I + CFaulkner University

Department of EducationInstitutional Report for NCATE

Initial Accreditation VisitApril 22 -26, 2006

www.faulkner.edu/ncate

Faulkner UniversityA CHRISTIAN UNIVERSITY

Preparing You For Success

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Table of Contents Table of Contents............................................................................................................................iiPreface............................................................................................................................................vi

Transforming Practice................................................................................................................viTransitioning Program................................................................................................................viUnit NCATE/ALSDE Personnel and Committee Chairs..........................................................vii

Unit Chair:.............................................................................................................................viiNCATE Coordinator:............................................................................................................viiDean ACCAS:.......................................................................................................................vii

List of Electronic Materials and Resources.....................................................................................xExhibits Center Organization.........................................................................................................xiList of Tables.................................................................................................................................xiiGlossary of Terms and Acronyms.................................................................................................xvI. Introduction..................................................................................................................................1

Overview of Institution and Characteristics................................................................................1Environment of Faulkner University...........................................................................................1Student Body of Faulkner University..........................................................................................1Faulkner University Governance.................................................................................................2Academic Affairs and Programs..................................................................................................2

Core Curriculum..................................................................................................................3History and Distinctiveness of Faulkner University....................................................................3Mission of Faulkner University...................................................................................................4The Vision of Faulkner University..............................................................................................4History and Distinctiveness of Faulkner University’s Department of Education.......................4Mission of Department of Education...........................................................................................5The Vision of the Department of Education................................................................................6Overview of Department of Education........................................................................................6

Unit Degree Programs.............................................................................................................7Unit and Unit Related Faculty.................................................................................................8

II. Conceptual Framework...............................................................................................................9Overview of Conceptual Framework...........................................................................................9Philosophy of the Department of Education: Holistic.................................................................9

Intelligence: Philosophy of Learning and Teaching..............................................................11Character: Dispositions of Teacher Candidate and Educators..............................................11

Disposition to Dialogue.....................................................................................................11Disposition to Care............................................................................................................12Disposition to Learning Potential......................................................................................12Disposition to Calling........................................................................................................12

Conceptual Theme: Nurturing Educators with Intelligence + Character..................................13The Commitments of the Department of Education —Purposes and Goals.............................14Candidate Knowledge, Skills, and Dispositions Performance Outcomes.................................14Candidate Development and the Curriculum............................................................................22

Curriculum Orientations and Instructional Methods.............................................................23References......................................................................................................................................24III. Evidence for NCATE Standards..............................................................................................26

Standard 1: Candidate Knowledge, Skills, and Dispositions....................................................26

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Overview................................................................................................................................26Overview of Candidate Assessment......................................................................................26Overall TEP Performance......................................................................................................27NCATE.1.A Content Knowledge for Teacher Candidates....................................................28

General Education Knowledge..........................................................................................28Major Field Test................................................................................................................29Praxis II..............................................................................................................................30PEPE and A-IPEPE...........................................................................................................30Grades and GPAs...............................................................................................................32Unit Standards Surveys of CAF, Alumni, Employers, and Candidates............................33Artifacts:............................................................................................................................35Masters in Education-Alt-A...............................................................................................35

NCATE.1.B Pedagogical Content Knowledge......................................................................35Major Field Test................................................................................................................35PEPE and A-IPEPE...........................................................................................................35Grades and GPAs...............................................................................................................36Unit Standards Surveys of CAF, Alumni, Employers, and Candidates............................36Artifacts:............................................................................................................................36

NCATE.1.C Professional and Pedagogical Knowledge and Skills.......................................36Major Field Test................................................................................................................36Praxis II..............................................................................................................................37PEPE and A-IPEPE...........................................................................................................37Grades and GPAs...............................................................................................................37Unit Standards Surveys of CAF, Alumni, Employers, and Candidates............................37Artifacts:............................................................................................................................37

NCATE.1.D Dispositions......................................................................................................37CISI, MBTI, LSI................................................................................................................38PEPE and A-IPEPE...........................................................................................................38Unit Standards Surveys of CAF, Alumni, Employers, and Candidates............................38Artifacts:............................................................................................................................38

NCATE.1.E Student Learning...............................................................................................38PEPE and A-IPEPE...........................................................................................................39Unit Standards Surveys of CAF, Alumni, Employers, and Candidates............................39Artifacts:............................................................................................................................39

Standard 2: Candidate Knowledge—Assessment System and Unit Evaluation.......................40Overview................................................................................................................................40NCATE.2.A: Assessment System.........................................................................................40

Development of Assessment System.................................................................................40Assessment System and TEPOS........................................................................................41Assessment System and Candidate Development.............................................................41Assessment Tools and Instruments....................................................................................47Assessment System and Teacher Education Committee Decisions..................................49Assessment System Training and Evaluation....................................................................50

NCATE.2.B: Data Collection, Analysis, and Evaluation......................................................50Assessment System Data Collection.................................................................................51

NCATE.2.C: Use of Data for Program Improvement...........................................................52

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Assessment System and Program Improvement................................................................53Standard 3: Field Experiences and Clinical Practice.................................................................54

Overview................................................................................................................................54Review of Clinical Field Experiences Program.................................................................54Current Clinical Field Experience Program......................................................................55

NCATE.3.A Collaboration Between Unit and School Partners............................................59Overview............................................................................................................................59Clinical Field Experience Collaboration...........................................................................59Clinical Field Experience Program Design.......................................................................61Clinical Field Experience Placement.................................................................................62

NCATE.3.B Design, Implementation, and Evaluation of Field Experiences and Clinical Practice..................................................................................................................................62

Overview............................................................................................................................62Student and Candidate Development in CFE....................................................................62Conceptual Framework and Unit Standards in Clinical Field Experiences......................64Clinical Field Experience Assessment and Evaluation.....................................................64Technology in the Clinical Field Experience....................................................................65Length of the Clinical Field Experience............................................................................65Clinical Faculty..................................................................................................................65

NCATE.3.C Candidates' Development and Demonstration of Knowledge, Skills, and Dispositions To Help All Students Learn..............................................................................66

Overview............................................................................................................................66Entry and Exit Criteria for Clinical Field Experience.......................................................66Assessment Strategies CFE...............................................................................................67Impact on Student Learning...............................................................................................67Diversity of Clinical Field Experience..............................................................................68

Standard 4: Unit Capacity-Diversity.........................................................................................69Overview................................................................................................................................69NCATE.4.A: Design, Implementation, and Evaluation of Curriculum and Experiences.....70

Overview and Proficiencies Related to Diversity..............................................................70NCATE.4.B: Experiences Working with Diverse Faculty....................................................74

Overview............................................................................................................................74NCATE.4.C: Experiences Working with Diverse Candidates..............................................77

Overview............................................................................................................................77NCATE.4.D: Experiences Working with Diverse Students in P-12 Schools........................78

Overview............................................................................................................................78Standard 5: Unit Capacity—Faculty Qualifications, Performance, and Development.............80

Overview................................................................................................................................80NCATE.5.A: Qualified Faculty.............................................................................................83NCATE.5.B: Modeling Best Professional Practices in Teaching.........................................83NCATE.5.C: Modeling Best Professional Practices in Scholarship.....................................83NCATE.5.D: Modeling Best Professional Practices in Service............................................84NCATE.5.E: Collaboration...................................................................................................84NCATE.5.F: Unit Evaluation of Professional Education Faculty Performance...................84NCATE.5.G: Unit Facilitation of Professional Development...............................................84

Standard 6: Unit Capacity—Unit Governance and Resources..................................................86

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Overview................................................................................................................................86NCATE.6.A: Unit Leadership and Authority........................................................................86

Unit Responsibilities..........................................................................................................86Unit Management..............................................................................................................87P-12 Involvement...............................................................................................................87Student Resources..............................................................................................................88Recruiting and Admissions................................................................................................89TEP Publications...............................................................................................................89

NCATE.6.B: Unit Budget......................................................................................................90NCATE.6.C: Personnel.........................................................................................................91

Faculty Loads.....................................................................................................................92Adjuncts.............................................................................................................................93Support Personnel..............................................................................................................93

NCATE.6.D: Unit Facilities..................................................................................................94NCATE.6.E: Unit Resources including Technology.............................................................95

Technology Resources for Faculty and Students...............................................................95Library and Curricular Resources......................................................................................96

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Preface

The Institutional Report was developed by Faulkner University’s Department of Education (Unit) and the Center for Institutional Research and Effectiveness (CIRE) in conjunction with the faculty and administration of the Alabama Christian College of Arts and Sciences (ACCAS) which houses the content area specialists. The Unit’s Institutional Report has been prepared to reflect and respond to the standards established by NCATE for initial preparation programs. Due to the nature of the relationship between NCATE and the Alabama State Department of Education (ALSDE), this Institutional Report also incorporates the ALSDE standards for teacher preparation programs.

This FIR represents a condensed compilation of the journey of the Unit since its inception in 1981. The FIR emphasizes the time period since February 2002 when the decision was made to pursue accreditation by NCATE. As you read these pages of the FIR, you will gain insight into who we are, where we have been, and where we are going. Throughout the FIR you will see the story of a program that is in the process of transition and transformation.

Transforming Practice

Since 2002, the Unit has undergone a transformation in the processes utilized for teacher education. The development of the conceptual framework (FCF) enabled us to explore our identity as a faculty, our expectations as a program, and our philosophy as mentors. As a Candidate institution, the development of the FIR facilitated our growth in assessment and evaluation of our program, our faculty, our courses, our students, and our alumni. Overall, the complete NCATE process has led the Unit to understand our strengths in nurturing, our opportunities for enhancement, and our uniqueness in calling.

Transitioning Program

Since 2002, the Unit has undergone a significant transition in its leadership, faculty, and systems. In the summer of 2004 the Chair of the Unit left Faulkner to assume a senior administrative position at another institution. In Fall 2004 the Dean of ACCAS appointed a new chair for the Unit. In early spring of 2004 a new NCATE coordinator for the Unit was appointed. Since 2002 the Unit has experienced the departure of two faculty members (including the Chair) and the addition of three new faculty members (one new faculty in the Fall 2003, Fall 2004, and Fall 2005). Through all of the faculty changes, only one Unit faculty member has been with the institution since the NCATE process began. The impact of these changes has been the one constant Unit faculty and the NCATE coordinator immersing and training the new faculty in the Unit’s conceptual framework and assessment system while implementing the system. The end result has been a fluid and dynamic process.

Since the granting of Candidate status in 2003, the systems utilized by the Unit for admission of candidates, assessment of students, and assessment of candidates has undergone progressive growth and development. The implementation of a comprehensive system has been guided by the standards established by NCATE and ALSDE. However, the rapid pursuit of NCATE accreditation coupled with the evolution of the ALSDE standards (to incorporate NCATE and comply with the No Child Left Behind Act of 2001 (NCLB) has resulted in limited time to evaluate the complete integrity of the system. The NCATE process has been the proper venue for the professional growth of our program, but these major transitions in the Unit have occurred

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almost parallel with the NCATE deadline for the FIR. In time, the system will become streamlined and more effective, but we have learned that we will be in a continuous process of rethinking and refining for improvement.

At the time of this writing, we have verified that all electronic links are active. Some links connect to static documents while others link to dynamic websites that are outside our control and are subject to change without notice. Prior to the onsite visit we will again verify all websites and highlight any changes for the review team.

Unit NCATE/ALSDE Personnel and Committee Chairs

The following Faulkner faculty and administrators served as NCATE and ALSDE committee chairs and members for the 2005-2006 academic year.

