………………………………………………………………………...                                                20
       3.2……………………………………………………………………………………...                                                23
       3.3 Exhibit List………………………………………………………………………...                                        25

4. Standard 4
       4.1……………………………………………………………………………………...                                                25
       4.2 ……………………………………………………………………………………..                                                28
       4.3 Exhibit List………………………………………………………………………...                                        31

5. Standard 5
       5.1……………………………………………………………………………………...                                                31
       5.2……………………………………………………………………………………...                                                34
       5.3 Exhibit List………………………………………………………………………...                                        36

6. Standard 6
       6.1……………………………………………………………………………………...                                                36
       6.2……………………………………………………………………………………...                                                39
       6.3 Exhibit List………………………………………………………………………...                                        41


        NOTE: A complete copy of the Institutional Report can be found in LiveText with active
        links to the Exhibits. Your visitors pass to LiveText is 0CE18623.




NCATE/ Institutional Report                                                                      1
I. Overview and Conceptual Framework

I.1 Description and History of Institution

What are the institution’s historical context and unique characteristics (e.g., HBCU or
religious)?

        In 1895, only two years after the opening of the Cherokee Outlet, the first bill to establish
a normal school at Alva was introduced in the territorial legislature. This first effort was
defeated. However, the next legislature passed a bill establishing the NorthwestTerritorialNormal
School at Alva, the second normal school in OklahomaTerritory. In a meeting August 28, 1897,
a newly formed Board of Regents for Normal Schools named Dr. James E. Ament of Illinois as
Northwestern's first president. He and two teachers comprised the first faculty. From its normal
school beginning, Northwestern was expanded into a four-year teachers college in 1919 and was
renamed NorthwesternStateTeachers College. A further major change in the nature and function
of the institution came in 1939 when the college was authorized to grant degrees in liberal arts as
well as education. The name was changed to Northwestern State College. In 1941, a
constitutional amendment established the present Oklahoma State System of Higher Education.
All state-supported colleges and universities were brought under the authority of the board in
matters regarding functions, programs of study, standards of education, and finances. Within the
framework of the system, the six regional state colleges, including Northwestern, were placed
directly under a Board of Regents of Oklahoma Colleges, created by constitutional amendment
to govern the state college segment of the educational system. A fifth-year program in teacher
education leading to the degree of Master of Teaching was begun in the summer term of 1954.
The program now culminates in the Master of Education degree. A Master of Behavioral Science
degree was approved in the fall of 1978. Effective August 16, 1974, the name Northwestern State
College was changed to NorthwesternOklahomaStateUniversity. A new chapter in NWOSU
history dawned as the institution prepared to celebrate its centennial.In 1996, the Oklahoma State
Legislature, with the approval of the Oklahoma State Regents for Higher Education and the
Board of Regents of Oklahoma Colleges, passed legislation that created two new branch
campuses for NWOSU, one at Enid and the other at Woodward. NWOSU also expanded its role
in the delivery of higher education to the citizens of northwest Oklahoma via Interactive
Television (ITV) and online via internet. This allowed teacher education candidates the
opportunity to enroll in a variety of general education courses, and selected courses for their
major content area and professional education coursework from a nearby locale. During its first
century, Northwestern has evolved from a normal school preparing teachers for the rural schools
and small towns of northwest Oklahoma, into a dynamic institution offering high levels of
education and training in numerous disciplines.

I.2 Institution’s Mission

What is the institution’s mission?




NCATE/ Institutional Report                                                                        2
NWOSU’s mission statement reads, “NorthwesternOklahomaStateUniversity provides quality
educational and cultural opportunities to learners with diverse needs by cultivating ethical
leadership, critical thinking, and fiscal responsibility.”

I.3 Professional Education Unit and its Relationship to other Units

What is the professional education unit at your institution, what is its relationship to other units
at the institution that are involved in the preparation of professional educators, and what are the
significant changes since the last NCATE review?

        The unit consists of all academic programs within the university that lead to certification
or licensure both at the initial and the advanced levels. The unit is primarily housed within the
Division of Education, but it also incorporates programs from other departments in the
university. The respective content and methods courses for these programs are planned and
delivered by the appropriate department or division within the university. Each of these
programs has a person designated as the Program Coordinator who is a member of the Teacher
Education Faculty and works directly with the Director of Teacher Education to maintain the
viability of the program. Working collaboratively is a cultural value that is instinctive to the
people of northwest Oklahoma.

        The Teacher Education Committee (TEC), the designated governing and policy-making
body of the unit, is comprised of persons elected from the Teacher Education Faculty (TEF).
The TEC approves all undergraduate and graduate certification programs, sets standards for
admission and retention, approves individuals to serve on the TEF, approves all changes in
programs, acts as an appeals committee for all candidate grievances, and recommends changes in
policies and programs. The professional education unit and its relationship to other units at
NWOSU has remained consistent since the 2004 NCATE BOE visit.

I.4 Conceptual Framework

Summarize basic tenets of the conceptual framework, institutional standards and candidate
proficiencies related to expected knowledge, skills, and professional dispositions as well as
significant changes made to the conceptual framework since the last NCATE review?

The congruent relationship found between the university’s mission statement and the unit’s
mission found in its CF is of significant importance to NWOSU. The unit’s mission is to prepare
effective teachers to serve in P-12 schools as leaders in making those schools effective in
impacting student learning. Consistent with the university’s mission, the unit has designed its
program with an emphasis on technology, cultural diversity, research-based knowledge, and
leadership skills, which are key components in preparing candidates for the changing climate of
northwest Oklahoma and the world.

The tenets of the CF are represented by the acrostic APPLES; “Applied Professional Pedagogy
Leads to Effective Schools."The CFwas developed in preparation for the unit’s 1992 NCATE
accreditation visit. These tenets are represented in the CF’s image of the fruiting apple tree
reflected on the rainbow colored compact disc. As part of these tenets, the unit believes that



NCATE/ Institutional Report                                                                       3
teacher candidates must have knowledge of students, schools, teaching, and content in their
respective areas based on pedagogy, research, and professional practice.

In 1995, the Oklahoma Teacher Preparation Act (Oklahoma HB 1549) mandated that teacher
preparation institutions in the state develop competency-based teacher education programs. The
legislation also established the Oklahoma Commission for Teacher Preparation (OCTP) to
assume authority for approval and accreditation of teacher education programs effective July 1,
1997. The OCTP had followed closely the work of both the National Commission on Teaching
and America's Future (NCTAF) and the Interstate New Teacher Assessment and Support
Consortium (INTASC). The central theme of Oklahoma’s teacher education reform was
movement from a course-related system to one that is performance-based. The state adopted the
Model Standards for Beginning Teacher Licensing and Development establishedby INTASC.

Thus, the Program Outcomes, developed by the unit in 1992, were changed to Program
Competencies in 1997 to more accurately reflect their function in the CF and to incorporate the
terminology adopted by OCTP, INTASC, and other national organizations. In that same year the
“new” competencies and the Oklahoma General Competencies for Teacher Licensure and
Certification were assimilated into the unit’s CF. Support for its “applied professional
pedagogy” was found in the work of McDermott, et al (1995). OCTP adopted the original
INTASC standards in 1997. During the April 12, 2012 OCTP meeting, the new InTASC
standards were adopted. A date for full implementation has not yet been determined.

Aside from minor modifications, the CF remains unchanged from the unit’s NCATE visit in
2004. Time has confirmed the enduring success of the CF’s basic tenets. However, as the face of
education is ever changing, so too has the CF grown to provide clarity of how the threads of
diversity and disposition are addressed. During the 2008-2009 academic year, the terms
“Diversity” and “Disposition” were added to individual branches on the CFicon, the APPLES
tree. Through this ongoing process of refinement the CFhas been both validated and
strengthened.

I.5 Conceptual Framework Exhibit List

II. Unit Standards



Standard 1. Candidates preparing to work in schools as teachers or other school professionals know
and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and
professional knowledge and skills, and professional dispositions necessary to help all students learn.
Assessments indicate that candidates meet professional, state, and institutional standards.



1.1 Candidate Assessment Data




NCATE/ Institutional Report                                                                              4
What do candidate assessment data tell the unit about candidates’ meeting professional, state,
and institutional standards and their impact on P-12 student learning? For programs not
nationally/state reviewed, summarize data from key assessments and discuss these results.

Initial Programs

NWOSU offers Initial programs for Agriculture, Early Childhood, Elementary, English, Health
& Sports Science, Mathematics, Music, Science*, Special Education, and Social Science.

   National Recognition: Mathematics, Early Childhood, Elementary, Special Education and
   Social Science. State Recognition: Agricultural Education

   National Recognition with Conditions: Health & Sports Science. State Recognition with
   Conditions: Music. A Response to Conditions Report was submitted in spring 2012 for each.
   A response from NCATE is due by August 1, 2012.

   National Recognition with Probation: English. A Revised Report for English was submitted
   spring 2012. A response from NCATE is due by August 1, 2012.

   *Note: The Science Education program had fewer than five (5) candidates, therefore no report
   was submitted for the 2012 visit.

Advanced Programs

NWOSU offers advanced programs in two categories – master's degree with certification and
master’s degree without additional certification.

   National Recognition: Reading Specialist. State Recognition: School Counseling

   National Recognition with Conditions: Educational Leadership

The Elementary, Secondary and Elementary/Secondary Curriculum and Instruction option,
programs are monitored by the Associate Dean of Graduate Studies and do not lead to
certification.

1.1.a Content Knowledge for Teacher Candidates (Initial and Advanced)

Initial Programs

The content knowledge of initial teacher candidates is assessed by the departments of respective
programs of study and by a state-wide referenced based exam – the Oklahoma Subject Area Test
(OSAT). The data indicate that NWOSU candidates know the content they plan to teach. A
passing OSAT score is required for admission to the professional semester, thereby giving the
unit a 100% pass rate on the content exam required for certification as indicated in the Title II
reports.




NCATE/ Institutional Report                                                                    5
Advanced Programs

Candidates in Elementary, Secondary, and Elementary/Secondary Curriculum and Instruction
programs are currently assessed through the professional portfolio and GPA within their
coursework to insure they have in-depth knowledge of their content area. In the past three years,
100% of Education program completers have maintained the required 3.0 GPA and scored
"acceptable" or above on Milestone 3 of the professional portfolio.

1.1.b Pedagogical Content Knowledge and Skills for Teacher Candidates (Initial and
Advanced)

Initial Programs

Key assessments of pedagogical content knowledge and skills for NWOSU teacher candidates
are imbedded in the candidates’ portfolios, particularly Competencies 6 and 6.1, and the
Oklahoma Professional Teachers Exam (OPTE). The OPTE is based on INTASC standards to
assess candidates’ pedagogical content knowledge. In addition, the Student Learning for
Teacher Candidates project (Competency 8), completed during the student teaching, allows
candidates the opportunity to present content to students in challenging, clear and compelling
ways using real world context. The rubric for lesson plans taught includes criteria for objectives,
learning strategies, integration of technology, adaptations for students, and assessment/evaluation
procedures. Data aggregated from 2005-2011, shows over 90% of candidates scored at the
“acceptable level” or above on their first attempt to meet the competencies 6, 6.1 and 8. NWOSU
program completers have a 100% pass rate on the OPTE.This indicates they have the required
knowledge of instructionalstrategies which incorporates content specific pedagogy.

Advanced Programs

The Curriculum Analysis project in EDUC 5103, Curriculum in Schools, requires candidates in
the advanced programs for teachers to thoroughly examine the curriculum in their academic
field. Candidates use prior knowledge from core courses to determine the strengths and
weaknesses of the curriculum in a number of areas to determine where specific instructional
strategies and technologies are used appropriately.The assessment of this project includes criteria
such as documentation and origin, proper scope and sequence, instruction and assessments
included in curriculum. The final task is to list resources and methods that could be added to
improve the curriculum for better student learning. The mean range was 3.2 – 4.0 on a scale of 1
(unacceptable) to 4 (proficient)for all criteria. This project demonstrates that advanced program
teachers are able to select and use a broad range of instructional strategies and technologies.