Unit Chair:Claudia Nisbett Faulkner Chair of Unit

NCATE Coordinator:R. Joel Farrell II Faulkner Director of CIRE

Dean ACCAS:Dave Rampersad Faulkner Dean ACCAS

Table A.1 NCATE Steering Committee:Committee Position Name Professional Affiliation Professional PositionChair R. Joel Farrell II Faulkner Director of CIREMember Claudia Nisbett Faulkner Unit ChairMember James Murphy Faulkner Unit FacultyMember Elsa Price Faulkner Unit FacultyMember Wanda Warmack Faulkner Unit FacultyEx-Officio Dave Rampersad Faulkner ACCAS DeanEx-Officio John Enloe Faulkner VP Academics

Table A.2 NCATE Standards Committees ChairsCommittee Name Professional Affiliation Professional PositionConceptual Framework R. Joel Farrell II Faulkner Director of CIREStandard I Elsa Price Faulkner Unit FacultyStandard II R. Joel Farrell II Faulkner Director of CIREStandard III Wanda Warmack Faulkner Unit FacultyStandard IV James Murphy Faulkner Unit FacultyStandard V R. Joel Farrell II Faulkner Director of CIREStandard VI Claudia Nisbett Faulkner Unit Chair

Table A.3 NCATE/ALSDE Logistics CommitteeCommittee Position Name Professional Affiliation Professional PositionCo-Chair R. Joel Farrell II Faulkner Director of CIRECo-Chair Wanda Warmack Faulkner Unit Faculty

Table A.4 ALSDE Standards ReviewCommittee Position Name Professional Affiliation Professional PositionChair Claudia Nisbett Faulkner Unit ChairMember R. Joel Farrell II Faulkner Director of CIREMember Dave Rampersad Faulkner ACCAS Dean

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Table A.5 Unit Technology CommitteeCommittee Position Name Professional

AffiliationProfessional Position

Chair R. Joel Farrell II Faulkner Director of CIREMember Bryan Jamison Holtville Middle

SchoolP-12 Teacher

Member Wanda Warmack Faulkner Unit FacultyMember Josh Young Faulkner Unit StudentMember Tiffany Barker Faulkner Unit Student

Table A.6 Conceptual Framework:Committee Position Name Professional Affiliation Professional PositionChair R. Joel Farrell II Faulkner Director of CIREMember Claudia Nisbett Faulkner Unit ChairMember Wanda Warmack Faulkner Unit FacultyMember Dave Rampersad Faulkner ACCAS DeanMember Robert Woods Faulkner FA Faculty

Table A.7 Standard 1 – Candidate Knowledge, Skills, and DispositionsCommittee Position

Name Professional Affiliation Professional Position

Chair Elsa Price Faulkner Unit FacultyMember Terry Brown Faulkner ACCAS Faculty in PE/P-12Member Dixie Hicks Faulkner ACCAS Faculty in GSS/SED &

HY/SEDMember Rebecca Horn Elmore County

Schools/FaulknerP-12 Teacher/Unit Adjunct Faculty

Member Melvin Lowe Doctoral Candidate NSU/Faulkner

Doctoral Candidate/Unit Adjunct Faculty

Member Sandy Luster Montgomery Public Schools P-12 TeacherMember Cindy

McKenzieMontgomery Public Schools P-12 Teacher

Member Kelly Morris Faulkner ACCAS Faculty in ELA/SEDMember Sharon Paulk Faulkner ACCAS Faculty in MH/SEDMember Al Schlundt Faulkner ACCAS Faculty GS/SED & BIO/SEDMember Milton Slosson Alabama Christian Academy P-12 AdministratorMember Sam Wallace Faulkner ACCAS Faculty in TH/P-12Ex-Officio R. Joel Farrell

IIFaulkner Director of CIRE

Ex-Officio Claudia Nisbett Faulkner Unit Chair

Table A.8 Standard II – Assessment System and Unit EvaluationCommittee Position Name Professional Affiliation Professional PositionChair R. Joel Farrell II Faulkner Director of CIREMember Ed Hicks Faulkner ACCAS Faculty in GSS/SED & HY/SEDMember James Murphy Faulkner Unit FacultyMember Sharon Paulk Faulkner ACCAS Faculty in MAMember Milton Slosson Alabama Christian Academy P-12 AdministratorEx-Officio Claudia Nisbett Faulkner Unit Chair

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Table A.9 Standard III – Field Experience and Clinical PracticeCommittee Position Name Professional Affiliation Professional PositionChair Wanda Warmack Faulkner Unit FacultyMember Elizabeth Crump Faulkner Student Unit CandidateMember Ed Hicks Faulkner ACCAS Faculty in GSS/SED & HY/SEDMember Jason Lee Faulkner AlumnusMember Joy Lucas Faulkner ACCAS Faculty PE/P-12Member Sandy Luster Montgomery Public Schools P-12 TeacherMember Cindy McKenzie Montgomery Public Schools P-12 TeacherMember Charlotte Miller Faulkner Student Unit CandidateMember James Murphy Faulkner Unit FacultyMember Sharon Paulk Faulkner ACCAS Faculty in MAMember Elsa Price Faulkner Unit FacultyMember Jason South Faulkner ACCAS Faculty TH/P-12Member Wanda Warmack Faulkner ACCAS Faculty ELA/SEDEx-Officio R. Joel Farrell II Faulkner Director of CIREEx-Officio Claudia Nisbett Faulkner Unit Chair

Table A.10 Standard IV - DiversityCommittee Position Name Professional Affiliation Professional PositionChair James Murphy Faulkner University Unit FacultyMember Bryan Anderson Faulkner University Unit StudentMember Miranda Bissoo Montgomery County

Schools/ Faulkner University

P-12 Teacher / Unit Adjunct Faculty

Member Albert Cager Alabama Christian Academy

P-12 Teacher / Faulkner Alumnus

Member Katrina Hayden Faulkner University Unit StudentMember Pat Morrow Faulkner University Director, Project KeyMember Taran Prescott Pending P-12 Teacher / Faulkner

AlumnusMember Idong Ruffin Alabama State University ASU Faculty / Faulkner

Alumnus / Former Faulkner Faculty

Member Nathan Ruiz Faulkner University Admissions CounselorMember Emily Pope Smith Alexander City Schools P-12 Teacher / Faulkner

AlumnusMember Gina Tur-South Faulkner University Faculty, Criminal JusticeMember Lewis Washington Montgomery County

SchoolsPrincipal, Sidney Lanier High School

Ex-Officio R. Joel Farrell II Faulkner Director of CIREEx Officio Claudia Nisbett Faulkner University Chair, Department of

Education

Table A.11 Standard V – FacultyCommittee Position Name Professional Affiliation Professional PositionChair R. Joel Farrell II Faulkner Director of CIREMember Claudia Nisbett Faulkner Unit ChairMember Dave Rampersad Faulkner ACCAS Dean

Table A.12 Standard VI – Governance and ResourcesCommittee Position Name Professional Affiliation Professional PositionChair Claudia Nisbett Faulkner Unit ChairMember R. Joel Farrell II Faulkner Director of CIREMember James Murphy Faulkner Unit Faculty

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Member Dave Rampersad Faulkner ACCAS Dean

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List of Electronic Materials and Resources

The Unit has provided electronic versions of key documents for the NCATE/ALSDE BOE Team. These documents have been posted at www.faulkner.edu/ncate. The electronic documents are as follows:

Table A.13 List of Electronic Materials at www.faulkner.edu/ncateFaulkner Institutional Report MS WordFaulkner University Catalog Adobe PDFTeacher Education Handbook MS WordPracticum Handbook MS WordInternship Handbook MS WordMasters of Education Handbook MS Word

Team members may also find the following websites beneficial:

Table A.14 List of Electronic ResourcesFaulkner University http://www.faulkner.eduAlabama Christian College of Arts and Sciences http://www.faulkner.edu/academics/artsandsciences.aspDepartment of Education http://www.faulkner.edu/academics/artsandsciences/

ed.aspAlabama State Department of Education http://www.alsde.edu/html/home.aspAlabama Prospective Teacher Teaching Program http://www.alsde.edu/html/apttp.asp

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Exhibits Center Organization

The Unit has collected evidence for the NCATE/ALSDE BOE team to utilize during the on-site visit. The Exhibit Center is organized by the following labels to facilitate the NCATE/ALSDE BOE team’s review of the Unit.

Table A.15 List of Exhibit CategoriesExhibit: ALSBOE and ALSDE EvidenceExhibit: Artifacts.Exhibit: CFE ProgramExhibit: Gus Nichols Library System.Exhibit: Institutional InformationExhibit: Liberal Arts and Bible Core for more details.Exhibit: Pluralistic Diversity ConnectionsExhibit: TEP Assessment System, Tools and RubricsExhibit: TEP CAF, Alumni, Employers, and Candidates Surveys for more details).Exhibit: TEP Curriculum and Course contains the alignment of the Unit’s complete program.Exhibit: TEP Curriculum and Degree Programs contains the specific degree requirements.Exhibit: TEP Faculty, Personnel and CommitteesExhibit: The Purpose of Education, Martin Luther King, Jr. (1948)Exhibit: NCATE 1: Candidate Knowledge, Skills, and Dispositions

Exhibit: NCATE.1.A Content Knowledge for Teacher CandidatesExhibit: NCATE.1.B Pedagogical Content KnowledgeExhibit: NCATE.1.C Professional and Pedagogical Knowledge and SkillsExhibit: NCATE.1.D Dispositions Exhibit: NCATE.1.E Student Learning

Exhibit: NCATE 2: Candidate Knowledge—Assessment System and Unit Evaluation Exhibit: NCATE.2.A: Assessment System Exhibit: NCATE.2.B: Data Collection, Analysis, and Evaluation Exhibit: NCATE.2.C: Use of Data for Program Improvement

Exhibit: Standard 3: Field Experiences and Clinical Practice Exhibit: NCATE.3.A Collaboration Between Unit and School Partners Exhibit: NCATE.3.B Design, Implementation, and Evaluation of Field Experiences and Clinical Practice Exhibit: NCATE.3.C Candidates' Development and Demonstration of Knowledge, Skills, and Dispositions To Help All Students Learn

Exhibit: NCATE 4: Unit Capacity-Diversity Exhibit: NCATE.4.A: Design, Implementation, and Evaluation of Curriculum and Experiences Exhibit: NCATE.4.B: Experiences Working with Diverse Faculty Exhibit: NCATE.4.C: Experiences Working with Diverse Candidates Exhibit: NCATE.4.D: Experiences Working with Diverse Students in P-12 Schools

Exhibit: NCATE 5: Unit Capacity—Faculty Qualifications, Performance, and Development Exhibit: NCATE.5.A: Qualified Faculty Exhibit: NCATE.5.B: Modeling Best Professional Practices in Teaching Exhibit: NCATE.5.C: Modeling Best Professional Practices in Scholarship Exhibit: NCATE.5.D: Modeling Best Professional Practices in Service Exhibit: NCATE.5.E: Collaboration Exhibit: NCATE.5.F: Unit Evaluation of Professional Education Faculty Performance Exhibit: NCATE.5.G: Unit Facilitation of Professional Development

Exhibit: NCATE 6: Unit Capacity—Unit Governance and Resources Exhibit: NCATE.6.A: Unit Leadership and Authority Exhibit: NCATE.6.B: Unit BudgetExhibit: NCATE.6.C: Personnel Exhibit: NCATE.6.D: Unit Facilities Exhibit: NCATE.6.E: Unit Resources including Technology

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List of Tables

This report contains the following tables:

Table A.1 NCATE Steering Committee:.......................................................................................viiTable A.2 NCATE Standards Committees Chairs........................................................................viiTable A.3 NCATE/ALSDE Logistics Committee........................................................................viiTable A.4 ALSDE Standards Review...........................................................................................viiTable A.5 Unit Technology Committee.......................................................................................viiiTable A.6 Conceptual Framework:..............................................................................................viiiTable A.7 Standard 1 – Candidate Knowledge, Skills, and Dispositions....................................viiiTable A.8 Standard II – Assessment System and Unit Evaluation..............................................viiiTable A.9 Standard III – Field Experience and Clinical Practice..................................................ixTable A.10 Standard IV - Diversity................................................................................................ixTable A.11 Standard V – Faculty...................................................................................................ixTable A.12 Standard VI – Governance and Resources..................................................................ixTable A.13 List of Electronic Materials at www.faulkner.edu/ncate..............................................xTable A.14 List of Electronic Resources.........................................................................................xTable A.15 List of Exhibit Categories............................................................................................xiTable 1 National, State, and Local Demographics* for Main Campus and Centers.......................1Table 2 Demographic Profile of Faulkner Students for Fall 2005..................................................2Table 3 Demographic Profile of Montgomery Campus-Fall 2005..................................................2Table 4 Demographic Characteristics of Faulkner Freshmen Cohorts by percent..........................2Table 5 Vision Commitments and Goals of Faulkner.....................................................................4Table 6 Art of Cultivating Consensus Statements...........................................................................5Table 7 Vision Commitments and Goals of the Unit......................................................................6Table 8 Correlation of Institutional Vision and Unit Vision...........................................................6Table 9 TEP Content Field Changes Based on NCLB....................................................................7Table 10 Undergraduate Initial Preparation/Certification Programs for Fall 2005.........................7Table 11 Graduate Initial Certification TEP for Fall 2005..............................................................8Table 12 Summary of Unit’s Holistic Philosophy: Intelligence + Character................................14Table 13 Commitments for Nurturing Educators with Intelligence..............................................14Table 14 Commitments for Nurturing Educators with Character.................................................14Table 15 TEPOS-Teacher Education Program Outcome Standards.............................................15Table 16 TEP Rubric for Aggregate Performance........................................................................16Table 17: Alignment of Department’s Core Values with Commitments......................................17Table 18: Alignment of Department’s Commitments with Performance Outcomes....................17Table 19: Alignment of the Unit’s Standards with NCATE and INTASC Standards...................18Table 20: Alignment of the Unit’s Standards with NBPTS Standards..........................................19Table 21: Alignment of the Unit’s Standards with State Standards..............................................20Table 22 Alignment of TEPOS and Core Unit Courses................................................................21Table 23 Summary of Developmental Levels...............................................................................22Table 24 TEP Orientations............................................................................................................23Table 25: Alignment of Unit’s Commitments with Conceptual Framework Orientations...........24Table 26 TEP Graduation/Certification Requirements and Performance.....................................27Table 27 Summary ALSDE of Report Card Grades for Faulkner.................................................28Table 28 APTTP Results* Averages and Candidate Pass Rate.....................................................28