1.1.c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates (Initial and
Advanced)

Initial Programs

From beginning methodology courses to Student Teaching, candidates are monitored for their
ability to apply their knowledge of students, schools and pedagogy as they develop challenging



NCATE/ Institutional Report                                                                      6
lessons for students utilizing a variety of instructional strategies and technologies for all learners.
To demonstrate their abilities, initial teacher candidates arerequired to write a reflection for each
of the 16 portfolio competencies. They are taught the importance of reflecting on their practice
throughout the program. The reflection process demands that the candidate understands the
relationship of the content to the specific pedagogy. For example, candidates create a
developmentally appropriate 2-week unit to execute during the Student Teaching experience
where they consider the contexts of the students’ lives and prior knowledge to develop lessons
with meaningful learning experiences. Throughout the unit, candidates administer a variety of
assessments, then analyze and reflect on the results for modifications of the teaching/learning
process to insure maximum student success. Evaluations from university faculty and the
cooperating teachers provide multiple perspectives in the assessment process. Data from the
student teaching in evaluations and the portfolios, where over 90% of candidates score
“acceptable” or above prior to revisions (required for any items scored “unacceptable”) provide
evidence that candidates are able to successfully apply pedagogical knowledge.

Advanced Programs

The required core courses in the advanced programs for teachers, EDUC 5013 Introduction to
Educational Research, EDUC 5203 Educational Practices, EDUC 5212 Psychology of Teaching
and EDUC 5822 Multicultural Education courses; provide a strong foundation of professional
and pedagogical knowledge for the advanced candidates. Similar to the initial program,
candidates demonstrate their knowledge of schools, teaching and learning through reflections in
their professional portfolio. In addition, artifacts from the core courses demonstrate the
candidates’ ability to analyze research and policies, while the reflections illustrate the
connections they make to their own professional practice. Data from the evaluation of artifacts
and reflections in the portfolios indicate candidates are performing at the "acceptable" level or
above. In addition, candidates in these courses have also earned a grade of "A" or "B."

1.1.d Student Learning for Teacher Candidates (Initial and Advanced)

Initial Programs

NWOSU monitors the initial teacher candidate effect on student learning through the Student
Learning for Teacher Candidates project, a unit plan created and implemented during student
teaching. Teacher candidates administer pretests and multiple formative assessments to drive
instruction of the unit. Summative assessments are administered to determine effectiveness of
instruction. Upon completion of teaching the unit, candidates reflect upon the impact of their
teaching. Mean data from 2010-2011, show 92% of candidates have scored “acceptable” or
better in regard to their ability to evaluate their effect on student learning.

Advanced Programs

Candidates in the advanced programs for teachers submit their final paper fromEDUC 5212
Psychology of Teaching for portfolio core standard 4 which states that candidates will,
“demonstrate an understanding of learning theories and of learning processes as they develop in
children during the course of their physical, social, emotional, and intellectual maturation; and



NCATE/ Institutional Report                                                                          7
identify appropriate instruments for evaluating pupil progress”.Artifacts in their professional
portfolio demonstrate their ability to impact student learning. The last three year's data indicate
candidates have a mean score of 3.0 or better on a scale of 1 (unacceptable) to 4 (proficient), for
this standard.

1.1.e Knowledge and Skills for Other School Professionals

NWOSU currently has three advanced programs for candidates who plan to work in P-12 schools
in positions other than teaching: School Counseling, Reading Specialist, and Educational
Leadership – Building Level Administrator. Candidates are tested on their knowledge of the
content by the Oklahoma Subject Area Test (OSAT). Similar to the initial program, a passing
OSAT score is required for program completion, thereby giving the unit a 100% pass rate on the
content exam required for certification.Similarly, each candidate’s portfolio contains examples of
their content knowledge and ability to utilize technology for the collection and distribution of
research knowledge to support student learning. The Social Action Project and internship
activities completed by candidates are examples of their ability to utilize technology for the
collection and distribution of research knowledge to support student learning.Results show 100%
of candidates in each of these programs scored at the "acceptable" level or above.

1.1.f Student Learning for Other School Professionals

Reading Specialist candidates’ Child Study Project evaluates their ability to assess and diagnose
students’ developmental levels for planning instructional strategies for improvement in reading.
School Counseling candidates are assessed on their influence of student learning with a
Candidate Counseling Practicum rubric scored by the practicum supervisor. During their
practicum, candidates conduct a modified Teacher Work Sample. Educational Leadership
candidates complete a survey during their Internship on their preparedness to create a positive
school climate, to implement effective instructional programs and to apply best practices which
enhance student learning. Results show 100% of candidates in each of these programs scored at
the "acceptable" level or above.

1.1. g Professional Dispositions for all Candidates (Initial and Advanced)

Initial& Advanced Programs

Candidates in the initial and advanced programs are assessed on eight dispositions. Each
element is scored with a 1 (unacceptable) to 4(proficient) rating. Candidates are made aware of
professional dispositions in the first professional education course, EDUC 2801 Educational
Seminar for initial candidates and EDUC 5010 Graduate Seminar for advanced candidates. Each
candidate is required to complete a self-evaluation Disposition Protocol form, which is reviewed
with a faculty member. Subsequent evaluations are done by a TEF member, a university
instructor and/or cooperating P-12 teacher. In the 2010-2011 year, the mean scores for initial
candidates (self-evaluation, faculty evaluations and mentor evaluations) were above 3.4 for each
element, and the overall mean was 3.61. Overall mean scores for advanced candidates (self-
evaluation, faculty evaluations and mentor evaluations) were at or above 3.5 for each program
during the most recent year. Mean scores for Element #4, which addresses the ideal of fairness



NCATE/ Institutional Report                                                                      8
and the belief that all students can learn, were 3.5/4.0 for initial candidates and 3.4/4.0 for
advanced candidates including both classroom teachers and other school professionals.

1.2.b Continuous Improvement

       Summarize activities and changes based on data that have led to continuous improvement
        of candidate performance and program quality.
       Discuss plans for sustaining and enhancing performance through continuous
        improvement as articulated in unit Standard 1.

Evaluation of the programs administered by the unit is continuous and multifaceted at NWOSU.
Multiple stakeholders (Division of Education, School of Arts & Sciences, candidates, and P-12
personnel) review data at various points throughout the year to insure continuous improvement
that enhances initial and advanced teacher candidate and other school professionals’
performance. Data are collected at regular intervals throughout the year, reviewed by the Teacher
Education Committee (TEC) as it is collected, and further analyzed by the Teacher Education
Assessment Management System (TEAMS) committee at the beginning of each new school
year. Since NWOSU’s last accreditation visit, severalchangeshave been reviewed and
restructured. Some of these changes are described in the following paragraphs.

LiveText was implemented to collect data and facilitate evaluation. All initial and advanced
program candidates are required to complete an electronic portfolio documenting their
understanding and mastery of the competencies. Examples have been provided below.
Assessments are completed in LiveText and the data stored. Retrieval of the data has proven to
be challenging as the glitches are worked out of the system. Diligent work among faculty and
company representatives is improving the process.

Content Knowledge

The unit implemented a system to track candidates (initial and advanced) who did not pass the
Oklahoma Subject Area Test (OSAT) on the first attempt. Each program coordinator reviews the
data and remediation is offered to those who did not pass. This process is completed each time
the test scores are received. In addition to individualized assistance, program areas of weakness
are identified which allows realignment of the programs with the national/state standards
resulting in a stronger curriculum. For example, in the elementary education program for initial
candidates, low scores on subtest 1 – reading and language arts – were noted. This trend
prompted faculty members from that program to review content within the courses, and then
make adjustments to the curriculum.

The Teacher Education Faculty (TEF) is currently working to revise the general education
requirements for teacher candidates. NWOSU requires students to take the course HUM 2633
Philosophy in Life or HUM 2643 Ethics in Life and LEAD 1013 Leadership. The TEF feel the
content of these courses is embedded throughout the education curriculum and have noted areas
of weakness via OGET scores in the fine arts and humanities. The goal of the TEF is to replace
philosophy and leadership requirements with coursework in fine arts and humanities.




NCATE/ Institutional Report                                                                    9
An emphasis on unifying performance assessments completed by instructors teaching different
sections of a course has been undertaken for both initial and advanced programs. Performance
assessments, developed by program faculty to meet national/state standards, are written into the
syllabus and become required course assignments for a given program. All faculty who teach the
course use the same syllabus and the same required assignments so all candidates are assessed on
the same material with the same rubric which provides consistency and reliability to the data.
Changes to existing performance assessments must go through the following approval process
prior to implementation. Recommendations from the Teacher Education Committee are sent to
the Division of Education Chair, the Dean of Professional Studies, and the Chief Academic
Office. Then, if needed, the recommendations are sent to the Oklahoma State Regents for
Higher Education.

During exit interviews of student teachers and residency year observations of first year teachers,
candidates reported a weakness in their knowledge of and ability to teach phonics. This
anecdotal data led to curriculum changes by the unit faculty to strengthen phonics instruction in
Early Childhood, Elementary, and Special Education programs. Ultimately, a statewide reading
test, which included phonics, was implemented indicating that the weakness was statewide and
not specific to NWOSU.

Pedagogical Knowledge (Professional and Content)

NWOSU strives constantly to keep abreast of advancement in technology. The latest additions to
NWOSU are electronic portfolios (LiveText) and SMART Boards. Teacher candidates are now
required in most areas to present sample lessons and other information pertinent to the courses
using the SMART Boards. Initial and advanced candidates continue to be involved in web-based
searches, power point presentations, and electronic course management systems (Blackboard).
During the professional semester, initial candidates are introduced to on-line management
systems in the local school districts. NWOSU’s commitment to technology prepares our teacher
candidates with a wide array of technological skills.

The teacher education faculty at NWOSU also realizes the limitations of technology. Many of
the courses at NWOSU are offered on Interactive Television (ITV) to multiple sites. The
education faculty recognizes this manner of delivery as a viable option for most courses,
particularly those whose primary content is theory. However, the Division of Education has
adopted the policy that methods courses will not be offered on ITV. This policy insures that
initial candidates receive one-on-one face-to-face instruction in these vital classes. Likewise,
internships/practicum for advanced candidates are not available by ITV as personal meetings
with the university supervisor is imperative for optimum communication.

Dispositions

Newly developed disposition forms have been added since the last accreditation visit. NWOSU
teacher education faculty has developed a system to assess initial and advanced teacher candidate
dispositions. Initially, a subcommittee of the TEC was formed to develop a formal dispositions
form. Prior to the development of a formal process, evaluation of dispositions had been




NCATE/ Institutional Report                                                                    10
conducted informally during the Admission Interview for initial candidates. No procedures had
been practiced for the advanced level candidates.

Once a form was designed, specific times were designated throughout the program to evaluate
initial and advanced candidates’ dispositions. After the implementation of the system the TEC
determined that data were not being reported in a timely manner. A second committee was
formed, and the dispositions evaluations were aligned with benchmarks and milestones already
established throughout both programs.

Reflection and personal accountability are inherent in the teacher education program. Candidates
are first required to complete a self-evaluation of their dispositions. Candidates are then
evaluated by a minimum of two university faculty members and the cooperating teacher at the
initial level. Faculty in advanced level programs for teachers and other school professionals have
revised and enhanced their internship assessments which are conducted by a university
supervisor and/or a mentor in the candidates’ field. Results of dispositions are discussed with
candidates. Plans for improvement are developed when necessary, and candidates may be
counseled out of the program when multiple evaluations indicate they lack the disposition to be a
teacher.

Student Learning

Prior to 2004, candidates’ ability to assess student learning was measured during various
methods courses but not consistently throughout all major areas. Since that time a modified
teacher work sample was piloted and fully implemented in 2008. From reading the reflections
submitted in the teacher candidate portfolio for Competency 8, an increased awareness has been
noted in candidates’ ability to make connections between student learning and assessment-driven
instruction. However, student learning was cited as an area of weakness in several of the
program reviews of the Specialized Professional Agency (SPA) specific standards included in
assessment #5 (assessment of candidate effect on student learning). NWOSU is working to
correct this issue. Adaptations are being developed to include more SPA specific standards in a
modified teacher work sample rubric which is completed in the professional semester.
Additionally, content specific pedagogical standards have been incorporated into the student
teaching evaluation forms which allow the unit to monitor the content specific abilities of its
teacher candidates.

The Oklahoma State Department of Education (SDE) also recognizes the need for monitoring
student learning. A new system, called MYDATA, is in the process of being developed. The
SDE anticipates having the system fully implemented by the year 2013, and anticipates access to
the data to include colleges of education.

Advanced programs for other school professionals currently address student learning through
performance assessments. For example, school counseling candidates present lessons on
different counseling topics to the students during their practicum. Reading specialists conduct a
child study where they assess, diagnose and tutor a student in the area of reading where
difficulties are found. The faculty is developing performance assessments to show teacher effect
on student learning for the elementary and secondary master program candidates.



NCATE/ Institutional Report                                                                    11
Knowledge and Skills for Other School Professionals

Reflection has become a prominent vehicle to develop candidates’ growth in professional
practices. Oklahoma requires each candidate to prepare a portfolio with a reflection component
for any program leading to certification. As a result NWOSU acknowledged the limited value of
previously required comprehensive written exams and replaced them with oral defenses of
portfolios to assess more completely knowledge, skills and professional dispositions of advanced
degree program candidates.

Areas for Improvement from 2004 BOE Visit:“The health andphysical educationprogram
has not been nationally recognized.”

The health and physical education program was nationally recognized in 2008.

1.3 Standard 1 Exhibit List


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


2.1 How does the unit use its assessment system to improve candidate performance, program
quality and unit operations?

2.1.a Assessment System

Initial& Advanced Programs

The unit created the Teacher Education Assessment Management System (TEAMS) in the fall of
2002, which includes comprehensive and integrated assessments to monitor candidate
performance at identified transition points and to improve programs and unit operations. The
system includes a formal and systematic process that the unit uses to collect, disaggregate,
aggregate, analyze, and disseminate data to assess the performance of initial and advanced
professional education candidates.The system is comprehensive and integrates both formative
and summative evaluations measures. Through its annual review of assessment data the TEAMS
Committee ensures that all assessments are fair, accurate, and free of bias. All assessments are
designed to reflect the unit’s CF as well as state and national standards. The system reflects
many of the original components; however, modifications have resulted when during the annual
review validity, reliability, and/or utility of the data were examined to ensure that assessments
are fair, accurate, free from bias, and consistent with assessment procedures and unit operations.

Since its inception, the TEAMS Committee has regularly evaluated the capacity and
effectiveness of its assessment system for both initial and advanced programs. The TEAMS
Committee (Dean of Professional Studies, Associate Dean of Graduate Studies, Division of
Education Chair, Director of Assessment, Director of Student Teaching, Director of Teacher
Education, and Assistant Certification Officer) conducts an evaluation of the data from key


NCATE/ Institutional Report                                                                     12
assessments annually. Data are collected and analyzed for each of the five transition points for
candidates in the initial programs including (1) Application to Teacher Education, (2) Admission
to Teacher Education , (3) Admission to the Professional Semester, (4 Completion of the Teacher
Education Program, (5) Post Graduation / Residency*; four transition points for candidates in the
advanced programs including (1)Admission to the Graduate Program,(2)Milestone 1 of Graduate
Portfolio, (3)Milestone 2 of Graduate Portfolio, and (4)Portfolio Defense of Graduate
Portfolio;eight criteria for data regarding unit effectiveness; and five criteria for data regarding
unit governance. Key assessments include such items as state exams, responses to interviews or
surveys, and proceedings at meetings of governing bodies. Data are then utilized to evaluate and
modify the Teacher Education Program.

*NOTE: *House Bill 3029 effective August 27, 2010, exempts school districts from convening and participating in
Residency Committees for fiscal years 2011 and 2012. Oklahoma legislature has extended the suspension until 2014
for budgetary reasons.

2.1.b Collection, Analysis, and Evaluation

Initial& Advanced Programs

Data from the assessment system are generated, collected, compiled, and assessed from a variety
of sources at regular intervals. Based on the CF, categories assessed include: Candidates (Initial
and Advanced), Unit Effectiveness (Faculty; Programs), and Unit Governance. The Assessment
Program Matrix provides an outline of information regarding when data are collected, how data
are collected, who collects the data, how data are summarized and analyzed, who receives
feedback, and what mechanisms are in place to ensure that data are used to improve the program.
Data Collection Points in the matrix are identified as being internal (I), external (E), or both
(E&I). At each transition point, as decisions are made about candidate progress, data are utilized
to evaluate and modify the Teacher Education Program.

The TEAMS Annual Report, written by the Head of Unit (Chair of Division of Education) is a
summary of the year’s key assessment data regarding initial and advanced candidate
performance, unit effectiveness and unit governance. This report is disseminated to the Teacher
Education Committee, Teacher Education Faculty; Director of Student Teaching; Director of
Teacher Education; Chair of Education Division; Associate Dean of Graduate Studies; Dean of
Professional Studies; and the Chief Academic Officer. The Annual Report is available to the
public through the NWOSU website.

NWOSU’s two branch campuses, located in Enid and Woodward, allow the university to
enhance its role in the delivery of higher education to the citizens of northwest Oklahoma.
Delivery is primarily via Interactive Television (ITV), but some courses are offered on site. This
provides an opportunity for teacher education candidates to enroll in a variety of general
education courses, selected courses for their major content area, and professional education
coursework from a nearby locale. An attempt was made to determine whether or not there were
discrepancies in learning among candidates by disaggregating the data based on site. While
collecting the data, the unit found it was meaningless to disaggregate because 50% or more of
one program is not offered on any off-site campus or by ITV. Therefore, no data for the purpose
of this report have been disaggregated by site. Likewise, there are no data for alternate route


NCATE/ Institutional Report                                                                                  13
programs. The Oklahoma State Department of Education (SDE) offers an alternate route for
certification and each public institution of higher education is required to offer coursework for
individuals who have chosen this option. NWOSU has designated courses for those who seek
alternate certification from the SDE, but does not offer an alternate route program.

Being a small, regional university, the unit does not have a separate system for maintaining
records of formal complaints from initial or advanced candidates. NWOSU teacher candidates,
as all other enrollees, may file a formal written grievance concerning campus or classroom
problems according to university policies. A form is available in the student handbook and on the
NWOSU website for filing a grievance. All parties are allowed to participate in the informal
resolution. When filing a formal written grievance, the grievance must be addressed to the
individual whose action is being grieved, to the immediate supervisor, and to the appropriate
dean or vice-president. If an appeal is made to the president, the president will review previous
decisions at lower levels and may render a decision or make recommendations.

Multiple information technology systems are used across the NWOSU campus. The unit
currently uses LiveText along with the university’s information technology systems to collect
and aggregate data from its key assessments for the purpose of program improvement at the
initial and advanced levels. LiveText is a web-based learning assessment and accreditation
management service that allows performance assessments to be evaluated by faculty through
online rubrics from which data are collected. NWOSU utilizes administrative software of
Educational Systems Products, Jenzabar PX. From the Student Registration System, on-line
enrollment, registration, class rosters, student schedules, grade reports, drop/add procedures, and
pre-registration information are available to the faculty. The Academic History System of
Jenzabar PX provides access to and maintenance of candidate academic history records and data,
such as grade point average. CampusConnect is a web browser interface which allows candidates
read-only access to their academic information. Faculty find CampusConnect useful for locating
course rosters and candidate information for advisement purposes, such as grade point averages,
transcripts, course schedules, demographic information, major advisor, etc.

2.1.c Use of Data for Program Improvement: List any program changes that have occurred in
the unit as a result of data analysis.

Initial& Advanced Programs

Since the 2004 BOE visit, the TEAMS Committee has continuously searched for stronger
relationships in evaluations. Numerous changes and updates have taken place. As a result of the
very first annual evaluation of data from key assessments, two recommendations to the Teacher
Education Committee (TEC) were to (a) review the portfolio processes for both the initial and
advanced programs’ candidates and to (b) review the appeals process. As a result, a more
specific timeline for submission of portfolios was developed for the portfolio processes;
however, it was determined additional data should be evaluated before making a change in the
appeals process. That same year, the TEAMS committee also determined that the collection of
data could be enhanced in collaboration with the Institutional Research Specialist. Throughout
the years, continued evaluation of data has led to multiple changes resulting in improvements to
the academic programs, as well as the assessment system matrix. Performance assessments



NCATE/ Institutional Report                                                                     14
within individual programs have undergone many revisions to provide a stronger relationship
with specific programs standards/competencies. Present program assessments have in-depth
rubrics which address candidates’ performance correlated to specific professional, state and
institutional standards.

The unit makes changes and studies the effects to assure programs are strengthened. Data driven
changes can be found in the completed program reviews, as well as TEC minutes. The following
paragraphs are examples of some of these changes. Additional changes will be highlighted in
section 2.2.a.

       Candidate Data, Certification Tests: In 2007, NWOSU General Education (GE)
        Committee revised the university GE requirements. One of those changes was to replace
        the Fundamentals of Geography course with a Leadership course. As a result, a drop in
        the social studies subarea scores of the Oklahoma Subject Area Test for Elementary
        Education candidates was noted in 2009-2010 data. In 2010, at a request from the
        Division of Education, the GE committee unanimously approved that Elementary
        Education candidates be allowed to once again complete the Fundamentals of Geography
        course to meet its GE requirements. Scores now reflect an improvement in this subarea.
       Unit Effectiveness Data,Educational Leadership Program: Instructors and the program
        coordinator actively monitor course assessment data to determine improvements that are
        needed for increasing course effectiveness. Changes made to the performance assessment
        in EDUC 5753 Principles of Public School Administration illustrates how instructors
        monitor and use course assessment data. The existing assessment and rubric did not
        generate appropriate data. As a result, the rubric and assessment were changed to reflect a
        closer correlation to the ELCC SPA standards. The data from the revised assessment will
        be monitored and analyzed to evaluate if the results produce the required data.
       Candidate Data, Follow-up Graduate Surveys: As a part of the Oklahoma Resident
        Teacher Program, NWOSU asked the first year teacher, the mentor teacher, the university
        supervisor and the school district employer to complete a paper-based survey regarding to
        the program completers’ ability to meet professional, state and institutional standards.
        Due to budget constraints, the state of Oklahoma has suspended the Resident Teacher
        Program making the continuation of the surveys a more difficult task. As a result, data
        from these surveys were not gathered for the 2010-2011 academic year. Therefore, this
        change is based on a lack of data that was caused by the interruption of the Resident
        Teacher Program. Presently, the Director of Assessment and the Director of Student
        Teaching are working to re-create this survey electronically (using Survey Monkey or
        LiveText) so data may once again be available.
       Other examples of change include: (1) Special Education (SPED): low scores on
        constructed response section of OSAT prompted the program coordinator to add written
        responses to SPED coursework to improve OSAT scores; (2) Natural Science Education
        (NSE): Low scores on the biological sciences OSAT prompted the inclusion of the
        Biology OSAT matrix in NSE advising folders emphasizing areas where self-study is
        appropriate for OSAT scores; (3) Educational Leadership and Elementary Education:
        data from performance assessments compiled for the program reviews prompted changes
        in instructor preparation to have consistent instruction for all program candidates.



NCATE/ Institutional Report                                                                     15
Both candidates and faculty regularly review data on their performance and develop plans for
improvement based on the data. Candidates review their performance in meeting professional,
state and institutional standards at the designated benchmarks (initial level) or milestones
(advanced level) in their professional portfolios. Candidates are required to revise and resubmit
their portfolio when an “unacceptable” score is received. Candidates at both levels also have
evaluations completed regarding dispositions. If a candidate scores an “unacceptable” in any
area, a consultation with the faculty evaluator will occur. If the candidate receives four
“unacceptable” scores in all assessments combined, then he/she will submit a plan of
improvement to the Chair of the Education Division.

The comprehensive Faculty Evaluation and Development System (FEADS) was developed by
university faculty members. This system is considered to be fair, is useful for personnel
decisions, and promotes improvement in quality of teaching, scholarly activity, and university
service.Tenured faculty members are evaluated every three years in conjunction with the tenure
review process. Non-tenured faculty are evaluated every fall semester based on their
performance during the previous academic year. In January of each year, department/division
chairs meet with eachfaculty member to review the evaluations and discuss areas for
improvement. In addition, course evaluations are completed by candidates each semester and
faculty receive a compiled report when grades are submitted to the Registrar. At this point,
faculty independently reflect on their performance and make improvements to their teaching
practices as warranted.