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Table 29 ACT/SAT and CAAP Pass Rates for Candidates Prior to Admission...........................28Table 30 Major Field Test in Education Average Scores-Minimum of 135 to pass*...................29Table 31 Major Field Test in Education and Content Areas Average Scores for SED Majors^...29Table 32 Physical Education Comprehensive Examination and Major Field Test in Education Average Scores for Physical Education Majors............................................................................30Table 33 Praxis II Average Scores and Pass Rates........................................................................30Table 34 ALSDE PEPE Averages for First Year Teachers...........................................................31Table 35 ALSDE PEPE Score Averages for First Year Teachers*...............................................31Table 36 Unit PEPE Averages for Interns—A-IPEPE Self-Assessment Form.............................32Table 37 Mean Cumulative Overall GPA for Candidates at Critical Development Points...........33Table 38 Clinical Affiliate Faculty-Master Teachers Standards Survey Results for 2005............33Table 39 Alumni Standards Survey Results for 2005...................................................................34Table 40 Employer Standards Survey Results for 2005................................................................34Table 41 Candidate Standards Survey Results for 2005...............................................................34Table 42 Standards Survey: Pedagogical Elements Results % Above Midpoint..........................36Table 43 Standards Survey Professional and Pedagogical Elements Results % Above Midpoint37Table 44 Standards Survey Disposition Elements Results % Above Midpoint............................38Table 45 Standards Survey Student Learning Elements Results % Above Midpoint...................39Table 46 Timeline of Evolution of FCF, TEPOS, and Assessment System..................................40Table 47: Developmental Level 1: Pre-candidacy. Stage 1: Identification of Prospective Education Majors...........................................................................................................................42Table 48: Developmental Level 1: Pre-candidacy. Stage 2: Application for Admission to Teacher Education.......................................................................................................................................43Table 49: Developmental Level 2: Candidacy. Stage 1: Continuous Candidacy..........................44Table 50: Developmental Level 2: Candidacy. Stage 2: Application for Professional Internship45Table 51: Developmental Level 3: Service Teaching. Stage 1: Candidacy for graduation/certification..................................................................................................................46Table 52: Developmental Level 3: Service Teaching. Stage 2: Professional Educator Post-Graduate Performance...................................................................................................................46Table 53: Descriptions of External Assessment Tools..................................................................48Table 54: Descriptions of Internal Assessment Tools...................................................................48Table 55 Alignment of TEPOS and Assessment Tools.................................................................49Table 56 Sample of Teacher Education Committee Decisions.....................................................50Table 57 Timeline and Source for TEP Assessments....................................................................51Table 58 Survey of Program Performance in Orientations...........................................................53Table 59 Clinical Field Experience Program 1999-2000 through 2002-2003..............................55Table 60 Summary of 2002-2003 Review of CFE Program.........................................................55Table 61 Clinical Field Experience Program Requirements since 2003-2004..............................55Table 62 Undergraduate Clinical Field Experience Curriculum...................................................56Table 63 Example of Undergraduate Courses with clinical hours connected...............................57Table 64 Example of the Alt-A Clinical Field Experience Curriculum........................................57Table 65 Example of Core Alt-A Courses with clinical hours connected.....................................58Table 66 Demographic summary of Dozier P-12 Students...........................................................58Table 67 Demographic summary of Dozier Faculty.....................................................................59Table 68 Summary of Demographic Data (Averages) for Students at All CFE Schools..............59Table 69 Clinical Practice Placement Summary for Academic Year AY 2005-2006...................61

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Table 70 Summary of Clinical Field Experiences Assessments...................................................64Table 71 Summary of Clinical Faculty..........................................................................................65Table 72 Summary of Assessments for Interns.............................................................................67Table 73 Unit Diversity Theme Objectives...................................................................................69Table 74 The Pluralistic Diversity Theme in the Unit’s Outcomes...............................................71Table 75 Matrix of Diversity Theme in TEPOS and Demographic Categories............................71Table 76 Diversity-related TEPOS and Expectations for Developmental Levels.........................72Table 77 Examples of Courses Related to Diversity.....................................................................73Table 78 Comparison of Students and Candidates on A-FER......................................................73Table 79 Sample Diversity Comments from Employer Surveys...................................................74Table 80 Student/Candidate Program Evaluation Survey Diversity Items...................................74Table 81 Demographic Characteristics of TEP Faculty by Faculty Role......................................75Table 82 Sample of Institutional Opportunities for Diverse Interactions......................................76Table 83 Faculty Expertise Related to Diversity...........................................................................76Table 84 Demographic Characteristics of Students and Candidates by percent (Fall 2005)........77Table 85 Summary of Student Diversity Plan...............................................................................78Table 86 Sample of Institutional Resources for Retention of Diverse Students...........................78Table 87 Diversity Procedures for Clinical Field Experiences.....................................................79Table 88 Core Unit Faculty and Staff with Roles..........................................................................80Table 89 TEP Faculty Classifications............................................................................................81Table 90 Qualifications for Faculty Positions...............................................................................82Table 91 Number Qualified Unit Faculty by Degree and P-12 Experience..................................83Table 92 Sample of Professional Development Activities............................................................85Table 93 Summary of Unit Responsibilities..................................................................................86Table 94 Summary of Unit Chair Responsibilities........................................................................87Table 95 2006 Budgets by Departments in ACCAS for Traditional Programs$...........................90Table 96 ACCAS Teaching Faculty by Rank................................................................................91Table 97 Institutional Faculty Load Policy – 3 ways to compute full load...................................92Table 98 Example of a Faculty Instructional Load Calculation....................................................93Table 99 Unit Faculty Loads for 2005-2006.................................................................................93Table 100 TEP-CL Faculty Loads for 2005-2006.........................................................................93Table 101 Description of Johnson Hall Facility and Resources....................................................95Table 102 Faulkner Technology Expenditures by Fiscal Year.....................................................96Table103 Categories of Curriculum Lab holdings........................................................................97

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Glossary of Terms and Acronyms

This report utilizes the following terms and acronyms to maximize content and minimize repetitive language:Abbreviation

Description Web link (if applicable)

AACTE American Association of Colleges for Teacher Education

http://www.aacte.org/

AAE Association of American Educators

http://www.aaeteachers.org/

AAEO Affirmative Action/Equal Employment

AAHPERD

American Association for Health, Physical Education, Recreation, and Dance

http://www.aahperd.org/

ACCAS Alabama Christian College of Arts and Sciences

http://www.faulkner.edu/academics/artsandsciences.asp

ACEI Association of Childhood Education International

http://www.acei.org/

ACHE Alabama Commission on Higher Education

http://www.ache.state.al.us/

A-CMP Artifact Classroom Management Plan

ACOE Alabama Conference of Educators

http://acoe.us/

ACT American College Testing

http://www.act.org/

A-DP Artifact Developmental Portfolio

AEA Alabama Education Association

http://www.myaea.org/

A-FER Artifact completed for each clinical field experience

A-IPEPE Artifact Internship PEPE

A-ISL Artifact Impact on Student Learning

ALACTE Alabama Association of Colleges of Teacher Education

http://www.edpolicy.org/chapters/alacte/index.htm

ALAPT3 Alabama Preparing Tomorrow’s Teachers for Technology

ALBPC Alabama Best Practices Center

http://www.bestpracticescenter.org/index.asp

ALSBOE Alabama State Board of Education

http://www.alsde.edu

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ALCOS Alabama Course of Study available by subject and grade level

http://www.alsde.edu/html/CoursesOfStudy.asp

ALCTM Alabama Council of Teachers of Mathematics

http://alabamamath.org/

ALED Alabama Education Resources Website

http://www.alabamaed.com/

ALEX Alabama Learning Exchange

http://alex.state.al.us/

ALPTA Alabama Parent Teacher Association

http://www.alabamapta.org/

ALSDE Alabama State Department of Education

http://www.alsde.edu/html/home.asp

ALT-A Alternative/Fifth-Year Initial Preparation Programs

A-LUP Artifact Lesson/Unit Plans

AMSTI Alabama Math Science and Technology Initiative

http://www.amsti.org/

A-OBE Artifact On Becoming an Educator Essay

A-OCS Artifact Oral Communication Skills

A-PEP Artifact Professional Educator Portfolio

APLUS A+ Education Foundation

http://www.aplusala.org/index.asp

A-PTL Artifact Philosophy of Teaching and Learning Essay

APTTP Alabama Prospective Teacher Testing Program

http://www.alsde.edu/html/apttp.asp

ARA Alabama Reading Association

http://www.alabama-reading.org/

ARCHE Atlanta Regional Consortium for Higher Education

http://www.atlantahighered.org/

ARI Alabama Reading Initiative

http://www.alsde.edu

A-RJE Artifact Reflective Journal Essay

A-TCIAP Artifact Teacher Candidate/Intern Aggregate Performance Assessment

ATE Association of Teacher Educators

http://www.ate1.org/pubs/home.cfm

A-TEPOS Artifact Reflection and Self-assessment on TEPOS and FCF

A-TP Artifact Technology Plan

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ALVL Alabama Virtual Library

http://www.avl.lib.al.us/

A-XINT Artifact Exit Interview for Graduation/Certification

BIO/SED Biological Sciences Secondary Education

CAF Clinical Affiliate Faculty

CAF-MT Clinical Affiliate Faculty--Master Teacher

CCFS Cloverdale Center for Family Strengths

http://www.faulkner.edu/academics/CCFS.asp

CDR Center for Dispute Resolution

http://www.faulkner.edu/jsl/academics/dispute.asp

CEAI Christian Educators Association International

http://www.ceai.org/

CEC Council for Exceptional Children

http://www.cec.sped.org/

CFE Clinical Field Experiences

CFE-CP-AF

Clinical Practice Agreement Form for Cooperating Schools

CFE-FE-AF

Field Experience Agreement Form for participating schools

CIRE Center for Institutional Research and Effectiveness

CISI Campbell Interests and Skills Inventory

http://www.pearsonassessments.com/tests/ciss.htm

CON Content Courses in TEP

COPE Certification Officers and Personnel in Education

CORE Core courses in the Teacher Education Program

CPI Clinical Practice/Internship

CPIC Clinical Practice/Internship Coordinator

CTQ Center for Teaching Quality

http://www.teachingquality.org/

ECE Early Childhood Education

ECL Education Curriculum Laboratory

ECTR Exhibit CenterEFC Contracted

information technology services and support

ELA/SED English and

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Language ArtsELEMED Elementary

EducationESL English to Speakers

of Other LanguagesETS Educational Testing

Servicehttp://www.ets.org/

FA Faulkner University http://www.faulkner.edu/ FA-BHM Birmingham

Extended Campus Center

FAC Faulkner Administrative Cabinet

FA-GRAD Graduate Programs http://www.faulkner.edu/admissions/graduate.asp FA-HSV Huntsville Extended

Campus CenterFA-MGM Montgomery CampusFA-MOB Mobile Extended

Campus CenterFA-TUG Faulkner Traditional

Undergraduate--Baccalaureate Programs

http://www.faulkner.edu/academics/

FA-US Faulkner University System—refers to all campuses

FBOT Faulkner University Board of Trustees

FCC Faulkner University Curriculum Committee

FCF Faulkner University Conceptual Framework

FDE-AF Faculty employed part time in the FDE

FDE-FPS Unit Faculty Portfolio System

FDE-FT Faculty employed full time in the FDE

FIR Faulkner Department of Education Institutional Report

http://www.faulkner.edu/ncate

FLAC Faulkner Liberal Arts Core

FLAC-TEP Faulkner Liberal Arts Core for TEP

FND Foundational Courses in TEP

FORCE Student Recruitment Volunteers

FPD Field Placement Directors

FSCO Faulkner University Scholars Council

FSCS Faulkner Student Counseling Services

GBHC Great Books Honors College

http://www.faulkner.edu/o/academics/honors/gbhc/index.htm

GJLL George H. Jones Law http://www.faulkner.edu/jsl/library.asp

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LibraryGNL Gus Nichols Library http://www.faulkner.edu/libraries.asp GPA Grade Point AverageGRE Graduate Records