2.2.a Target

Because the unit believes assessment and evaluation are the key to alleviating all/any concerns of
performance or procedure, NWOSU has chosen Standard 2 - Assessment System and Unit
Evaluation as the standard on which we are striving for target performance. Excerpts from the
“target” rubrics for Standard 2 have been italicized to indicate the area being addressed.

a) Describe areas of the standard at which the unit is currently performing at the target level.

The information from the sections 2.1.a, 2.1.b, and 2.1.c provide documentation of how NWOSU
is meeting each of the elements of Standard 2. Eight consecutive years of implementation and
evaluation of the assessment system and its data demonstrate NWOSU’s commitment to meet
the following areas at the target level:

           regularly evaluate the capacity and effectiveness of its assessment system;
           regularly examine the validity and utility of the data to make improvements;
           provide regular and comprehensive data extending into the first years of completers’
            practice;
           systematically collect, compile, aggregate, summarize, analyze and publicly report
            data as candidates progress through the programs;
           use a system to effectively maintain records of formal candidate complaints;
           continuously searches for stronger relationships in the evaluations, revising both the
            underlying data systems and analytic techniques as necessary;



NCATE/ Institutional Report                                                                        16
           systematically studies the effects of any changes to assure that programs are
            strengthened without adverse consequences; and
           candidates and faculty review data on their performance regularly and develop plans
            for improvement based on the data.

Target level will be sustained by continued diligence of the TEAMS committee to regularly and
systematically to review, analyze and evaluate the data in comparison to program needs and
recommend changes for improvement when appropriate.

b) Summarize activities and their impact on candidate performance and program quality that
   have led to target level performance, and c) Discuss plans and timelines for obtaining and/or
   sustaining target level performance as articulated in the rubrics of unit Standard 2.

The following paragraphs are representative of NWOSU’s use of its assessment system and the
data to impact candidate performance and program quality since the last BOE visit in 2004.

2004-2005
   Portfolios –Data indicated candidates’ portfolios at both the initial and advanced levels were
   not evaluated in a sequential manner, i.e. Milestones 1 and 2 were both being completed
   during the same semester. The TEAMS committee recommended a better process be
   adopted to enhance candidates’ opportunities to reflect on and critique their ability to meet
   required standards. Candidates are not allowed to move forward in their program until they
   have fulfilled the requirements of each benchmark/milestone at the appropriate transition
   point to ensure the proper sequence was followed. Data for recent years have shown this to
   be effective. In 2010-2011, it was determined that the portfolio data would be more
   meaningful if percentage comparisons were reported at each benchmark/milestone level
   rather than total numbers of candidates. This change will be reflected in the 2011-2012
   TEAMS report.

    Surveys – To better gather data from program completers, it was decided to coordinate the
    administration of the Teacher Education Survey of Graduates with the university’s Alumni
    Survey in hopes a better responserate would be achieved. Unfortunately, with a number of
    changes in the university Director of Assessment position, this goal has not been reached. As
    stated earlier, the collection of data from surveys of first-year teachers is being completed via
    an electronic platform, but continues to be done within the Division of Education.

 2005-2006
   Data System/Technology –The unit updated its data gathering technology from Aurora to
   LiveText (LT) for the purpose of data collection and analysis for both initial and advanced
   programs. Professional development and training in LT are regularly offered to keep faculty
   updated on changes and application of LT. Initial training in LT for new personnel occurs as
   part of new faculty orientation conducted by a member of the NWOSU Faculty Advisory
   Board. Additional training byLT personnel is currently under consideration for continued
   professional development with particular emphasis on creating assessment reports.




NCATE/ Institutional Report                                                                       17
    Protocols - As scoring protocols moved from non-carbon copy paper documents to the
    electronic system (LiveText), the Director of Assessment advised the TEC that the rating
    scale of 0-3 would skew data. A new scale of 1-4 was instituted to ensure that data are
    aggregated in an appropriate statistical manner that is useful in candidate and/or program
    assessment.

2006-2007
   Timeline - Data summary and analysis by the TEAMS committee were moved to include
   data collected for other entities (Title 2, PEDS, etc.) for comparison. However, as these
   entities use different timelines for data collection, this did not produce the desired result. In
   2010, data summary and analysis were moved to September to align with state certification
   test information. This time frame will be utilized for the 2011-2012 report when it can again
   be scrutinized for applicability.

2007-2008
   Dispositions - A newly developed protocol was adopted to gather data regarding the
   candidates’ dispositions. This replaced the defunct Teacher Efficacy Scale previously used.
   A formal definition of candidate dispositions was also added to the CF. This key assessment
   was then added to the TEAMS criteria in 2009-2010. Thus far, mean data has shown that
   initial and advanced candidates at NWOSU have the appropriate dispositions for teachers and
   other school professionals in effective schools. In 2010-2011, the TEAMS committee
   recommended data from the self-evaluations be compared to the instructor’s/mentor’s
   evaluation for predictability of success in program completion.

2008-2009
   Comprehensive Exams - Transition from the Comprehensive Examination to the Graduate
   Portfolio as the final assessment for advanced candidates was completed. With no further
   data, this item was removed from the TEAMS assessment matrix.

    OSAT - Candidate performance has improved since data indicated that many candidates
    struggled to pass the Oklahoma Subject Area Test (OSAT) on their first attempt. Candidates
    are now advised to wait until all major area work has been completed to take the test, and are
    contacted by the subject area program coordinator for consultation regarding preparation for
    re-taking the exam.

2009-2010
   Dispositions - Candidate dispositions evaluations were aligned to the benchmarks (initial)
   and milestones (advanced) when the data showed dispositions evaluations were being done
   inconsistently. The disposition evaluation was added to the portfolio scoring protocol and
   data now confirms that each candidate is completing the dispositions evaluation in a timely
   manner.

2010-2011
   P-12 Student Learning Data - To show a strong relationship of the performance assessments
   to candidate success in future classrooms or schools, the TEAMS committee recommended
   clarifications be made to the Student Learning for Teacher Candidates project, the primary



NCATE/ Institutional Report                                                                      18
    source of data for P-12 student learning for initial candidates. Data collected previously
    showed inconsistencies. Educational entities in Oklahoma are currently collaborating to
    develop a P-20 system to track this information. The Oklahoma State Department of
    Education anticipates having the MYDATA system fully implemented in a year, and expects
    colleges of education to have access to the data.

    Rubrics - Portfolio rubrics for the Educational Leadership, School Counseling and Reading
    Specialists were revised when data submitted to the Specialized Professional Associations
    (SPA) did not provide meaningful data correlating to the specific standards/competencies.
    Revisions to the portfolio rubrics for Elementary, Secondary, and Curriculum & Instruction
    graduate programs are underway.

2011-2012
   OSAT - Continuous monitoring of data is key for a successful program. Data shows OSAT
   Subtest 1-Reading as an area of weakness among candidatesthroughout the state. In
   February 2012,NWOSU early childhood, elementary and special education faculty,whose
   programs include reading skills, met to evaluate courses for proper alignment with the OSAT
   Competencies for Subtest 1. In March 2012, the Oklahoma Commission for Teacher
   Preparation invited two Reading faculty members from each institution of Higher Education
   to participate in a discussion regarding this matter. Data will continue to be monitored to
   determine improvement in scores and pass rates.

    Data Collection – Upon advisement of a consultant, the university is considering the
    possibility of adding personnel to assist with the collection and analysis of data for
    professional education programs. Having all data aggregated/disaggregated from a single
    administration account will streamline the process for data reporting.

2012-2013
   Program Reviews – Completing the program review process for reporting purposes
   highlighted the need for better alignment of some projects with specific program standards.
   Program assessments will be reviewed in-depth to ascertain whether or not they can provide
   optimum data for program improvement.

Areas for Improvement from 2004 BOE Visit: “The unit does not consistently use
assessments as predictors of candidate success.”

In an effort to address the Area for Improvement from the last Board of Examiners visit, the
TEAMS Committee evaluated assessments for predictors of candidate success. It was
determined that the ACT (American College Test) required for college entrance, had a
correlation and could predict candidate success on the OGET (Oklahoma General Education
Test) required for admission into the teacher education program. Current data indicate a 100%
pass rate of candidates who have an ACT score of 22 or higher on their first on the first time
taking the OGET.Lower ACT scores predicted lower OGET scores which prompted careful
advisement issues. Program coordinators have also noted a correlation between content course
grades and passing of the OSAT (Oklahoma Subject Area Test) and counsel their advisees of the
importance of their content studies. Teacher education faculty suggested that a comparison of



NCATE/ Institutional Report                                                                 19
transitions point data of individual candidates be compared to group mean scores to predict if
eachcandidate is receiving adequate preparation to be successful. To accomplish this, additional
demographic data has been submitted to the LiveText data base.

2.3Standard 2 Exhibits List


Standard 3. The unit and its school partners design, implement, and evaluate field experiences and
clinical practice so that teacher candidates and other school professionals develop and demonstrate the
knowledge, skills, and professional dispositions necessary to help all students learn.


3.1 How does the unit work with the school partners to deliver field experiences and clinical
practice to enable candidates to develop the knowledge, skills, and professional dispositions to
help all students learn?

3.1.a Collaboration between Unit and School Partners

Initial& Advanced Programs

Collaboration with school partners entails reciprocal relationships between the university and
individual school districts. Faculty members serve on advisory committees and boards with
public schools. In turn, public school partners serve onuniversity committees.Administrators and
public school teachers are involved in the design, delivery, and evaluation of field and clinical
experiences as representatives on governing bodies, i.e., Teacher Education Committee, and as
participants in the placement, guidance, and supervision of the candidates.

Field experience placements are determined jointly by the unit and its school partners. Typically,
a teacher candidate will request his/her placement for any required field experience. If approved,
the cooperating teacher signs an agreement which is submitted to the course instructor. The
culminating activity at the initial level is a 12-week clinical practice (student teaching) in a P-12
classroom. The Director of Student Teaching & Field Experiences accepts requests from the
teacher candidates, and then contacts the local school district to visit with the site administrator
regarding faculty with proper qualifications and an interest in supervising teacher candidates.All
cooperating teachers of field experience and student teaching are required to evaluate teacher
candidates in writing. The input on their formal evaluations of the teacher candidates along with
the informal evaluations ensures continued collaboration.

Advanced level internships follow a similar process. Internship placements are requested by the
graduate candidate with course instructor and/or program coordinator approval. The instructor
generally serves as the university supervisor who, in collaboration with the site supervisor, is
responsible for supervision and evaluation of the candidate during the internship.

3.1.b Design, implementation, and evaluation of field experiences and clinical practice

Initial& Advanced Programs


NCATE/ Institutional Report                                                                         20
The unit offers teacher education programs which provide candidates with current research-
based knowledge and opportunities to implement best practice at both the initial and advanced
levels. Reflected within the unit’s CF is the belief that applying professional pedagogy is
essential to effective teaching and that candidates must learn the relationship between theory and
practice. Candidates take an active part in connecting professional pedagogy learned in the
university classroom to its application in P-12 classrooms with real students during required field
experiences.

Within each program, the field experiences focus on different proficiencies and competencies as
outlined in all programs. Since positive behaviors support student learning and development,
candidates are continually assessed on their dispositions as they progress through the program
and are expected to show evidence of fairness and the belief that all students can learn. As shown
in the protocol of the dispositions, a domain of unit’s CF, candidates are assessed on the
following: punctuality, organization, high expectations, attitude, initiative, flexibility, poise,
confidence, appearance, cultural sensitivity, communication, professional commitment, and
professional ethics.

Initial Programs

Field and clinical experiences are designed to provide structured systematic opportunities for
candidates to develop the proficiencies outlined in the unit’s CF and state and professional
standards. The focus of each field component is commensurate with the objectives of the
individual courses and they become progressively more interactive and increasingly more
comprehensive. Field experiences are required throughout the coursework of all programs and
are largely structured in three levels. Overall, initial candidates spend over 500 hours with P-12
students during field and clinical experiences prior to program completion.

The first field experiences take place in a non-school setting in conjunction with EDUC 2801
Educational Seminar followed by observations in a school setting while completing EDUC 2103
Introduction to Education and other courses available to candidates awaiting admission to the
Teacher Education program. These opportunities are meant to introduce the candidates to
children and young adults and their developmental stages. Since NWOSU is located in a rural
region of Oklahoma, the first level of field experience concludes with a field trip to an
urban/suburban school setting.

The second level of field experience occurs in the candidates’ methods courses in which the
candidates practice teach under the close supervision of the courseinstructor and/or the
cooperating teacher. Participation in teaching workshops is encouraged. Professional
development opportunities are available such as workshops provided by the Oklahoma
Environmental Resource Board, Project Learning Tree, Oklahoma Forestry Association, and
Student Education Association conferences.

At the final level, Student Teaching, candidates perform duties as a full-time educator teaching
lessons, attending professional meetings, and participating in parent-teacher conferences.
University supervisors evaluate candidates four times throughout the 12-week clinical
experience. Supervisors provide feedback to the candidates immediately after the observations.



NCATE/ Institutional Report                                                                     21
Candidates are also evaluated twice by their cooperating teacher(s) during the 12-week
period with communication occurring and guidance given daily.

Advanced Programs

The candidates in advanced programs complete a Social Action Project (SAP) during their
enrollment in EDUC 5822 Multicultural Education. The SAP requires candidates to
conceptualize, and then carry out a social action project related to multicultural education. This
project also has a required service component. At the completion of the project, candidates
present the results to their classmates and other appropriate persons, i.e., school administrators.
Candidates are also expected to join and submit a proposal to the annual Oklahoma Educational
Studies Association (OESA) Conference. Candidates in advanced programs for teachers at
NWOSU are typically full-time teachers in local schools and as such incorporate their newly
gained theoretical knowledge in their own P-12 schools where thy conduct the social action
research project.

In addition to the SAP project, graduate candidates inprograms for other school professionalhave
internship/practicum requirements. Each of the internships is created to allow these candidates
to design, implement, and evaluate projects pertinent to their particular field of expertise. For
example educational leadership candidates are required to build a Professional Development
Plan for a school from the creation of a needs assessment to determiningwhat training,
curriculum changes, etc. will be needed for implementation of the plan. Likewise, school
counseling candidates develop a Counselor Program for a P-12 school setting which includes
developmentally appropriate lessons to address the needs of all students. This comprehensive,
developmental guidance and counselor program is created in EDUC 5812 Developmental
Guidance course and is implemented with students in EDUC 5500 Practicum course
demonstratingcandidates’ effective leadership skills which they have developed throughout the
program. And finally, reading specialist candidates create a literate environment that fosters
reading and writing by integrating foundational knowledge, instructional practices, approaches
and methods, curriculum materials, and appropriate assessments. During clinical and practicum
courses, reading specialist candidates work with P-12 students utilizing a variety of assessments
to develop lessons for reading improvement.

3.1.c. Candidates’ development and demonstration of knowledge, skills, and dispositions to
help all students learn

Initial Programs

The unit provides opportunities for candidates to develop knowledge, skills, and dispositions in
helping all students learn through numerous field experiences and clinical practice. Teacher
candidates are required to pass the Oklahoma General Education Test (OGET) before being
admitted to the Teacher Education Program. A passing score on each Oklahoma Subject Area
Test (OSAT) in the area of specialization is required before student teaching. Over the past four
years the unit has had an average of 62 student teachers per year who have all been successful
completers of the program.




NCATE/ Institutional Report                                                                     22
Reflection and feedback pertaining to field experiences and clinical practice can be seen in
candidates’ Field Experience Logs, Journals, narratives from the Student Learning for Teacher
Candidates project, and individual reflections included in the portfolio. Candidate reflections on
the authentic experiences are shared in university classroom discussions and within small group
settings. Examples of candidate artifactsare lesson plans which include modifications and
adaptations for all diverse learners, behavior management plans, pre/post assessments to monitor
P-12 learning, and newsletters to parents.

Furthermore, candidates are formally evaluated by cooperating teachers during field experiences
throughout their programs. The evaluation forms are submitted to the course instructor who
utilizes this information when assigning course grades. Field experience journals/logs are
assessed bycourse instructors. During their 12-week student teaching assignment, formal
evaluations are completed twice by the cooperating teachers andfour times by the university
supervisors using a general evaluation form which correlates with the unit’s CF and state
standards, and a second form that relates to each program’s Specialized Professional Agency
(SPA) standards. Informal evaluations are conducted on an on-going basis. Supervisors’
observations and consultations with candidates provide opportunities for immediate feedback.

Candidates complete a specified chart to document their experiences including interaction with
P-12 students of diverse backgrounds. Teacher Education Faculty (TEF) members review this
chart with each submission of the candidate’s portfolio. The Director of Student Teaching &
Field Experiences reviews all field experience placements prior to the candidate’s student
teaching assignment to ensure all candidates have appropriate experiences with diversity prior to
program completion.

Advanced Programs

A number of opportunities to work with P-12 students are available for candidates in advanced
programs. Many advanced candidates are full-time classroom instructors who work with
students on a daily basis. Specific internships/practica are required for candidates in the
Educational Leadership, Reading Specialist and School Counseling programs. Reading Specialist
candidates are required to tutor both individuals and groups of students with reading difficulties
and keep a notebook containing lesson plans, records of students’ progress, and parent contacts.
Candidates in the School Counseling and Educational Leadershipprograms observe and shadow
a certified practitioner as they interact with P-12 students throughout a typical school day.

Similar to the initial level, candidates at the advanced level have both formal and informal
assessments during internships. Formal evaluations are done by the course instructor and the site
supervisor using criteria developed to meet program standards. Feedback is provided to
candidates through class discussion and/or consultation with the course instructor and site
supervisor. Candidates displayreflections on their experiences are throughout their individual
portfolios.

3.2.b Continuous Improvement
     Summarize activities and changes based on data that have led to continuous improvement
       of candidate performance and program quality.


NCATE/ Institutional Report                                                                    23
       Discuss plans for sustaining and enhancing performance through continuous
        improvement as articulated in unit Standard 3.

NWOSU takes pride in each professional education candidate that it prepares. Candidates'
versatility and broad knowledge base allow them to demonstrate knowledge, skills, and
dispositions required to be effective teachers and other school professionals in P-12
schools. Through their educational experiences, candidates are encouraged and given
opportunities to become life-long learners. All field experience assessments align with the unit’s
CF and indicate the level at which candidates demonstrates competencies in knowledge, skills,
and dispositions. NWOSU has made continuous improvements in providing quality experiences
for the candidates some of which are described in the following paragraphs.

Based on the NWOSU diversity plan, the education program adopted a modified plan in 2004 to
emphasize the importance of knowledge of diversity in education. Candidates continue to
complete a number of courses in which diversity is emphasized and are required to have
experiences with students of diverse backgrounds. A newly developed form assists teacher
education personnel in monitoring these experiences. Other opportunities for candidates to
experience diversity are provided by the university Diversity Committee who invites many guest
speakers and hosts a diversity training workshop annually. While northwestern Oklahoma
continues to have a homogeneous population, it is recognized by faculty that a global society is
becoming more and more prevalent and the candidates will need a wealth of knowledge and
understanding of all populations.

The CF was officially changed in 2008 to highlight the importance of diversity. At that time, a
disposition addressing diversity was added to the CF. Along with the knowledge of diverse
populations, it is pertinent that candidates have the proper dispositions to work with all students.
In an ever-changing society, the appropriate dispositions are critical for success in the education
profession. When instituted, the dispositions protocol required candidates to be evaluated
throughout the program in various courses. Because this process produced limited data, the
timing of the evaluations is now correlated to the portfolio transition points.

The process of Teacher Candidate placement and evaluation used at NWOSU is constantly being
monitored to find ways to make the unit’s candidates better and more-marketable. The Teacher
Education Committee (TEC) has added more rigid guidelines regarding the placement of teacher
candidates. For example, candidates are no longer placed in schools in their home towns, with
people/family members they know, or a place in which they have worked. The committee
believes this will help strengthen the candidate’s skills and allow for more diverse and well-
rounded placements.

To ensure all candidates have worked with students of diverse backgrounds, candidates are
required to submit a form detailing all prior field experience settings. Thisnew form is a part of
the Professional Semester Application. It can now be found in the Teacher Candidate’s
electronic portfolio as well. The form shows the progression and different placements
thatcandidates have had. When making decisions about student teaching placements, the
Director of Student Teaching closely reviews this form and follows the guidelines set by the
Teacher Education Committee to ensure diverse placements in the candidate’s program.


NCATE/ Institutional Report                                                                      24
The safety of children is uppermost in the minds of all educators. With safety in mind, the
education faculty were pro-active in identifying the need to check candidates’ backgrounds. In
2011, the NWOSU administration approved a TEC recommendation to require candidates to
have a background checkprior to the first field experience placement with follow-up checks done
yearly. Furthermore, candidates completing student teaching must have fingerprinting check as a
final background check to be considered for certification. Candidates are encouraged to have
individual liability insurance for all field experiences, particularly student teaching.

Another discussion among faculty members is the consideration of a more formal peer
evaluation of the candidates’ lesson plans and student work. Presently, conversations during the
student teaching seminar allow candidates the opportunities to share their experiences with their
peers. The unit, however, feels that formal feedback and ongoing dialogue with peers would
benefit all candidates.

Teacher Education Faculty (TEF) members have always demonstrated interest in candidate
progress throughout the programs. Some sample research papers written and presented by
faculty members at professional conferences and meetings regarding field experiences and
clinical practice include: (a) Teacher Work Sample and the effects on student achievement, (b)
Role of video and self-reflection of teacher candidates, (c) Candidates’ attitudes concerning
students with special needs, and (d) Service learning and its influence on professionalism. TEF
will continue to delve into projects that might lead to candidate improved performances.

3.3Standard 3 Exhibit List



Standard 4. The unit designs, implements, and evaluates curriculum and provides experiences for
candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to
help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies
related to diversity. Experiences provided for candidates include working with diverse populations,
including higher education and P–12 school faculty, candidates, and students in P–12 schools.


4.1   How does the unit prepare candidates to work effectively with all students, including individuals of
      different ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual
      orientation, and/or geographical area?

4.1.a Design, Implementation, and Evaluation of Curriculum and Experiences

Aligning with NWOSU’s mission to provide“quality educational and cultural opportunities to
learners with diverse needs by cultivating ethical leadership, critical thinking, and fiscal
responsibility,” the Teacher Education unit’CFillustrates its commitment to assist candidates
with knowledge and understanding of diversity. The apple tree sits on a compact diskof many
colors illustrating that diversity is reflected in all of the unit’s practices in the Teacher Education
Program.

Initial Programs



NCATE/ Institutional Report                                                                             25
The initial Teacher Education Program assists candidates in obtaining diverse experiences in the
curriculum with several required course offerings. Beginning with EDUC 2103 Introduction to
Education, candidates learn the traits, qualities, and interactions of school and cultural forces in
the United States. In this same course, candidates investigate inner-city schools for a full day to
gain firsthand experiences in public school life and to view diverse settings that many of the
candidates have not previously seen. The exploration of diversity continues throughout their
program and culminates with the capstone experience of Student Teaching where candidates
develop the knowledge, skills and dispositions related to the inclusive definition of diversity. For
instance, special speakers, projects, and field trips are incorporated into many professional
education courses to help candidates gain knowledge, skills and dispositions to help them learn
of diverse learning populations. While all courses touch on various aspects of diversity, some
courses such as EDUC 4821 Multicultural Education are specifically designed to address teacher
candidates’ possible encounters with diverse learners.

NWOSU provides a wide array of opportunities to experience diversity. All candidates are
required to meet the foreign language proficiency to complete the teacher preparation
program. This requirement ensures candidates have insight into the challenges of linguistically
diverse students, including ELL students, or students with hearing impairments including
deafness. Foreign travel through Study Abroad, as well as a number of guest speakers, is offered
by the university, enabling candidates to become more culturally sensitive.

Throughout the teacher education program, candidates are expected to mature in their
culturalproficiencies. In methods courses, candidates learn to develop and teach lessons that
incorporate diversity. In their portfolio, selected artifacts illustrate candidates’ ability to adapt
instruction (Competency 5) and services appropriately for all students, including those with
exceptionalities (Competency 2); disposition evaluations provide evidence of candidate’s
proficiencies to demonstrate their work with and/or teaching of diverse populations (Element 4);
and field experience forms which include the demographic makeup and diversity of the school
populationdocument their experiences with diverse populations. Portfolios are assessed at four
transition points throughout the initial program to verify that artifacts with reflective
commentary, disposition evaluations, and field experience documentation submitted
by candidates demonstrate proficiency related to diversity.