Examhttp://www.ets.org/

GS/SED General Science Education

GSS/SED General Social Science Education

HCBEE Harris College of Business and Executive Education

http://www.faulkner.edu/academics/business.asp

HY/SED History EducationINTASC Interstate New

Teacher Assessment and Support Consortium

http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium/

IRA International Reading Association

http://www.reading.org/

ISP International Studies Program

ISTE International Society for Technology in Education

http://www.iste.org/template.cfm

LSI Learning Skills Inventory

MAT Miller Analogies Test http://harcourtassessment.com/haiweb/Cultures/en-US/dotCom/milleranalogies.com.htm

MBTI Myers-Brigg Type Inventory

http://www.cpp.com/products/mbti/index.asp

MCREL Mid-continent Research for Education and Learning

http://www.mcrel.org/

MED Masters in EducationMFT Major Field Test

completed at the end of candidate's program

http://www.ets.org/

MH/SED Mathematics Education

MSA Metropolitan Statistical Area

MU/SED Music EducationNAME National Association

for Multicultural Education

http://www.nameorg.org/

NASPE National Association for Sport and Physical Education

http://www.aahperd.org/naspe/

NBPTS National Board for Professional Teaching Standards

http://www.nbpts.org/

NCATE National Council for the Accreditation of Teacher Education

http://www.ncate.org

NCLB No Child Left Behind Act of 2001

http://www.ed.gov/nclb/landing.jhtml

NCLB-HQT

Alabama's Plan for Highly Qualified Teachers

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NCSS National Council for the Social Studies

http://www.ncss.org/

NCTE National Council of Teachers of English

http://www.ncte.org/

NCTM National Council of Teachers of Mathematics

http://www.nctm.org/

NEA National Education Association

http://www.nea.org/index.html

NSTA National Science Teachers Association

http://www.nsta.org/index.html

PDK Phi Delta Kappa http://www.pdkintl.org/ PE/P-12 Physical EducationPED Pedagogical Courses

in TEPPEPE Alabama Professional

Education Personnel Evaluation Program

http://www.alabamapepe.com/

PRO Professional Studies Courses in TEP

PRX-II Content and Pedagogy Assessments mandated by ALSDE

http://www.ets.org/

PTA National Parent Teacher Association

http://www.pta.org/

PTO Parent Teacher Organization

http://www.ptotoday.com/

SACS-COC

Southern Association of Colleges and Schools-Commission on Colleges

http://www.sacscoc.org/

SAEA Student Alabama Education Association

http://www.myaea.org/studentprograms

SERVE SERVE Center for Continuous Improvement—Southeastern Regional Educational Laboratory

http://www.serve.org/

SHARE Students Helping Alabama Reach Excellence

SPA Specialized Professional Association

SREB Southern Regional Education Board

http://www.sreb.org/

STARS Student Technology Advisor Program

TEAC Teacher Education Advisory Committee

TEC Teacher Education Council

TEP Teacher Education Program

TEP-AS Teacher Education Program Assessment System

TEP-CA Teacher Education

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Program CandidatesTEP-CL Teacher Education

Program Clinical Faculty

TEP-FAC Teacher Education Program Faculty

TEPOS Teacher Education Program Outcome Standards

TEP-ST Teacher Education Program Students

TGJSL Thomas Goode Jones School of Law

http://www.faulkner.edu/admissions/jonesLaw.asp

TH/P-12 Theatre and Fine Arts Education

Unit Faulkner University Department of Education

http://www.faulkner.edu/academics/artsandsciences/ed.asp

USDOE United States Department of Education

http://www.ed.gov/index.jhtml

VPBCBS V. P. Black College of Biblical Studies

http://www.faulkner.edu/academics/biblicalstudies.asp

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I. Introduction Overview of Institution and Characteristics

Faulkner University is a private church-affiliated liberal arts based institution in the tradition of American higher education. In this tradition, Faulkner seeks to educate the whole person in preparation for success in a pluralistic democratic society. Faulkner follows the liberal arts tradition of open inquiry, investigation, and engagement to promote knowledge, professionalism, critical thinking, leadership, lifelong learning, and service to others—the true traits of spiritual development and great character.

Environment of Faulkner University

Faulkner University primarily serves four metropolitan communities—Montgomery, Birmingham, Huntsville, and Mobile—within Alabama. The four communities are all urban environments with contiguous suburban and rural areas. The four communities are classified as metropolitan statistical areas (MSA) by the U. S. Census Bureau. The Department of Education (Unit) and the teacher education programs (TEP) are located and offered only on the main campus in Montgomery. Table 1 presents the demographic profiles for each community with a Faulkner Campus or Center based on the MSA definitions and data from the U. S. Census.

Table 1 National, State, and Local Demographics* for Main Campus and Centers Campus/Center Female Male Asian Black Hispanic Native

AmericanCaucasian (Non Hispanic)

Other

U. S. 50.90% 49.10% 3.70% 12.30% 12.50% 0.90% 69.10% 7.90%Alabama 51.70% 48.30% 0.70% 26.00% 1.70% 0.50% 70.30% 1.70%Montgomery# 51.50% 48.50% 1.07% 33.00% 3.10% 0.43% 61.60% 2.37%Birmingham 50.61% 49.39% 0.41% 13.58% 2.11% 0.31% 84.08% 1.62%Huntsville 50.20% 49.80% 1.15% 18.06% 2.27% 0.62% 77.93% 1.85%Mobile 52.20% 47.80% 1.40% 33.40% 1.20% 0.70% 63.10% 2.47%Overall Average 50.95% 49.05% 0.61% 23.16% 1.78% 0.38% 74.12% 1.58%* MSA data from 2000 Census, U. S. Census Bureau; #Unit and TEP offered only on Montgomery campusStudent Body of Faulkner University

Faulkner had a system-wide enrollment of 2,463 students in Fall 2005. The overall student body is comprised of 361 graduate students and 2102 undergraduate students from 25 states and 5 foreign countries. Over 89% of the students enrolled list Alabama as their state of residence. Table 2 summarizes the student’s demographic profile for the main campus, centers and other sites. Overall, the demographic profile of the Faulkner and Montgomery campus is consistent with the demographics of the nation, state, and local region.

The Montgomery campus had a traditional baccalaureate enrollment of 734 students. The Unit accounts for 20% (n=142) of these traditional students. Of these students, 117 have declared a major within the Unit and 24 have been admitted to candidacy. Tables 3 and 4 depict the demographic profiles for traditional students with the subgroups of Unit students and candidates for comparison. A comparison of the profiles in Tables 1-4 indicates traditional student population has a lower representation of minorities than the reference profiles. The Unit also has a higher representation of females than the reference profiles. Faulkner and the Unit recognize these variations and have developed plans to enhance the diversity of the student body (See Standard 4 section). The Unit has also instituted policies and procedures for clinical field

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experiences (CFE) to foster interaction with diverse individuals in diverse settings (See Standard 3 section).

Table 2 Demographic Profile of Faulkner Students for Fall 2005Campus/Center Female Male Asian Black Hispanic Native

AmericanCaucasian (Non Hispanic)

Other

System-Wide 60.98% 39.02% 0.49% 38.25% 1.10% 0.32% 57.82% 2.03%Montgomery 50.70% 49.30% 0.62 % 24.22% 1.55% 0.62 % 71.66% 1.32%Birmingham 78.53% 21.47% 0.00% 70.29% 0.88% 0.00% 26.18% 2.65%Huntsville 67.48% 32.52% 1.63% 38.21% 0.41% 0.00% 55.69% 4.07%Mobile 75.69% 24.04% 0.00% 52.83% 0.45% 0.00% 44.44% 2.26%Other Sites 54.73% 45.27% 0.00% 43.24% 0.68% 0.00% 53.38% 2.70%

Table 3 Demographic Profile of Montgomery Campus-Fall 2005Number

Female Male Asian Black Hispanic Native American

Caucasian (Non Hispanic)

Other

Campus 50.70% 49.30% 0.62% 24.22% 1.55% 0.62 % 71.66% 1.32%Baccalaureate 734 48.50% 51.50% 0.41% 16.76% 2.32% 0.54% 78.20% 1.77%Graduate 361 46.54% 53.46% 1.11% 18.61% 0.56% 1.11% 78.06% 0.84%TEP Students 117 66.67% 33.33% 0 9.40% 0.85% 0.85% 88.89% 0Candidates 24 87.50% 12.50% 0 4.17% 0 0 95.83% 0

Table 4 Demographic Characteristics of Faulkner Freshmen Cohorts by percentCohort 1999 2000 2001 2002 2003 2004 2005 AVGNumber 231 248 272 253 247 253 273 253.86Asian 0.87% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.12%Black 29.00% 23.79% 18.38% 16.60% 18.62% 14.23% 14.65% 19.33%Caucasian-Non Hispanic 68.83% 75.00% 78.31% 81.82% 79.76% 79.84% 81.32% 77.84%Other 1.30% 1.21% 3.31% 1.58% 1.62% 5.93% 4.03% 2.71%Faulkner University Governance

Faulkner is a private university founded on nondenominational Christian principles. Faulkner is governed by a self-perpetuating Board of Trustees. The Board of Trustees serves Faulkner by providing the guidance and resources required by the administration to fulfill the institution’s mission. Faulkner maintains an affiliation with the nondenominational churches of Christ through its Board of Trustees, administration, and faculty.

Academic Affairs and Programs

Faulkner is fully accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACS-COC). In recent years, the institution has grown and implemented an initiative to pursue professional area accreditations. The Legal Studies program at the Montgomery campus became fully accredited by the American Bar Association Standing Committee on Paralegals during the 2004-2005 academic year. The law program in the Thomas Goode Jones School of Law is currently pursuing initial accreditation by the American Bar Association and completed an on-site visit in the Fall 2005. The TEP became a candidate for initial accreditation by the National Council of Accreditation for Teacher Education (NCATE) in 2003. Several other programs are currently investigating the feasibility of specialty area professional accreditation including the program areas of business, counseling, and family sciences.

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The Academic Affairs division encompasses the three undergraduate colleges, the university libraries, the academic units at each center, and the Center for Institutional Research and Effectiveness. The Vice President of Academic Affairs oversees the operations of the division and delegates to the Deans of each college the appropriate responsibilities. The Deans in turn delegate the appropriate responsibilities to Department Chairs and Program Directors.

Faulkner offers undergraduate programs built upon a liberal arts core curriculum leading to associate and baccalaureate degrees. Faulkner is primarily a teaching institution offering academic programs designed to prepare students for careers or advanced studies in the arts and sciences, business, education, law, and ministry. Faulkner currently offers five graduate degree programs in Biblical studies (M.A.), Criminal Justice (M.S.), Law (J.D.), Liberal Arts (M.A.), and Management (M.S.). Faulkner offers approximately 45 undergraduate degree programs across the fields of the arts, behavioral sciences, Biblical studies, business, computer sciences, criminal justice and legal studies, teacher education, English and language arts, fine arts, liberal arts, mathematics, natural sciences, and social sciences. Faulkner students are offered the choice of a bachelor of arts (BA) or bachelor of sciences (BS) in many of the baccalaureate degree programs. The key distinction between these options is the foreign language requirement and increase liberal arts focus of the BA.

A graduate studies program leading to an “A” certificate in Elementary Education (ELEMED) and an alternative certificate (Alt-A) in ELEMED, Biology Secondary Education (BIO/SED), English Secondary Education (ELA/SED), History Secondary Education (HY/SED), Mathematics Secondary Education (MH/SED), and Physical Education (PE/P-12) received SACS-COC approval in Spring 2005. The program is awaiting Alabama State Board of Education (ALSBOE) approval for implementation. The Unit expects to receive ALSBOE approval during Spring 2006 and will initiate the graduate studies program with the Alt-A programs.

In 2005, Faulkner instituted the International Studies Program (ISP). The inaugural ISP conducted academic sessions in England, Scotland, and Italy during the summer of 2005. The ISP program is currently planning academic sessions in England, Scotland, Central Europe, and South America for the summer of 2006. The 2005 ISP included studies in the history of education, educational psychology, and children’s literature in the British Isles and Great Britain.