As a component of the 12-week student teaching clinical practice, candidates return to campus
three times for a seminar to exchange information and reflect on their experiences. These
seminars help candidates connect instruction and services to P-12 students' experiences and
cultures as well as create classroom environments that value diversity.                   Teacher
candidates discuss issues that affect their teaching as well as the learning experiences of their
students. Faculty members assist them in developing and refining strategies for improving their
effectiveness in the classroom. Lesson plan reflections illustrating experience working with
diverse students are submitted to instructors and may be found in the candidates’ portfolios.

Advanced Programs

Four core courses required for all candidates in advanced programsprovides candidates with a
foundation to explore and impact issues of diversity including awareness of learning styles. For



NCATE/ Institutional Report                                                                       26
example, in EDUC 5822 Multicultural Education the Social Action Projectasks candidates to
conceptualize and develop their own social action methods for addressing some form of
oppression in school or public life. The service component of this project affords candidates the
opportunity to make a difference in the lives of persons of diversity. In the culminating activity,
each candidate presents the results of his/her action project in a quality written report and
PowerPoint presentation. Another example is found in EDUC 5093 Curriculum and Instruction
for Special Learners, where advanced program candidates connect lessons and instruction to
students’ experience and cultures by completing a comprehensive class presentation.

4.1.b. Experiences Working with Diverse Faculty

Initial & Advanced Programs

Teacher candidates at NWOSU in initial and advanced programs have a variety of opportunities
to interact with faculty from diverse backgrounds through coursework, field experiences, and
additional experiences. Candidates in both programs interact with diverse higher education
faculty in the education programs, and initial candidates have additional experiences with
general education faculty across campus. Courses in initial and advanced education programs
include offsite visits and guest speakers that provide insight into practices taught in the courses.

Good-faith efforts to maintain diversity campus-wide are reflected in the policies and practices
for recruiting and retaining a diverse faculty. In spring 2011, of the 91 full-time faculty members
at NWOSU, 84 (92%) were White; one (1%) was American Indian; three (3%) were Asian; one
(1.1%) was Black or African American; and two (2.2%) were Hispanic or Latino. There were 48
(53%) males and 43 (47%) females.Division of Education faculty include one (10%) American
Indian; one (10%) African American and eight (80%) White; two (20%) males and eight (80%)
females.

The Teacher Education Faculty members have a wide variety of knowledge and experience
related to diverse and cultural backgrounds. The TEF has diverse educational experiences on
seven continents including participation in the U.S. Peace Corp. Previous teaching experiences
include: teaching at a school with high Hispanic population as part of an ESL program, teaching
English classes in a seminary in Latin America, teaching in international American school
systems, teaching grades 1-12 in an orphanage in Costa Rica, teaching exceptional learners grade
9-12, and teaching experiences in Europe and Antarctica.

4.1.c. Experiences Working with Diverse Candidates

Recruitment efforts are ongoing for teacher candidates from diverse cultural and socio-economic
populations in the areas of Oklahoma, Texas and Kansas. Currently at NWOSU, 80.8% of all
majors are identified as White (down from 90.0% of candidates), 5.4% as American
Indian/Alaskan Native (up from 4.0%), 2.0% as Hispanic, 1.7% Black or African American, and
0.6% as Asian. As illustrated in the demographics chart, NWOSU has higher percentages of
diverse populations than is typical for our geographic region.

Initial Programs



NCATE/ Institutional Report                                                                      27
Teacher candidates in the initial programs at Northwestern take 64 credit hours of general
education courses which allows for interaction with a wide range of students who may not be
education majors. Northwestern has 58 undergraduate international students from 14 countries
enrolled on campus. The teacher candidates interact with the international students in the general
education courses, and through participation in any of the 70 student organizations. The
International Student Organization hosts the Festival of Cultures each yearwhich is open to all
Northwestern students and the general public. Nepal has the largest representation of students at
NWOSU with 34. There are four students each from Kenya and Brazil, three students from
Canada, two students each from China, India, and South Korea, and one student each from
Australia, Bulgaria, Germany, Guinea-Bissau, Jamaica, Mongolia and Nigeria.

Advanced Programs

In the advanced programs, recruitment efforts are ongoing for advanced candidates from the ten
northwestern counties that Northwestern servesby the Office of Graduate Studies. Good-faith
efforts for recruiting advance program candidates include mailing Graduate Catalogs to 178 area
public schools, attending career fairs sponsored by the university, and visiting schools in the
surrounding area.

4.1.d Experiences Working with Diverse Students in P-12 Schools

Initial & Advanced Programs

Field experience and clinical practice are carefully designed and tracked to ensure a diversity of
placements for the teacher candidates. As previously outlined, initial candidates’ experience with
students from diverse populations is monitored as they progress through the teacher education
program. The Director of Student Teaching verifies that all candidates have experienced a
diversity of placements.Diversity of placements includes experience with different
socioeconomic groups, ethic/racial groups, students with exceptionalities, gender, and English
Language Learners.

Each program area, initial and advanced, utilizes a carefully designed system of field experiences
with evaluations to ensure that all candidates develop and practice knowledge, skills, and
dispositions related to diversity during their field experiences and clinical practice. During the
student teaching, university faculty work closely with candidates, discussing evaluation forms
and suggesting modifications to lesson plans and instruction to meet the needs of diverse student
populations. This feedback helps the teacher candidates reflect on their ability to help all students
learn.

4.2.b Continuous Improvement
         Summarize activities and changes based on data that have led to continuous improvement
           of candidate performance and program quality.
         Discuss plans for sustaining and enhancing performance through continuous improvement
           as articulated in unit Standard 4.




NCATE/ Institutional Report                                                                       28
The unit faculty strives to articulate and emphasize the importance of diversity to its candidates
through course work, field experiences, faculty experience, and interaction with other candidates.
The unit aims to continuously enhance the candidates’ knowledge, skills and dispositions to
help diverse learners. Experiences with diverse students in P-12 settings, diverse teacher
candidates and diverse faculty contribute to continuous improvement of NWOSU’s teacher
candidates’ performance and program quality.

Curriculum

In the methods courses for each program, lesson plans created by initial candidates continue to
be scrutinized by faculty for adaptations based upon individual and diverse needs of students.
Teacher candidates have demonstrated the successful creation of instructional opportunities that
are adapted to diverse students. Since the last accreditation visit, the unit has added an
assessment scale to the lesson plan section on adaptations created by teacher candidates during
the final clinical practice; the data show a continual improvement in the past three assessment
cycles. The Social Action Project in EDUC 5822 Multicultural Education has been added to
requirements of the advanced candidates program to promote interaction with students of
diversity when a lack was noted. Previously, this course only provided candidates with theory.

Diverse faculty

The university endeavors to recruit and maintain faculty diversity,as discussed earlier. The
current unit’s faculty has knowledge and experiences of diverse and exceptional students that
enhance the teacher candidates’ knowledge and skills for working with students with
diversity. In fall 2003, 100% of the full time professional education faculty was Caucasian.
Currently, 20% of the full time professionaleducation faculty is of American Indian or African
American descent. In fall 2003, 91.6% of full time faculty in the institution was Caucasian.
Currently, 91.2% full time faculty in the institution are Caucasian; 2.2% are Hispanic (an
increase of 1.2%); 2.2% are American Indian, (an increase of 1.2%); 3.3% are Asian, (an
increase of 0.9%); African American remains unchanged.

Diverse candidates

The university and the unit continue to strive for recruitment and retention of diverse candidates
in all initial and advanced programs. Since the last accreditation visit, the percentage of teacher
candidates from diverse backgrounds along with the number of international students attending
NWOSU has increased. Through the assessment of portfolio proficiencies and dispositions
related to diversity, teacher candidates demonstrate the ability to interact and work effectively
with ethnically, racially and economically diverse candidates.

Diverse students in P-12 schools

The unit has added rigor to the guidelines for the placement of teacher candidates regarding field
experiences and clinical practice in settings with students who have diverse ethnicity, race,
socioeconomic backgrounds and exceptionalities in learning abilities. For example, in October
2004, the unit adopted a diversity program for teacher education candidates. In addition, in
November 2008, the unit modified the CF to include diversity and dispositions. Both


NCATE/ Institutional Report                                                                     29
modifications have added strength to the unit. Furthermore, initial candidates are required to
include a chart in their portfolio that provides demographic information (geographic region,
culture/race, socioeconomic status, language and exceptionality) from each field experience or
clinical practice. The tracking of this information ensures the teacher candidates are provided
with equitable and diverse experiences in order to effectively engage and support student
learning in all settings. Advanced teaching candidates and other school professionals, have
opportunities to work with students of diversity. Candidates submit documentation of the
experiences to the course instructor. NWOSU Graduate Studies personnel are investigating a
method to better track individual candidates’ experiences, possibly with a chart similar to the
initial program. Advanced candidates experiences then could be monitored by their graduate
advisory committee via the candidate portfolio in addition to course instructors.

Evaluation of the teacher candidates’ ability to apply the knowledge, skills, and dispositions
necessary to work effectively with students of diversity or those with exceptionalities is an
ongoing process for the unit. The demographic status and geographic region of the university
presents a continual challenge to engage the unit’s initial and advanced education candidates
with diverse experiences. For candidates in the initial program, the unit works together with
Langston University, the only historically black university in the state, through a student teacher
collaboration seminar. NWOSU’s Director of Student Teaching and Field Experiences is in
continual contact with the Director of Student Teaching at Langston University discussing
collaboration seminars which include both student teacher groups. The seminars take place on
the Final Seminar day for the student teachers scheduled at the end of each semester. Agenda for
the seminar includes NWOSU and LU administrations, professional development speakers, and
collaborative conversations that expound on experiences from both Langston teacher candidates
and NWOSU teacher candidates. Moreover, the unit would like to take advantage of the
International Student Program by inviting those students as guest speakers in the teacher
education classes; logistics will be discussed with teacher education faculty and the advisor of
the International Student Program.

Areas for Improvement from 2004 BOE Visit: “The unit does not ensure that all candidates
have field experiences with diverse P-12 students.”

The unit continues to use a tracking system that was implemented in 2009 to ensure all
candidates have experiences with diverse P-12 students. All field experience forms are placed
within their respective portfolio in Live Text. The unit also requires all candidates to attend a
field trip to a diverse school in either Oklahoma City, OK or Wichita, KS. The field trip occurs
in the course, Introduction of Education, since this is a required course of all candidates. This
allows us to track this opportunity for our candidates need for more exposure to diverse
populations.

Areas for Improvement from 2004 BOE Visit: “Candidates have limited opportunities to
interact with diverse faculty.”

NWOSU and the unit continue to make great efforts in the recruitment and hiring of ethnically
diverse faculty members. Within the division of Education alone, one African American faculty
member was hired in 2008 and one Native American faculty member was hired in 2010. A



NCATE/ Institutional Report                                                                     30
faculty member with strong experience with ELL students was hired to teach a course within the
division and continued efforts will be made to strengthen instruction concerning ELL students.
All university faculty completed diversity surveys describing their involvement in any diverse
activities and incentives are awarded to faculty who make outstanding efforts toward diversity
awareness.

4.3 Standard 4 Exhibits List


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


5.1How does the unit ensure that its professional education faculty contributes to the
preparation of effective educators through scholarship, service, teaching, collaboration and
assessment of their performance?

5.1.a Qualified Faculty

Initial & Advanced Programs

The unit believes strongly in the importance of the qualifications and expertise expected of
professionals in education. This translates to full-time members of the unit seeking meaningful
experiences and professional development beyond the terminal degree. This belief also
manifests itself in the unit’s continual support and provision of assistance within its means to
support appropriate scholarly endeavors. The unit consists of faculty with doctorates and/or
experiences or certifications adequately qualifying them for their assignments. Faculty also have
many years of teaching experience in the public school system and the initial and advanced
programs in higher education.

During the 2010 – 2011 academic year, the unit identified 10 faculty members designated as full-
time institution and full-time education; 9 faculty members designated as full-time institution and
part time education. These two groups are collectively referred to as Teacher Education Faculty
(TEF).There are also elevenadjunct faculty who are part-time institution and part-time education.
Fifty-eight percent of the TEF have earned doctorates; the remaining faculty members have a
master’s degree and experience in their areas of expertise and are working toward completion of
a terminal degree. TEF and adjunct faculty serve as professional education instructors and/or
content area instructors, as well as clinical faculty. P-12 school faculty members are certified in
their respective content areas. A teacher must have completed three years of teaching in order to
be considered as a Cooperating Teacher for student teaching.

5.1.b Modeling Best Professional Practices in Teaching

Initial & Advanced Programs



NCATE/ Institutional Report                                                                          31
Through a sound knowledge base of professional, state, and institutional standards and through
the dispositions expected of effective educators, unit faculty guide teacher education candidates
to become effective teachers. Faculty members demonstrate a thorough understanding of the
content they teach explicitly in stated/written course expectations and implicitly by their
professional activities. Course syllabi illustrate how all faculty, full-time and part-time,
incorporate professional, state and institutional standards to guide candidates in their professional
development. Individual standards/competencies, field experience requirements, etc. are
identified in course syllabi and cross referenced with performance assessments. Rubrics of the
performance assessments’ expectations are provided to the candidates.

While teaching strategies among the unit are varied, faculty members incorporate all levels of
technology into their classroom instruction. Such sophisticated items as Smart Boards,
Interactive Television, and document cameras are utilized within various courses. Online
systems, Blackboard and LiveText, are also incorporated within instruction, further enhancing
communication between instructors and candidates. One example of the use of technology
would be the digital portfolio. All of the initial and advanced candidates’ work culminates in a
final digital portfolio complete with artifacts and critical reflections of their work. These items
represent the candidates’ entire teacher education career from its beginning to its current state.
Initial and advanced candidates’ portfolios are evaluated by faculty systematically at distinct
points in time as they progress through the program. Feedback is offered to the candidates with
opportunities to make improvements at each point.

Non-tenured TEF and adjunct faculty members receive evaluations completed by candidates for
each course they teach. These evaluations are included in the discussion with the
division/department chair as part of the formal faculty evaluation process. Tenured faculty
received course evaluations each year, but meet with department/division chairs only every three
years per policies in the Faculty Handbook. TEF also incorporate action research in their
respective courses to determine lesson presentation effectiveness. For example, candidates in
EDUC 4413 Diagnosing and Correcting Reading Problems were given a pre/posttests to
determine whether repeated reviews were effective in learning phonic principles. All candidates
showed an increase of knowledgewith higher scores on the posttest.

5.1.c Modeling Best Professional Practices in Scholarship

Initial & Advanced Programs

Faculty regularly attend professional conferences, workshops, and complete advanced courses to
maintain intellectual vitality, keep abreast of current research and best practices, keep informed
about current issues and improve their teaching practices. The unit views professional growth
through scholarly activity as important. From 2008-2011, on more than40occasions unit faculty
members have presented at various conferences from state to international levels. Records of
these activities are in the unit faculty members’ portfolios. Examples ofconference
presentation/attendance were the Oklahoma Higher Education Reading Council Critical Literacy
Seminar, OACTE/Oklahoma Education Forum, National Council on Teacher Quality (NCTQ)
Conference, AACTE Conference, BOE training, and a variety of State and National Conferences
related to particular content areas, such as state career tech summer conference. At the local



NCATE/ Institutional Report                                                                       32
level,NWOSU professional development workshops on Assessment Day were offered to the
faculty across campus while students were completing university evaluations. Among those
workshops were a “Focus Group: Future Educators” hosted by an education faculty member and
a local P-12 administrator. TEF members also serve on accreditation committees for the Alva
Public School system.

5.1.d Modeling Best Professional Practices in Service

Initial & Advanced Programs

The unit has a long history of service to the community of learners in its immediate proximity
and throughout the state. This history has forged numerous positive and productive relationships
among area school administrators, area school teachers, community organizations and other
institutions of higher education. Though many strong relationships have existed for some time,
new relationships are continually sought via outreach programs, grant activity and direct contact
for creating potential new means of collaboration. Faculty involvement in area school systems
(Tri County Superintendents Meeting), professional organizations (Oklahoma Regents for
Higher Education Reading Council), and the unit’s institutional committees (Faculty Senate),
sets an example for teacher education candidates to learn the importance of taking on active roles
in their professions, rather than limiting themselves to only being consumers of others’ work.

Initial & Advanced Programs

NWOSU is committed to service learning with TEF members serving on theService
Learning/Civic Engagement Committee. Faculty involvement in service projects ranges from
sponsoring extracurricular programs (i.e. CORE’s Big Event) to hosting summer academies to a
number of collaborative projects with area schools (Heartland BEST). There are also a number
of volunteer activities the unit participates in alongside teacher education candidates. An
example of this is a recent collaborative effort between Washington Early Childhood Center
(WECC) in Alva and NWOSU. Candidates from the Early Childhood program are piloting a
before school art program for kindergarten and first grade students used to fulfill partial
requirements of EDUC 4532 Early Childhood Assessment and Evaluation. WECC students
receive art instruction they would not otherwise have and teacher candidates engage in authentic
field experience through lesson and assessment preparation and implementation.

5.1.e Unit Evaluation of Professional Education Faculty Performance

Initial & Advanced Programs

The evaluation processes of TEF reflect the high standards of the unit. The faculty evaluation
system for the unit mirrors the evaluation process used for the institution’s entire full-time
faculty. The system includes five areas for evaluation and development: (A) Teaching and
Instruction, (B) Professional Development, (C) Scholarly Activity, (D) Institutional Involvement,
and (E) Community Service. The faculty member being evaluated chooses a weight for each of
the five categories and is evaluated using three sources of information: student evaluations, peer
evaluations, and department/division chair evaluations. In addition to P-12 experience prior to



NCATE/ Institutional Report                                                                    33
their employment at the university, the unit requires its entire full-time faculty to complete a
minimum of 10 hours of public school service and 15 hours of professional development
annually as indicated in the faculty portfolio evaluation rubric. Therefore, all faculty members in
the Unit have contemporary professional experiences in school settings at the levels that they
supervise, and many are also actively involved in relevant scholarship through partnerships with
schools. Faculty members have the opportunity to meet and discuss these evaluations with their
respective department/division chair. Unit faculty members utilize the results of these
assessments to help determine the value of individual courses, as well as candidates’ perceptions
of the quality of instruction they received.

5.1.f Unit Facilitation of Professional Development

Initial & Advanced Programs

The university supports professional development through regular funds earmarked for faculty
travel each year. Unit faculty members participate in a range of professional development
conferences that contribute to improving teaching and learning. Regular meetings as a unit
including retreats, TEF meetings and breakout subcommittees to tackle multiple issues, help
make the unit a productive cohesive whole as it addresses the needs of its teacher education
candidates.Some professional development opportunities made available by NWOSU include
attendance at local, state, national, and international conferences. Unit faculty members report
participation in the NWOSU Annual Assessment Day through presentations (i.e. Smart Board),
and attendance at the annual Oklahoma Association of Colleges of Teacher Education (OACTE)
conference and the annual American Association of Colleges of Teacher Education (AACTE)
conference. This level of support for professional development is a significant strength and fits
well with the unit’s commitment to professional development, service to its constituents and the
overall mission of the institution.

5.2.b Continuous Improvement
     Summarize activities and changes based on data that have led to continuous improvement
       of candidate performance and program quality.
     Discuss plans for sustaining and enhancing performance through continuous
       improvement as articulated in unit Standard

Initial & Advanced Programs

Faculty qualifications are always important to NWOSU. Each advertised opening indicates the
preference of a terminal degree. During the 2010 – 2011 academic year, the unit had 19 faculty
designated as Teacher Education Faculty (TEF) which included full-time university/full-time
education and full-time university/part-time education. Over 50% of NWOSU’s TEF have
earned doctorates, with the remaining faculty pursuing a terminal degree. While the unit has
maintained this level of education for faculty over the past three year and it values the strengths
of qualified faculty, it also recognizes there is room for growth and improvement. A priority of
the unitincludes working towards increasing the percentage of TEF who have earned a doctorate.




NCATE/ Institutional Report                                                                     34
A continued strength of NWOSU’s TEF are the years of teaching experiences. TEF have 192
years of combined P-12 school experience, and increase of 80 years (42%) from 2008.Years of
experience at both the initial and advance program levels have increased 35% from 2008-2011.
Also noted, is an increase in Oklahoma teaching certification areas over the past three years from
53 areas to 69 areas, with an additional six TEF holding certification in multiple states and two
holding National Board Certification.

The unit promotes and is pleased to see an increase in membership to professional
organizations,such as American Association of Physics Teachers; Masonic Institute for
Citizenship Studies; Oklahoma Association for Health, Physical Education, Recreation and
Dance; International and Oklahoma Reading Associations; and Oklahoma Association of
Colleges of Teacher Education, among its faculty over recent years. Such activity is necessary
and well supported within the unit and university as a whole. Taking active roles within
professional organizations is an area of development for the unit. TEF continue to be diligent in
other aspects of best practices of teaching by reviewing textbooks to use in class and/or for
publication, employing multiple modes of instruction and assessment, and including
competencies/standards in all syllabi. In the past three years, the number of local, state and
national awards and recognitions for the TEF has increased from 11 to 24, including the most
recent NWOSU John Sheffield Teacher of the Year award recipient.

Perhaps the most promising statistics is the increase in collaborations with other institutions over
the past three years (47%). An increased presence at local, regional and national conferences
(45%) during that time appears to lend toward an increase in networking and ultimately more
opportunities for collaboration.Not only do partnerships with other institutions help alleviate
financial constraints, they broaden the possibilities for what can be accomplished for teacher
candidates, the communities NWOSU serves and scholarly endeavors of faculty. Other
opportunities for collaboration have arisen with grants awarded to unit faculty members. Grants
funded have been in excess of $2,000,000. The grants comprise collaboration with P-12 schools
and focus on diverse student populations. Examples include Summer Science Academies for
grade school children and research in the area of Special Education.

Publications in periodicals have shown a modest increase from three to five since 2008.TEF
involvement in institutional committees over the past years often leads to in-house data
collection, analyses, reports and publications. Though not published in peer-reviewed
periodicals, these works are critically important for program improvement and the overall
betterment of the institution.

For more than 20 years, the state of Oklahoma has required teacher education faculty to have a
minimum of 10 hours of service to the public schools and 15 hours of professional development
annually. In spring 2011, the Oklahoma Commission for Teacher Preparation (OCTP) revised
the manner of monitoring this requirement. In fall 2011, the TEC proposal to have this criterion
added to the standard university evaluation form was approved. In addition, though all faculty
submit a diversity report for their courses and chairs for their departments/divisions, TEF submit
a modified version of this form to accommodate reporting of efforts to address diversity in the
unit.




NCATE/ Institutional Report                                                                      35
5.3Standard 5 Exhibit List


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


6.1 How do the unit’s governance system and resources contribute to adequately preparing
candidates to meet professional, state, and institutional standards?

6.1.a Unit Leadership and Authority

Initial & Advanced Programs

The Professional Education Unit has the leadership, authority, budget, personnel, facilities, and
resources including information technology, for the preparation of candidates to meet
professional, state, and institutional standards. The preparation process of teacher education
involves a wide spectrum of university and community support and resources. The
responsibilities in the preparation of the teacher candidate of each entity within the unit are
outlined in its organizational structure.

The Chair of the Division of Education is the designated head of the unit. The Chair is
responsible for: (a) ensuring the unit meets and maintains professional, state and institutional
standards; (b) coordinating of the professional education curriculum; and (c) working closely
with all program coordinators to create and maintain cohesive programs of study for the
unit. The Chair supervises the Teacher Education Faculty assigned to the Division and oversees
the Early Childhood Education, Elementary Education and Special Education programs. The
effective execution of the Chair's responsibilities sustains a consistent high quality of teacher
candidate preparation.