Core Curriculum

Faulkner has a core for all undergraduate studies that reflects the mission statement of the institution. The core curriculum consists of two components the liberal art core and Biblical Studies core. The core curriculum for baccalaureate programs consists of fifty-four to fifty-eight semester hours of course work. In response to NCLB and associated ALSDE changes, the Unit worked with faculty from the Alabama Christian College of Arts and Sciences and the V.P. Black College of Biblical Studies to adapt the core curriculum to satisfy the national and state requirements. The modified core for education majors consists of fifty-two to fifty-five semester hours of course work. See Exhibit Liberal Arts and Bible Core for more details.

History and Distinctiveness of Faulkner University

Founded as a two-year Bible college in 1942, Faulkner has evolved into an independent, co-educational institution in the Christian liberal arts tradition. Faulkner has grown from a small

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seminary based institution to a university with four academic divisions on the Montgomery campus—the Alabama Christian College of Arts and Sciences, Harris College of Business and Executive Education, Thomas Goode Jones School of Law, and the V.P. Black College of Biblical Studies—and three extended campuses in Birmingham, Huntsville, and Mobile. Faulkner has three academic research and outreach centers—the Center for Dispute Resolution, the Cloverdale Center for Family Strengths, and the Scholars Council/Institute for Faith and Learning. The cornerstone and distinctive characteristic of Faulkner is the infusion of Christian ethics, morals, values, and concern for others throughout the entire institution. As an institution and faculty, we focus on conveying the knowledge to empower the pursuit of personal goals and life-roles and to enable daily life as productive Christians and citizens of a pluralistic democratic society. Our commitment to Christian ethical ideals extends to the individual, family, church, community, nation, vocation, and profession. Our interest is not only in what an education helps students to be in their lives, but also what an education helps them to do with their lives.

Mission of Faulkner UniversityThe mission of Faulkner University is to glorify God through the education of the whole person, emphasizing integrity of character in a caring Christian environment where every individual matters every day.

The Vision of Faulkner University

The vision of Faulkner is based on the pursuit of academic excellence with a sense of responsibility to use one’s gifts for the service of others and the benefit of society. Faulkner’s curricular and co-curricular programs are designed to educate the whole person through development of intellectual, moral, spiritual, and social qualities. Faulkner aims to promote the contemporary Christian mission of the service of faith and the promotion of equality and justice. As a Christian institution, Faulkner welcomes all who share in its vision and quest as reflected in the five goals and commitments listed in Table 5.

Table 5 Vision Commitments and Goals of FaulknerCommitment to Faulkner will strive to fosterChrist A Christ-like community of empathy, caring, friendliness, respect, openness, understanding,

and integrity through its environment, policies, and practices reflect this primary commitment.

Bible The Biblical principles of the care for individual persons, the responsible use of human freedom, the concern for spiritual values, and the pragmatic use of Biblical truths through a value-oriented and infused curriculum, co-curricular experiences, and extra-curricular activities.

Individual An atmosphere of cognitive, moral, emotional, physical, psychological, and spiritual growth to prepare students to assume positions of leadership in family, church, community, nation, vocation, and profession.

Excellence An atmosphere of excellence in learning marked by intellectual vigor, close student-faculty relations, and an expectation of active rather than passive learning. They will also strive to serve as model providers of exemplary individuals, leaders, employers, employees, supervisors, and professionals.

American Ideals Ideals of a democratic society and to play a significant role in fashioning the world of the twenty-first century.

History and Distinctiveness of Faulkner University’s Department of Education

In August 1981 Faulkner University was authorized by the Alabama State Board of Education (ALSBOE) to develop and implement elementary and secondary TEPs. In 1983 a visiting team chosen by the ALSDE reviewed the University and the Unit’s proposal and in

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August 1983 the ALSBOE approved the programs retroactive for the May 1983 graduates. Over the next twenty years the Faulkner TEPs have been revised as the ALSBOE and ALSDE revised their standards, as federal regulations changed and as the Unit grew and evolved. Since the Unit’s establishment, the Unit has strived to produce educators who demonstrate high levels of moral and ethical character, academic, and professional competence, and leadership. The Unit is committed to the preparation of teachers who will serve the public as effective educators and role models. To that end, the faculty determined to become more effective professional educators and role models by seeking NCATE accreditation. In Fall 2001 the Unit requested and received the approval of Faulkner’s administration to pursue this.

The Unit immediately began the formal process of self-study by enlisting the institutional support of the Alabama Christian College of Arts and Sciences (ACCAS) and its faculty. In the spring of 2002, the NCATE Steering Committee and subcommittees comprised of teacher education candidates, Unit faculty, ACCAS faculty, ACCAS department heads, P-12 faculty/administrators, and the Dean of the ACCAS were established to conduct the self-study. The committees reviewed every aspect of the TEP including (a) the connection of the mission and vision of the institution to the Unit, (b) the core philosophy of teaching and learning, (c) the community service and research of the Unit, (d) the goals and performance outcomes for the Unit and students, and (e) an assessment system to ensure candidate and program quality. The committees reviewed the relevant research on effective teaching practices and teacher education, reviewed the previous self-studies completed for the Alabama State Department of Education (ALSDE) and the Southern Association of Colleges and Schools (SACS), and developed the TEP’s elements based on NCATE standards, Interstate New Teacher Assessment and Support Consortium (INTASC) standards, and other professional standards. The initial product of the committees’ discussions was a consensus regarding the core connections between the institution and the Unit. Table 6 lists the four consensus statements.

Table 6 Art of Cultivating Consensus StatementsDescriptor We agree that the art of cultivatingWhole Person Is education of the whole person.Mentors Facilitates the transformation of students into mentors and leaders of character.Thinkers Requires an active and reflective thinking process.Professionals Provides a rationale for reflection, professional development, and character leadership.Lifelong Learning Provides a foundation for lifelong learning.

These consensus statements became the foundation for the application of the institution’s mission and vision to the Unit. The self-study team then revised the previous Unit mission and vision—which was primarily an oral tradition—and developed a written expression of the Unit’s mission and vision. The Unit’s mission and vision flow seamlessly from the institution’s mission and vision and into the Unit’s conceptual framework (FCF). The committees utilized the Unit’s mission, vision, and FCF to identify the knowledge, skills, and dispositions expected from graduates of the TEP.

Mission of Department of EducationThe mission of Faulkner University’s Department of Education is to glorify God through the education of the whole person and the preparation of highly competent, professional, and socially committed elementary and secondary school educators who possess content, pedagogical, and professional knowledge, who emphasize integrity of character, who use their gifts in the service of others, and who demonstrate professional competence and leadership in their field.

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The Vision of the Department of Education

The education of our future citizenry is one the most noble and significant challenges for an individual to accept. As our society continues to change and seeks sources of positive influence, the need grows for dedicated, purpose-minded teachers. Those who pursue a teaching career now will inherit the task of motivating the first generations of the 21st century to lead an intelligent, responsible, and meaningful life. With these goals in mind, the Unit’s vision integrates the University’s five commitments—to Christ, the Bible, the Individual, Excellence, and American Ideals—with the need for quality educators who will serve others with integrity as shown in Table 7. Table 8 displays the correlation of the institution’s and Unit’s vision.

Table 7 Vision Commitments and Goals of the UnitCommitment to Faulkner will strive to foster a/theChrist-like Community Christ-like community of empathy, caring, friendliness, respect, openness,

understanding, and integrity to establish lives of professional service in facilitating learning.

Excellence Pursuit of cognitive, moral, emotional, physical, psychological, and spiritual excellence for lives of professional service in facilitating learning.

Socially Committed Preparation of highly competent, professional, and socially committed elementary and secondary school educators and leaders for lives of professional service in facilitating learning.

Professional Knowledge Pursuit of specialized training in content, pedagogical, and professional knowledge for lives of professional service in facilitating learning.

Integrity of Values Infusion of values, integrity, and character across the curriculum, co-curricular experiences, and extra-curricular activities for lives of professional service in facilitating learning.

Care for Whole-Person Development of educators who demonstrate dedication to their students’ intellectual growth and overall well-being in lives of professional service in facilitating learning.

Perpetuation of Teaching Desire to perpetuate the art and profession of teaching through lives of professional service in facilitating learning.

Lifelong Learning Lifelong pursuit of professional excellence, innovation, and collaboration in research and preparation of professionals for the highest levels of practice and service in diverse schools, organizations, and communities for lives of professional service in facilitating learning.

Table 8 Correlation of Institutional Vision and Unit VisionInstitutional Vision Corresponding Unit VisionCommitment to Christ Christ-like Community; Excellence; Socially Committed; Integrity of ValuesCommitment to the Bible Christ-like Community; Excellence; Socially Committed; Integrity of ValuesCommitment to the Individual Christ-like Community; Excellence; Socially Committed; Professional

Knowledge; Care for Whole-Person; Perpetuation of Teaching; Lifelong Learning

Commitment to Excellence Christ-like Community; Excellence; Socially Committed; Professional Knowledge; Integrity of Values; Care for Whole-Person; Perpetuation of Teaching; Lifelong Learning

Commitment to American Ideals Christ-like Community; Socially Committed; Integrity of ValuesOverview of Department of Education

The Unit and its faculty have experienced considerable growth over the last 25 years. This growth has led to a broader perspective of teacher education, understanding of our institutional and departmental mission, and increased desire for professionalism. The Unit has grown to embrace the breadth and depth of our mission to prepare educators of character for service everywhere. The Unit has evolved into one of the largest areas in the traditional program. The

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Unit currently averages a roster of 20 to 30 candidates in the TEP each semester. The Unit currently graduates and recommends for certification an average of 10 to 15 candidates per year.

Unit Degree Programs

The TEP has three divisions—Elementary Education (ELEMED), Secondary Education (SED), and P-12 areas—offering programs that lead to a baccalaureate degree and qualify graduates for an Alabama teaching certificate. The ELEMED program is housed within the Department of Education. The SED and P-12 degree programs are dispersed across the ACCAS in the departments aligned with the various content fields. This dispersion of the SED and P-12 fields is a direct result of the requirements of NCLB and subsequent changes implemented by the ALSDE. The plans for this realignment were initiated in 2002 and were implemented for Spring 2003 graduates. Table 9 summarizes the changes since the last ALSDE on-site review.

The Unit offers initial preparation programs in nine content areas at the baccalaureate level (See Table 10). The Unit has developed a fifth-year Masters of Education degree that will offer graduates an Alabama Alt-A teaching certificate in six content areas (See Table 11). The Unit has received SACS approval for the program and will begin the program as soon as ALSDE approval is received. All of the Unit’s degree programs are offered only on the Montgomery campus. Any student that desires to pursue a degree leading to certification must transfer to the main campus and comply with all of the regulations of the Unit. The Unit’s courses are all technology enhanced, but the Unit does not offer any course solely via distance learning technologies. In the institution and within ACCAS, several departments provide courses via distance learning technologies in the areas of liberal arts, Unit support courses, or content fields. Exhibit TEP Curriculum and Degree Programs contains the specific degree requirements.

Table 9 TEP Content Field Changes Based on NCLBContent Areas Current Department Previous DepartmentElementary Education Education EducationBiology & General Science Physical & Natural Sciences EducationEnglish and Language Arts English & Fine Arts EducationHistory & General Social Sciences

Social & Behavioral Sciences Education

Mathematics Mathematics EducationPhysical Education Physical Education & Sports

ManagementPhysical Education & Sports Management

Theatre and Fine Arts English & Fine Arts Education

Table 10 Undergraduate Initial Preparation/Certification Programs for Fall 2005Degree

Major / Content Area

Certification Area

ALSDE Certificate

Grade Level(s)

No. of Candidates Enrolled

SACS Status

ALSDE Status

NCATE Status

BS Elementary Education

Elementary Education

B K-5 15 Approved

Approved

Candidate

BA History SED / History

B 6-12 0 Approved

Approved

Candidate

BA General Social Sciences

SED / General Social Sciences

B 6-12 2 Approved

Approved

Candidate

BA Biology SED / B 6-12 1 Approve Approve Candidat

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Biology d d eBA General

SciencesSED / General Sciences

B 6-12 0 Approved

Approved

Candidate

BA English & Language Arts

SED / English Language Arts

B 6-12 2 Approved

Approved

Candidate

BA Mathematics

SED / Mathematics

B 6-12 0 Approved

Approved

Candidate

BS Physical Education

P-12 / Physical Education

B P-12 4 Approved

Approved

Candidate

BA Theatre & Fine Arts

P-12 / Theatre

B P-12 0 Approved

Approved

Candidate

Table 11 Graduate Initial Certification TEP for Fall 2005Degree Major /

Content AreaCertification Area

ALSDE Certificate

Grade Level(s)

No. of Cand.