Secondary Teacher Education programs are located within the departments of their content area
(i.e., science, math, etc.). Each department/division is located within the university’s two
Schools: the School of Arts and Sciences and the School of Professional Studies. Each of the
Schools is headed by a dean who reports directly to the Executive Vice President who serves as
the Chief Academic Officer. The two deans are housed in adjacent offices in the samebuilding
which allows for collaboration and discussion on day-to-day issues as they present
themselves. The Chair of the Division of Education reports directly to the Dean of Professional
Studies.

The Director of Teacher Education coordinates the activities of the Teacher Education Program;
serves as the chief certification officer and is chairperson of the Teacher Education Committee
(TEC). The Director forwards TEC’s recommendations to the Chair of the Division of
Education, the Dean of the School of Professional Studies, and the Executive Vice President.
The Director of Teacher Education reports directly to the Chair of the Division of Education.




NCATE/ Institutional Report                                                                     36
The Director of Student Teaching and Field Experience assigns and supervises initial teacher
candidates during the professional semester while maintaining strong professional relationships
with the public schools. Exemplifying the unit's commitment to diversity, the Director of Student
Teaching and Field Experiences assures initial teacher candidates have had placements in
multiple settings. The Director of Student Teaching and Field Experiences also reports directly to
the Division of Education Chair.

The unit at Northwestern is staffed by faculty members from all parts of the university who are
designated as Teacher Education Faculty (TEF). Most of the TEF are assigned to the Division of
Education, School of Professional Studies. Some TEF are assigned to their respective
departments in the School of Arts and Sciences, e.g. Math Education. The TEC is the governing
body of the unit. The members of the TEC are comprised of Teacher Education Faculty (TEF),
candidates in the program, and representatives from the professional community. TEF members
are elected by their colleagues to serve on the TEC.

The specific duties of the Teacher Education Committee are to:

       approve all undergraduate teaching majors, minors, and certificate programs (initial and
        advanced)
       set standards for admission and retention
       approve the teacher education faculty
       approve all changes in the programs
       act as an appeals committee for all candidate grievances
       approve changes in the faculty development process
       approve program evaluation processes
       recommend changes needed for policy and programs

Any changes approved by TEC are reflected in the appropriate university publications.
The Executive     Vice     President    initiates    and oversees academic policies and
publications. Catalogs are updated annually through a collaborative effort from
all departments/divisions. The NWOSU website (www.nwosu.edu) offers the most up-to-date
information on course schedules, enrollment guidelines, academic calendars, grading,
recruitment, and admissions policies, catalogs, etc.

6.1.b Budget

Initial & Advanced Programs

The process for budgetary allocations has remained the same since 2004. In summary, the Chair
of the Education Division proposes budget allocations based on input from faculty and staff.
These are presented to the Dean of the School of Professional Studies for approval and
incorporated with other departmental budgets for presentation first at a Pre-Budget Hearing with
the Vice President for Administration, the Vice President for Student Affairs, and the Executive
Vice President. From the input given in the Pre-Budget Hearing the Dean modifies the school's
budget proposal for presentation at the formal Budget Hearing with the President of the
University and the three vice presidents. These hearings are open to anyone who wishes to


NCATE/ Institutional Report                                                                    37
attend. Division and departmental chairs are involved in the budget hearings to
provide justification for budgetary items. The proposed university budget is submitted to the
Oklahoma State Regents for Higher Education for final approval.

At this time the Division of Education comparable budget study includes the Nursing Division,
since it has a clinical component and undergoes an accreditation process. These programs receive
monies to work with candidates both on campus and in the field.

6.1.c Personnel

Initial & Advanced Programs

Faculty workload policy is clearly outlined in the Faculty Handbook (section 5.1.3). The
standard load for teacher education faculty is 24 semester hours during a regular school year. In
figuring the load for teacher education, supervision of two student teachers is the equivalent of
three-fourths (3/4) semester hour of load. Professional development is supported and encouraged
by the unit and the university. Academic deans allocate funding for attendance at professional
conferences at the regional, state and national levels. Any full-time faculty members who have
not already done so, are required to actively pursue a terminal degree, and all faculty are
encouraged to engage in research leading to publication. From its beginnings as a Land Grant
Institution, however, NWOSU remains a regional university with an emphasis on teaching more
so than research.

Adjunct faculty are occasionally utilized by the unit to supervise student teachers or teach a
course in an area of expertise (e.g., local superintendents teaching School Finance). These
instructors are typically retired educators or practitioners with excellent credentials and
recommendations.

The university provides the following support services to the Division of Education: Assistant
Certification Officer, Division Secretary, Graduate Assistant, Director of Assessment, ITV
Coordinator, student workers, and personnel from Information Technology, Student Services,
Academic Success Center, Media Center, Library, Printing Services, and
Maintenance. These support services enable the faculty to better serve the candidates and the
community which strengthen the unit as a whole.

6.1.d Unit Facilities

Initial & Advanced Programs

The Division of Education is housed in the Joe Struckle Education Center. The Education
Center has two floors and houses the Division of Education, the Psychology Department, and
Graduate Studies. Each faculty member has his/her own office with appropriate furnishings and
equipment. The university also has office space for full-time and adjunct faculty on the Alva,
Enid, and Woodward campuses with access to library/media resources, faculty workrooms,
copiers, and computer labs. There is a lecture hall in the Education Center that is utilized by
various groups from across campus and from the local community. The Education Center is also


NCATE/ Institutional Report                                                                   38
utilized as a testing center for state and national exams, e. g. ACT. Classrooms that are set up
with interactive television (ITV) capability are located in the Education Center, other buildings
across the Alva campus, and at the Enid and Woodward campuses. All locations have computer
labs accessible to both candidates and faculty.

The unit primarily serves a rural area and works with multiple school districts throughout the
region. Every school provides an environment for candidate professional growth. It is the goal
of NWOSU that all candidates experience a variety of diverse settings.

6.1.e Resources including Technology

Initial & Advanced Programs

NWOSU's commitment to technological advancement is evidenced with the numerous additions
of technology across the university. There are eight computer labs with the latest available
technology on the Alva campus for candidate access. There are two labs available on each the
Enid campus and Woodward campus. Wireless internet connectivity is available at the Enid and
Woodward campuses and in seven of the buildings on the Alva campus.

Computers for the faculty are replaced on a rotation basis so that all have updated computers.
Typically, lab computers are purchased new and replaced every three years. Those three year
old computers from the labs are reformatted and reallocated to staff and faculty offices for three
more years. Information Technology controls this budget and works with the academic deans to
ensure all faculty and staff needs are met. The Division of Education's budget funds are allocated
to replace printers, compact disc players, and other inexpensive technology items as needed, with
expensive items placed on the budget for the following year to be purchased through capital
funds allocated to the School of Professional Studies. Faculty and candidates have access to
current exemplary library, curricular and electronic resources. These services are provided at
each campus location and through the NWOSU library website.

NWOSU's commitment to technology is demonstrated by Smart Boards being installed in all
ITV studios and classrooms used for education methods courses. LiveText is utilized by
candidates and faculty for reporting portfolio standards and required assessments. As other
technological advances become available, NWOSU will continue to be apprised of the associated
benefits in order to offer candidates the newest technology available.

6.2.b Continuous Improvement
     Summarize activities and changes based on data that have led to continuous improvement
       of candidate performance and program quality.
     Discuss plans for sustaining and enhancing performance through continuous
       improvement as articulated in unit Standard 6.

Initial & Advanced Programs

NWOSU has made few changes in unit Governance and Resources since 2004. Our most
exciting change has been the formation of a new program in Agricultural Education. In 2007,


NCATE/ Institutional Report                                                                    39
NWOSU moved expediently to take advantage of the opportunity to create a program offering a
degree in Agricultural Education. The Regional University System of Oklahoma and the
Oklahoma Regents for Higher Education enthusiastically endorsed the program. Official
approval was received from the Oklahoma State Regents for Higher Education in September
2008, and initial approval was received from the Oklahoma Commission of Teacher Preparation
in December 2008.

The advantages of offering a degree in Agricultural Education in rural northwest Oklahoma are
significant. The economic foundation of this area is agriculturally based with many employment
opportunities for graduates of the program. As a result of private financial support in the
emerging stages of developing the agricultural education program, two full-time faculty
members were hired to teach agricultural education courses, supervise field experiences, and act
as liaisons in the surrounding agricultural arena. The program also builds, promotes and
enhances the state Future Farmers of America programs in P-12 schools. Mr. and Mrs. Don
Campbell were the first to commit $250,000 for an endowed chair in agriculture and the Wisdom
Family Foundation soon did the same. There are 47 teacher candidates currently enrolled in the
agricultural education program. The first class of five agricultural education majors graduated
May 7, 2011. With special appropriations, matching funds, and an additional donation from the
Wisdom Family Foundation, the university made a commitment to the success of the agricultural
education program by approving a new agricultural education facility that houses the classroom
and laboratory settings for agricultural studies. Construction was completed in the fall of
2011. A teaching greenhouse will be the next phase of construction from the established funds
and is expected to be completed by the fall semester of 2012.

New structures, building remodels and additions are examples of NWOSU's ability to recognize
and respond to needed improvements which enhance and improve educational opportunities for
teacher candidates. In September 2008, the Woodward Campus was completed giving NWOSU
students in western Oklahoma a new location to meet for classes. Another addition to the
NWOSU facilities is a building north of Alva which was purchased as a facility for the
Northwestern Rodeo Team. The Academic Success Center, developed to help students with any
area of academia, is housed in the remodeled Industrial Arts building on the Alva campus. Other
buildings have also been remodeled; such as the Student Center, the school cafeteria, the Science
Building, Health & Sports Science Building, and Myers Stadium.

Based upon budget data, a disparity was discovered between salaries for the chairs of the
business, nursing and education division. In an effort to correct the disparity a proposal to
increase the salary of the Division of Education Chair was submitted by the Dean of the School
of Professional Studies to the Executive Vice President. The proposal was approved and the
salary of the Division of Education Chair is now commensurate with salaries of the business and
nursing divisions on the NWOSU campus.

Areas for Improvement from 2004 BOE Visit: The unit lacks resources to disseminate
academic information and advising services to adequately address the needs of candidates.

NWOSU response: Numerous improvements have been implemented as a result of the AFI from
the 2004 visit concerning academic advising. Advisement folders containing up-to-date teacher



NCATE/ Institutional Report                                                                   40
education program requirements are presented to candidates in the first education course - EDUC
2801 Educational Seminar or upon the candidate’s first meeting with a teacher education
program advisor. All documents in the “red” advisement folder, Teacher Education handbooks
with pertinent program information, and course rotation are among some of the items available
on the education webpage site to keep the candidates informed on a continuous basis.

Furthermore, a user friendly system called RangerNet Campus Connect is an on-line program
that has been implemented to assist advisors with necessary academic information for adequately
advising teacher candidates. Information on this system includes demographic information,
transcripts, current and previous semester schedules, enrollment capabilities, course rosters, and
course availability. This technology has greatly enabled the advisors to conduct a timely
advisement session with candidates to help meet their needs. Communication
enhancements, such as the ability to send mass e-mail to all teacher education candidates
and phone message retrieval via internet, provide easier access of information to professors.

(2004 AFI) Faculty workload and limited university resources do not allow faculty to be
sufficiently and effectively engaged in scholarship.

NWOSU recognizes the need for scholarship and efforts are being made to address this issue.
Individual members are engaged in pursuing specific research projects and presenting at
conferences. Faculty load is limited to teaching 12 hours a semester, which may include
supervision of student teachers. Monitoring two individuals in the Resident Teacher Program
(RTP)* is part of a teacher's load. Monitoring additional resident teachers adds one credit hour of
load per teacher per year.

Northwestern sponsors a Research Day in which faculty and students are encouraged to present
their research to the university population. In recent years, education faculty have made
presentations at Oklahoma Association of Colleges of Teacher Education and other state,
national, and international conferences. Each year, faculty are encouraged to attend conferences,
take courses to complete their terminal degree and for professional development. While faculty
are strongly encouraged to publish articles, their research efforts are primarily focused on
research pertaining to individual program and unit improvements.

*NOTE: *House Bill 3029 effective August 27, 2010, exempts school districts from convening and participating in
Residency Committees for fiscal years 2011 and 2012. Oklahoma legislature has extended the suspension until 2014
for budgetary reasons.

6.3 Standard 6 Exhibit List




NCATE/ Institutional Report                                                                                  41

								
To top