SACS Status

ALSDE Status

NCATE Status

5th Year M.Ed.

Elementary Education

Elementary Education

Alt-A K-5 0 Approved Pending*

Candidate

5th Year M.Ed.

History SED / History Alt-A 6-12 0 Approved Pending*

Candidate

5th Year M.Ed.

Biology SED / Biology

Alt-A 6-12 0 Approved Pending*

Candidate

5th Year M.Ed.

English & Language Arts

SED / English Language Arts

Alt-A 6-12 0 Approved Pending*

Candidate

5th Year M.Ed.

Mathematics SED / Mathematics

Alt-A 6-12 0 Approved Pending*

Candidate

5th Year M.Ed.

Physical Education

Physical Education

Alt-A P-12 0 Approved Pending*

Candidate

*ALSBOE will determine the status of these programs on March 9, 2006Unit and Unit Related Faculty

The Unit has grown to include four full-time faculty members, four adjunct faculty members, and one administrative assistant/field placement director to serve the program. The Unit relies upon the liberal arts faculty in the ACCAS for core knowledge courses for all programs and for the content fields in SED and P-12 programs. (See Standard 5)

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II. Conceptual Framework Overview of Conceptual Framework

Nurturing Educators with Intelligence + Character

The Faulkner Conceptual Framework (FCF) flows from the key elements of the institution’s and Unit’s mission and vision. These missions and visions reflect the rich heritage of American higher education that arises from the convergence of liberal arts education and seminary education. The FCF reflects this tradition with the phrase Nurturing Educators with Intelligence + Character. In this phrase “Intelligence” symbolizes the knowledge and skills acquired in academic pursuits and “Character” symbolizes the dispositions nurtured in spiritual development. The FCF reflects the need for educators who are prepared for an increasingly diverse and pluralistic society. The FCF design readily incorporates the standards established by the ALSDE and NCATE for teacher education. The FCF was designed to accommodate the inclusion of and/or correlation of other professional standards such as INTASC or SPAs. The FCF is also capable of accommodating future expansion of the TEP. The FCF is grounded in empirical research, disciplined inquiry, informed theory, and sound practice fundamental to excellence in teaching and learning demonstrated by an expert faculty. The FCF is not a static document, but instead is a living body that guides the Unit. Since it is a living document, we anticipate that the FCF will continuously evolve and improve. To this end, the NCATE Coordinator directs an annual review of the FCF.

The FCF served and continues to serve as the framework for the TEP. The FCF is utilized to ensure the coherence of curriculum, instruction, field experiences, clinical practice, and assessment across the Unit and across each candidate’s program. Every practitioner preparation program within the Unit shares the same theme, mission, vision, Unit outcome standards (TEPOS), and supporting knowledge base. In addition, each program content area can develop discipline-specific standards that aggregate into the Unit standards and align with NCATE, ALSDE, or other national content area standards. The Unit conducts evaluation and improvement activities at the Unit and degree program level based on faculty and other stakeholder input on a wide variety of external and internal data (See Standard 2 for details). The system for assessing candidates is based on the Unit standards and also allows the incorporation of discipline-specific outcomes. The candidate assessment system includes several integrated performance assessments and a mix of more traditional measures. The candidate assessments are used for instruction, monitoring, and recommending candidates for progression in the Unit and for graduation/certification. The candidate assessments are also utilized along with other tools to evaluate the Unit, content program areas, Unit standards, and the FCF.

Philosophy of the Department of Education: Holistic

The philosophy of the Unit is derived from the core values reflected in the institution’s mission and vision. The institutional and Unit philosophy is holistic and reflects the mission to prepare the whole person. This holistic philosophy for education has been recorded in the earliest human writings including the Bible. In the book of Deuteronomy, God directs Israel to follow a holistic approach to education.

"Hear, O Israel! The LORD our God is one God. And you must love the LORD your God with all your heart, all your soul, and all your strength. And you must commit yourselves wholeheartedly to these commands I am giving you today. Repeat them again and again to your children. Talk

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about them when you are at home and when you are away on a journey, when you are lying down and when you are getting up again. Tie them to your hands as a reminder, and wear them on your forehead. Write them on the doorposts of your house and on your gates.” Deut. 6:4-9

This ancient philosophy of holism remerged in the late 1970’s as the flaws of empiricism, reductionism, functionalism, and structuralism became evident. In recent years, holistic philosophy has developed a distinctive and interdisciplinary body of literature bridging philosophy, science, medicine, law, psychology, counseling, cultural history, and education. Contemporary holism is defined as a way of thinking that seeks to encompass and integrate multiple layers of meaning and experience rather than defining human possibilities narrowly. In education, holism views learning as an ongoing transformational experience for the individual—a lifelong journey of reflection (Newman, 1991, 1987). A holistic educator engages in an ongoing process of critically examining and refining practice, while carefully considering the personal, pedagogical, curricular, intellectual, societal, and ethical contexts associated with schools, classrooms, and the multiple roles of teachers (Knowles, Cole, & Sumsion, 2000).

Although the holistic approach to education is an ancient philosophy, the Unit discovered a contemporary author who encapsulated the philosophy, mission, vision, conceptual framework, and beliefs of the Unit and institution. In The Purpose of Education, Martin Luther King, Jr. (1948) wrote:

It seems to me that education has a two-fold function to perform in the life of man and in society: the one is utility and the other is culture. Education must enable a man to become more efficient, to achieve with increasing facility the legitimate goals of his life.Education must also train one for quick, resolute and effective thinking. To think incisively and to think for one's self is very difficult…To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals…We must remember that intelligence is not enough. Intelligence plus character--that is the goal of true education. The complete education gives one not only power of concentration, but worthy objectives upon which to concentrate. The broad education will, therefore, transmit to one not only the accumulated knowledge… but also the accumulated experience of social living.

Dr. King’s article reflects the holistic view of education. Dr. King stated intelligence—the acquisition of knowledge and skills—is not enough. It may create nothing more than an educated fool or in Dr. King’s words a “dangerous criminal.” True and complete education requires character—core morals, values, and beliefs. Thus, the philosophy and purpose of education is to produce individuals with both intelligence and character. Based on Dr. King’s words, the Unit created a phrase to succinctly state its holistic philosophy—Nurturing Educators with Intelligence + Character. The Unit’s philosophy is directly connected to the two core elements of the FCF—intelligence and character. In the Unit’s philosophy, intelligence represents the philosophy of teaching and learning, and character represents the philosophy of dispositions of teacher candidates and educators reflected in the FCF.

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Intelligence: Philosophy of Learning and Teaching

The Unit views learning and teaching as a dynamic process in which knowledge is constructed through the active participation of the learner and mediated through expert instruction. Learning is not the simple transmission and regurgitation of knowledge through lecture and rote memorization of fragmented pieces of information or facts. Instead, learning is a dialogue—a social transaction—between the student and the teacher through collaborative adventures. The dialogue arising from problem-solving activities is a fundamental element of the Unit’s philosophy of teaching and learning. The dialogue element incorporates approaches and strategies of teaching to cultivate the learner’s critical, reflective, and problem-solving thinking by engaging them in the contexts of authentic learning. (Althof, 1995; Bakhtin, 1981; Brooks and Brooks, 1993; Cohen, McLaughlin and Tolbert, 1993; Kamii, 1991; Piaget, 1954, 1973; Popham, 2000; Porter & Brophy, 1988; Rogoff, 1990; Vygotsky, 1986; Wells, 1994; Wells & Chang-Wells, 1992, Wertsch, 1991).

Character: Dispositions of Teacher Candidate and Educators

The Unit views dispositions as a key determinant of educational climate and learner success. Research demonstrates that the classroom atmosphere is a critical element in learning regardless of the educational philosophy, model, method, or technique utilized. A teacher’s disposition is the critical factor shaping the classroom atmosphere and impacting the learner. A teacher’s disposition or character reflects his/her thinking, feeling, and behavior that directly impact the learner. A teacher’s disposition can nurture, maximize, minimize, or extinguish not only learning in a particular setting, but also the desire to learn in any setting. The Unit has identified four distinct yet intertwined dispositions critical to the Unit’s mission, vision, philosophy, FCF, and standards. (Althof, 1995; Bebee & Hauer, 1999; Devries & Zan, 1994; Higgins, 1995; Jetton & Alexander, 1997; Katz, 1993; Lickona, 2004, 1992; Lickona, Schaps, & Lewis, 1997; Michalec, 2002; Noddings, 1993; Oser, 1998; Oser & Althof, 1993; Rogoff, 1990;Vygotsky, 1986; Wertsch, 1991)

Disposition to Dialogue

The disposition to dialogue—the active and collaborative engagement with learners—will nurture and maximize learning potential in any educational setting. A vigorous, honest, open, challenging, and collaborative dialogue cultivates the development of both the teacher and the learner. This disposition to dialogue is one of the gateways to the transformational process of learning for all students and a fundamental factor in creating teachers who can cultivate diverse learners in diverse settings. An educator who lacks the disposition to dialogue cannot be effective as a cultivator of learning and will handicap otherwise effective education programs. The willingness to engage in dialogue enables a teacher to cross the multiple dimensions of diversity—for example, racial, ethnic, gender, linguistic, dialectic, cultural, religious, developmental and physical, familial, socioeconomic, learning styles or learning motivation—and foster a student-centered learning community. (American Psychological Association, 1997; Ayers, 1993; Bakhtin, 1981; Barnes, 1995; Bloom, 1956; Brooks and Brooks, 1993; Bruner, 1990; Cazden, 1988; Cohen, McLaughlin & Tolbert, 1993; Dyson, 1997; Giroux, 1988; Greene, 1994; Lickona, 2004, 1992; Michalec, 2002; Rogoff, 1990; Tannen, 1994; Vygotsky, 1986; Wells, 1994; Wells and Chang-Wells, 1992; Wertsch, 1991)

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In the Unit, the base level of dialogue occurs when an educator recognizes the unique perspectives, talents, interests, dispositions, and goals of each learner and seeks to engage the learner on multiple levels. The Unit seeks to provide an atmosphere where this basic dialogue occurs and leads to a greater understanding of the differences in our pluralistic society. The disposition to dialogue is the bridge to connect to all learners by recognizing the unique characteristics of each individual and the common characteristics and inherent value of being human. In essence, a disposition to dialogue enables educators and teacher candidates to see learners as human beings instead of a multicultural label. This outcome of the disposition to dialogue allows educators and teacher candidates to embrace the transformative power of knowledge; to be open to new ideas, ways of understanding, or concepts; to grow in expertise; and to enhance the educational experience of all learners.

Disposition to Care

The disposition to care—the confirmation of each learner as a human being with inherent value—will nurture and maximize learning potential in any educational setting. The disposition to care is a core trait of effective teachers in the research literature. The Unit embraces this concept and seeks to convey concern and valuation of each student, and in turn, to instill and accentuate this disposition in our candidates. The disposition to care is cultivated through the open dialogue in a collaborative, cooperative, and collegial setting. Caring teachers are facilitators who serve as mentors, counselors, and advisors—not just imparters—of knowledge. Additionally, we believe that the utilization of this disposition is part of our ethical commitment to serve others and the profession of teaching. (American Psychological Association, 1997; Bakhtin, 1981; Bloom, 1956; Brooks and Brooks, 1993; Bruner, 1990; Cohen, McLaughlin & Tolbert, 1993; Noddings, 1993; Rogoff, 1990; Vygotsky, 1986; Wells, 1994; Wells and Chang-Wells, 1992; Wertsch, 1991)

Disposition to Learning Potential

The disposition to learning potential—the recognition and targeting of each learner’s needs—will nurture and maximize learning potential of each learner in any educational setting. The hallmark disposition of a great educator is that each student has the potential to learn anything he/she is motivated to learn. The disposition to learning potential facilitates an equitable and inclusive educational environment. This disposition is contained in theoretical foundation of critical pedagogy; dialogism, discourse communities, and discourse in the classroom; the social formation of mind and a constructivist approach to learning; child development; learning and motivation; and character education. The expert teacher believes all students can learn and develops strategies and practices to educate all students. The Unit seeks to demonstrate this disposition and cultivate it in our students and candidates. (American Psychological Association, 1997; Bakhtin, 1981; Barnes, 1995; Bredekamp, 1995; Bredekamp & Copple, 1997; Bronfenbrenner, 1970; Bruner, 1990; Cazden, 1988; Damon, 1988; DeVries and Zan, 1994; Dyson; 1997; Elkind, 1981; Flavell, 1977; Freire, 1970; Gardner, 1985; Giroux, 1988; Greene, 1994; Heath, 1983; Kamii, 1991; Lickona, 2004, 1992; Lickona, Schaps, & Lewis, 1997; Noddings, 1993; Piaget, 1954, 1973; Rogoff, 1990; Tannen, 1994; Vygotsky, 1986; Wells, 1994; Wells & Chang-Wells, 1992; Wertsch, 1991).

Disposition to Calling

The disposition to calling—recognizing the moral act of teaching as more than a career—will nurture and maximize learning potential in every educational setting. For Faulkner and the Unit,

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teaching is a calling to minister and serve by cultivating students into the leaders and contributors for the future of our society and world (reflected in our institutional and departmental mission and vision). Teaching, along with academic professionalism, is a moral act shaping the future and cultivating future professional educators of character. In the Unit’s philosophy of disposition to calling, one does not become a teacher but, rather, one is a teacher. Thus, teaching is a calling to be who you are, rather than merely a job or career. This philosophy rests upon the historical Christian tradition of American higher education. “Teaching (and all forms of service within the schools) is still a powerful calling for many people, and for the same powerful reasons that it has always been so. There are still young people who need a thoughtful caring adult in their lives; someone who can nurture and challenge them, who can coach and guide, understand and care about them” (Ayers, 1993, p. 8). Faulkner University was founded as a center of faith and learning in this tradition and continues the tradition today. The Unit proudly embraces the spiritual and faith traditions in our calling to teach—to be cultivators and mentors. (Bebee & Hauer, 1999; Michalec, 2002)

The disposition to calling encapsulates the spiritual dimensions of teaching and learning as a journey—a journey of faith and reflection. The reflective journey into faith is grounded in the spiritual task of constructing meaning which parallels the learning task of meaning-making. Socrates declared the importance of reflection with the maxim “the unexamined life is not worth living.” Michalec (2002) describes this reflective journey as a process of peeling away the outer layers of teaching presumptions and biases until the true essence of our calling into the classroom is reached. Reflection is not merely a philosophical exercise, but a practical tool to increase our effectiveness as teachers. Faith-filled and spiritually-reflective teaching provides an understanding of the grounding of our being for cultivating the grounding in our students, for nurturing our growth, and for enhancing the learning of our students (Michalec, 2002). The calling to combine the education of students through intellectual disciplines and academic courses with self-awareness all structured on a more complete understanding of their cultural, spiritual, religious and social heritage is the heart of Faulkner and the Unit. It is in this spirit that the calling to the profession of teaching is reverently passed on by the climate, the faculty, and the curriculum of Faulkner University to the teacher candidates. This student-focused approach allows us to face the challenges of teaching by encouraging us fearlessly to plunge into the pedagogical uncertainties of the classroom. (Ayers, 1993; Bebee & Hauer, 1999; Bruner, 1990; Michalec, 2002; Noddings, 1993)

Conceptual Theme: Nurturing Educators with Intelligence + Character

The mission, vision, and philosophy of the Unit are reflected in a conceptual theme. The conceptual theme has three components—Intelligence, Character, and Nurturing Educators. Intelligence and Character represent the two key elements of holistic philosophy derived from Dr. King’s article. “Intelligence” is descriptive of the core Unit philosophy element of teaching and learning. “Intelligence” encompasses the empowering nature of knowledge and the skills of critical thinking. In the Unit, “Intelligence” represents the knowledge and skills required by effective professional educators. The “Character” component of the phrase is descriptive of the core Unit philosophy element of dispositions. “Character” encompasses the integrity of core values and dispositions. “Character” represents the dispositions possessed by effective professional educators. “Nurturing Educators” is descriptive of the holistic philosophy of the Unit. “Nurturing Educator” represents the role, process and structure of the TEP—to nurture educators to become nurturing educators. These three key definitions symbolize and guide the

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structure of the FCF and the TEP to motivate the first generations of the 21st century to lead an intelligent, responsible, and meaningful life. Table 12 illustrates these elements.

Table 12 Summary of Unit’s Holistic Philosophy: Intelligence + CharacterNurturing Educators Intelligence CharacterHolistic Process Knowledge and Skills DispositionsTeacher Educators nurture educators to be nurturing educators

Teaching and Learning is transformational, lifelong, reflective, active, dynamic, transactional, collaborative, authentic

Teachers are disposed to dialogue, care, learning potential, calling

The Commitments of the Department of Education —Purposes and Goals

As stated previously, the Unit, the ACCAS and the broader Faulkner family share a set of core values regarding education and learning (See Table 6). In light of the Unit’s holistic philosophy and FCF, the challenges defined and created by these core values were translated into concrete statements of commitments. The Unit’s faculty members, students, candidates, interns, and P-12 stakeholders embrace the core values and the commitments of Unit. These challenges, in turn, frame our Unit’s purposes and goals—our commitments. (See Tables 13 and 14).

Table 13 Commitments for Nurturing Educators with IntelligenceKnowledge Teacher candidates and educators are prepared with a strong knowledge-base of the

disciplines that they teach, of child development, and of instructional and assessment strategies linked to “best practice.”

Research Teacher candidates and educators engage in research and scholarly activities on the art of cultivating the learning of all individuals.

Professional Development

Teacher candidates and educators are active in the process of professional development as part of their training that continues throughout their professional lives.

Assessment Teacher candidates’ and educators’ performances with respect to student learning are assessed in a dynamic and ongoing process that is used (a) to inform the effectiveness, (b) to strengthen the skills, and (c) to renew knowledge of the teacher candidates, the faculty, and the education Unit, and the programs it sponsors.

Table 14 Commitments for Nurturing Educators with CharacterDialogue and Diversity

Teacher candidates and educators promote and model a dialogue on diversity and sensitivity for others in diverse school settings with diverse populations through the campus environment, field experiences and clinical preparation.

Care Teacher candidates and educators demonstrate trust, empathy, caring, friendliness, respect, openness, understanding and integrity in their interactions.

Learning Potential

Teacher candidates and educators demonstrate an attitude/preference that each student has the potential to learn and seek to facilitate each student’s learning.

Calling Teacher candidates and educators embrace the service and mission perspective of the historic Christian faith to provide the foundation for lives of facilitation and collaboration of learning with colleagues, partnership schools, and communities here and abroad.

Character Teacher candidates and educators approach learning and educational environments with an expectation of excellence, creativity of thought, and an attitude of joy.

Candidate Knowledge, Skills, and Dispositions Performance Outcomes

The Unit’s philosophy, values and commitments formed a framework for the infusion of the current knowledge base and standards for teacher candidate knowledge, skills, and dispositions preparation (American Psychological Association, 1997; Astin, Vogelgesang, Ikeda, Yee, 2000; Ayers, 1993; Barth, 1991; Bloom, 1956; Brugman & Kappenburg, 1997; Bruner, 1990; Devries & Zan, 1994; Good & Brophy, 1993; Goodlad, 1994; INTASC, 1992; NBPTS,1989-2003, NCATE, 2002; Routman, 2000). This infusion, then, guided the definition, construction, and clarification of the FCF, outcome expectations, and curriculum. The Unit has developed

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multidisciplinary programs to cultivate the knowledge, skills, and dispositions professional educators need to facilitate excellence in all learners. The TEP focuses on understanding, integrating, and applying knowledge in diverse settings with professional skills and dispositions. The Unit strives to model this and to cultivate them in our students in ways meaningful to communities, schools, and professional organizations. To facilitate this process and foster the pursuit of excellence, the Unit has established fourteen specific professional knowledge, skills, and dispositions performance outcome expectations. Table 15 lists the Unit outcome standards (TEPOS) with the coding system and descriptions.

Although the fourteen TEPOS are listed as separate outcomes, in the Unit’s holistic approach they are also interrelated. The understanding of the interrelationships among content, pedagogy, and dispositions is vital for candidates to become informed creators of effective learning opportunities for all students. Candidates must possess the core knowledge and skills to create student-centered, knowledge-centered, and community-centered learning environments and use assessment to support learning. However, candidates must also possess the dispositions and skills to create nurturing and vibrant learning environments for all learners. Thus, the fourteen TEPOS are organized in two broad groups reflecting the FCF and conceptual theme. The first ten TEPOS (AL-FAULK-2005-1 to AL-FAULK-2005-10) are knowledge and skill outcomes associated with the theme element of “Intelligence.” The remaining four TEPOS (AL-FAULK-2005-11 to AL-FAULK-2005-14) are disposition and skill outcomes associated with the theme element of “Character.” The Unit has also established a rubric system to frame the assessment of the TEPOS and facilitate incorporation in all courses (See Table 16). In recognition of the Unit’s focus on character, the dispositions are included in every assessment rubric in the Unit. As a Unit, we strive to maintain our grounding in these performance outcomes in order to propagate them in our teacher candidates. As we pursue our commitment to excellence in teaching, learning, and research, we anticipate the continuous expansion, refinement, and development of the TEPOS and our curriculum.

The TEPOS are aligned with the FCF, Unit’s core values and commitments (See Tables 17 and 18). The TEPOS are also aligned with the standards established by NCATE, the National Board for Professional Teaching Standards (NBPTS), INTASC Principles, and the Alabama State Standards for TEPs (See Tables 19 to 21). The TEPOS are also aligned with the curriculum in the TEP (See Table 22). The Exhibit TEP Curriculum and Course contains the alignment of the Unit’s complete program.

Table 15 TEPOS-Teacher Education Program Outcome StandardsTEPOS Standard Description Outcome ExpectationIntelligence ------------ ------------AL-FAULK-2005-1

Developmental K & S

Teacher candidates demonstrate an understanding of holistic human development and of individual and contextual factors that influence motivation and learning and the ability to personalize instruction.

AL-FAULK-2005-2

Learning Environment K & S

Teacher candidates demonstrate an understanding of classroom organization and management, curriculum, and professionalism, and the ability to design and manage learning environments in ways that promote students' independence as learners.

AL-FAULK-2005-3

Learning Process K & S

Teacher candidates demonstrate an understanding of learning as a socially-mediated, constructive process and the ability to select and implement a repertoire of instructional methods and strategies based on knowledge of the learner, the task, and the context.

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AL-FAULK-2005-4

Pedagogical Content K & S

Teacher candidates demonstrate an understanding of the disciplines taught, and the ability to organize and express that knowledge in ways that make it accessible and useful to students.

AL-FAULK-2005-5

Communication K & S

Teacher candidates demonstrate an understanding of effective communication and collaboration strategies, and the ability to build inclusive learning environments and democratic communities that incorporate the needs and perspectives of students in the decision-making process.

AL-FAULK-2005-6

Assessment K & S

Teacher candidates demonstrate an understanding of assessment as an ongoing process involving multiple sources of information and varied assessment techniques, and the ability to use assessment to monitor and evaluate student progress and to communicate assessment information accurately and clearly to students, parents and professionals.

AL-FAULK-2005-7

Critical Thinking K & S

Teacher candidates demonstrate an understanding of critical thinking, its processes, and its application in reaching flexible, creative, and ingenious problem solutions and decisions.

AL-FAULK-2005-8

Reflective and Professional K & S

Teacher candidates demonstrate an understanding of the use of self-evaluation and reflection as tools for professional growth, and the ability to use the resources within the school and broader professional community as supports for professional growth as learners and as teachers.

AL-FAULK-2005-9

Technological K & S

Teacher candidates demonstrate an understanding of the innovation and integration of technology and a repertoire of instructional methods and strategies to provide the opportunity for students to develop and learn.

AL-FAULK-2005-10

Character K & S

Teacher candidates demonstrate an understanding of character development, their position as mentors, role models, and transformational leaders and the process of transformation for students of diverse characteristics in diverse settings.

Character ------------ ------------AL-FAULK-2005-11

Dialogue S & D Teacher candidates demonstrate an understanding of dialogue, an attitude/preference to engage in dialogue and an application of dialogue as a tool to facilitate learning and understanding across diversity.

AL-FAULK-2005-12

Care S & D Teacher candidates demonstrate an understanding of the process to care for each student and an attitude/preference to value each student.

AL-FAULK-2005-13

Learning Potential S & D

Teacher candidates demonstrate an attitude/preference that each student has the potential to learn and seek to facilitate each student’s learning.

AL-FAULK-2005-14

Calling S & D Teacher candidates demonstrate an attitude that incorporates the spiritual dimensions of teaching and learning.

K = Knowledge; S = Skills; D = Disposition

Table 16 TEP Rubric for Aggregate PerformanceExemplary(4 pts)

Exemplary performance is evidenced by completion of all departmental and institutional academic requirements; completion of clinical hours; cultivation and demonstration of all knowledge, skills and dispositions; and significant involvement in appropriate social, personal and professional activities to achieve success as an individual and a professional.

Proficient(3 pts)

Proficient performance is evidenced by an adequate completion of almost all departmental and institutional academic requirements; completion of clinical hours; cultivation and demonstration of almost all knowledge, skills and dispositions; and adequate involvement in appropriate social, personal and professional activities to achieve success as an individual and a professional.

Basic(2 pts)

Basic performance is evidenced by a moderate completion of most departmental and institutional academic requirements; moderate completion of clinical hours; cultivation and demonstration of most knowledge, skills and dispositions; and moderate involvement in appropriate social, personal and professional activities to achieve success as an individual and a professional.

Unacceptable(1 pt)

Unacceptable performance is evidenced by a minimal completion of departmental and institutional academic requirements; minimal completion of clinical hours; cultivation and

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minimal demonstration of knowledge, skills and dispositions; and minimal involvement in appropriate social, personal and professional activities to achieve success as an individual and a professional.

Not scored / Not Shown (0 pts)

Not scored/Not Shown performance is evidenced by a superficial or no completion of departmental and institutional academic requirements; superficial completion of clinical hours; superficial cultivation and demonstration of few knowledge, skills and dispositions; and superficial involvement in appropriate social, personal and professional activities to achieve success as an individual and a professional.

Table 17: Alignment of Department’s Core Values with CommitmentsCore Values: The art of cultivating learners Commitments: Purposes and GoalsWhole Person Knowledge; Research; Assessment; CareMentors Care; Calling; CharacterThinkers Knowledge; Research; Professional Development; AssessmentProfessionals Care; Calling; CharacterLifelong learning Professional Development; Care; Calling; Character

Table 18: Alignment of Department’s Commitments with Performance OutcomesCommitments: Purposes and Goals TEPOSKnowledge Developmental knowledge and skill

Learning environment knowledge and skillLearning process knowledge and skillPedagogical content knowledge and skillTechnological knowledge and skill

Research Assessment knowledge and skillCritical thinking knowledge and skillTechnological knowledge and skillReflective and professional knowledge and skill

Professional Development Reflective and professional knowledge and skillTechnological knowledge and skill

Dialogue and Diversity Communication knowledge and skillCharacter knowledge and skillDialogue skill and dispositionCare skill and dispositionLearning potential skill and disposition.

Assessment Assessment knowledge and skillCritical thinking knowledge and skillTechnological knowledge and skill.

Care Reflective and professional knowledge and skillCharacter knowledge and skillCare skill and dispositionCalling skill and disposition.

Calling Reflective and professional knowledge and skillCharacter knowledge and skillCalling skill and disposition.

Character Reflective and professional knowledge and skillCharacter knowledge and skillCalling skill and disposition.

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Table 19: Alignment of the Unit’s Standards with NCATE and INTASC StandardsUnit Standard NCATE Standards# INTASC PrinciplesAL-FAULK-2005-1

NCATE.1.A; NCATE.1.B; NCATE.1.C; NCATE.1.D; NCATE.1.E; NCATE.3.C; NCATE.4.B; NCATE.4.C; NCATE.4.D

Knowledge of growth and human developmentInstruction adapted to meet diverse learnersUse of multiple instructional strategies and resourcesLesson planning

AL-FAULK-2005-2

NCATE.1.A; NCATE.1.B; NCATE.1.C; NCATE.1.D; NCATE.1.E; NCATE.3.C; NCATE.4.B; NCATE.4.C; NCATE.4.D

Instruction adapted to meet diverse learnersUse of multiple instructional strategies and resourcesEffective learning environment createdEffective communicationLesson planning

AL-FAULK-2005-3

NCATE.1.A; NCATE.1.B; NCATE.1.C; NCATE.1.D; NCATE.1.E; NCATE.3.C; NCATE.4.B; NCATE.4.C; NCATE.4.D

Instruction adapted to meet diverse learnersUse of multiple instructional strategies and resourcesEffective communicationLesson planningAssessment of student learning to improve teaching

AL-FAULK-2005-4

NCATE.1.A; NCATE.1.B; NCATE.1.C; NCATE.1.D; NCATE.1.E; NCATE.3.C; NCATE.4.B; NCATE.4.C; NCATE.4.D

Knowledge of subject matterInstruction adapted to meet diverse learnersUse of multiple instructional strategies and resourcesEffective communicationLesson planningAssessment of student learning to improve teaching

AL-FAULK-2005-5

NCATE.1.A; NCATE.1.B; NCATE.1.C; NCATE.1.D; NCATE.1.E; NCATE.3.C; NCATE.4.B; NCATE.4.C; NCATE.4.D

Effective learning environment createdEffective communicationLesson planningPartnership with school and community

AL-FAULK-2005-6

NCATE.1.A; NCATE.1.B; NCATE.1.C; NCATE.1.D; NCATE.1.E; NCATE.3.C; NCATE.4.B; NCATE.4.C; NCATE.4.D

Knowledge of subject matterKnowledge of growth and human developmentInstruction adapted to meet diverse learnersUse of multiple instructional strategies and resourcesEffective learning environment createdEffective communicationLesson planningAssessment of student learning to improve teaching

AL-FAULK-2005-7

NCATE.1.A; NCATE.1.B; NCATE.1.C; NCATE.1.D; NCATE.1.E; NCATE.3.C; NCATE.4.B; NCATE.4.C; NCATE.4.D

Use of multiple instructional strategies and resourcesReflection and professional development

AL-FAULK-2005-8

NCATE.1.A; NCATE.1.B; NCATE.1.C; NCATE.1.D; NCATE.1.E; NCATE.3.C

Reflection and professional developmentPartnership with school and community

AL-FAULK-2005-9

NCATE.1.A; NCATE.1.B; NCATE.1.C; NCATE.1.D; NCATE.1.E; NCATE.3.C; NCATE.4.B; NCATE.4.C; NCATE.4.D

Knowledge of subject matterInstruction adapted to meet diverse learnersUse of multiple instructional strategies and resourcesEffective learning environment createdPartnership with school and community

AL-FAULK-2005-10

NCATE.1.C; NCATE.1.D; NCATE.1.E; NCATE.3.C; NCATE.4.B; NCATE.4.C; NCATE.4.D

Knowledge of subject matter Instruction adapted to meet diverse learnersEffective communicationReflection and professional developmentPartnership with school and community

AL-FAULK-2005-11

NCATE.1.D; NCATE.3.C Effective learning environment createdEffective communicationReflection and professional developmentPartnership with school and community

AL-FAULK-2005-12

NCATE.1.D; NCATE.3.C Effective learning environment createdEffective communication

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Reflection and professional developmentPartnership with school and community

AL-FAULK-2005-13

NCATE.1.D; NCATE.3.C Instruction adapted to meet diverse learnersEffective learning environment createdEffective communicationReflection and professional developmentPartnership with school and community

AL-FAULK-2005-14

NCATE.1.D; NCATE.3.C Effective learning environment createdEffective communicationReflection and professional developmentPartnership with school and community

# NCATE identification codes are based on those listed in Livetext.

Table 20: Alignment of the Unit’s Standards with NBPTS StandardsUnit Standard

NBPTS Standards

AL-FAULK-2005-1

Teachers know the subject they teach and how to teach those subjects to students.Teachers are responsible for managing and monitoring student learning.

AL-FAULK-2005-2

Teachers are committed to students and their learning.Teachers are responsible for managing and monitoring student learning.Teachers are members of learning communities.

AL-FAULK-2005-3

Teachers are committed to students and their learning.Teachers know the subject they teach and how to teach those subjects to students.Teachers are responsible for managing and monitoring student learning.

AL-FAULK-2005-4

Teachers know the subject they teach and how to teach those subjects to students.Teachers are committed to students and their learning.

AL-FAULK-2005-5

Teachers are committed to students and their learning.Teachers know the subject they teach and how to teach those subjects to students.Teachers are responsible for managing and monitoring student learning.Teachers are members of learning communities.

AL-FAULK-2005-6

Teachers are responsible for managing and monitoring student learning.Teachers are committed to students and their learning.Teachers know the subject they teach and how to teach those subjects to students.

AL-FAULK-2005-7

Teachers know the subject they teach and how to teach those subjects to students.Teachers are responsible for managing and monitoring student learning.Teachers think systematically about their practice and learn from experience.

AL-FAULK-2005-8

Teachers are committed to students and their learning.Teachers think systematically about their practice and learn from experience.Teachers are members of learning communities.

AL-FAULK-2005-9

Teachers know the subject they teach and how to teach those subjects to students.Teachers are responsible for managing and monitoring student learning.

AL-FAULK-2005-10

Teachers are committed to students and their learning.Teachers think systematically about their practice and learn from experience.Teachers are members of learning communities.

AL-FAULK-2005-11

Teachers are committed to students and their learning.Teachers know the subject they teach and how to teach those subjects to students.Teachers are members of learning communities.

AL-FAULK-2005-12

Teachers are committed to students and their learning.Teachers think systematically about their practice and learn from experience.Teachers are members of learning communities.

AL-FAULK-2005-13

Teachers are committed to students and their learning.Teachers know the subject they teach and how to teach those subjects to students.Teachers are responsible for managing and monitoring student learning.

AL-FAULK-2005-14

Teachers are committed to students and their learning.Teachers think systematically about their practice and learn from experience.

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Teachers are members of learning communities.

Table 21: Alignment of the Unit’s Standards with State StandardsUnit Standard Alabama StandardsAL-FAULK-2005-1

Knowledge of learning and motivation appropriate for the level of certification.Knowledge of special needs students and ability to plan and provide effective instruction.Knowledge of the state curriculum and ability to plan and provide effective instruction.Knowledge of research, issues, and trends in education.Knowledge of and ability to provide effective reading instruction.

AL-FAULK-2005-2

Knowledge of learning and motivation appropriate for the level of certification.Knowledge of special needs students and ability to plan and provide effective instruction.Knowledge of the state curriculum and ability to plan and provide effective instruction.Knowledge of and ability to employ successful classroom management techniques.Knowledge of research, issues, and trends in education.Knowledge of and ability to incorporate strategies for integrating technology into the classroom.Knowledge of and ability to provide effective reading instruction.

AL-FAULK-2005-3

Knowledge of learning and motivation appropriate for the level of certification.Knowledge of special needs students and ability to plan and provide effective instruction.Knowledge of the state curriculum and ability to plan and provide effective instruction.Knowledge of and ability to employ successful classroom management techniques.Knowledge of research, issues, and trends in education.Knowledge of and ability to incorporate strategies for integrating technology into the classroom.Knowledge of and ability to provide effective reading instruction.

AL-FAULK-2005-4

Knowledge of learning and motivation appropriate for the level of certification.Knowledge of special needs students and ability to plan and provide effective instruction.Knowledge of the state curriculum and ability to plan and provide effective instruction.Knowledge of research, issues, and trends in education.Knowledge of and ability to incorporate strategies for integrating technology into the classroom.Knowledge of and ability to provide effective reading instruction.

AL-FAULK-2005-5

Knowledge of learning and motivation appropriate for the level of certification.Knowledge of special needs students and ability to plan and provide effective instruction.Knowledge of research, issues, and trends in education.Knowledge of and ability to provide effective reading instruction.

AL-FAULK-2005-6

Knowledge of learning and motivation appropriate for the level of certification.Knowledge of special needs students and ability to plan and provide effective instruction.Knowledge of the state curriculum and ability to plan and provide effective instruction.Knowledge of and ability to incorporate appropriate assessment techniques in the classroom.Knowledge of research, issues, and trends in education.Knowledge of and ability to incorporate strategies for integrating technology into the classroom.Knowledge of and ability to provide effective reading instruction.

AL-FAULK-2005-7

Knowledge of special needs students and ability to plan and provide effective instruction.Knowledge of the state curriculum and ability to plan and provide effective instruction.Knowledge of and ability to employ successful classroom management techniques.Knowledge of and ability to incorporate appropriate assessment techniques in the classroom.Knowledge of research, issues, and trends in education.Knowledge of and ability to incorporate strategies for integrating technology into the classroom.Knowledge of and ability to provide effective reading instruction.

AL-FAULK-2005-8

Knowledge of learning and motivation appropriate for the level of certification.Knowledge of research, issues, and trends in education.Knowledge of and ability to incorporate strategies for integrating technology into the classroom.Knowledge of and ability to provide effective reading instruction.

AL-FAULK-2005-9

Knowledge of learning and motivation appropriate for the level of certification.Knowledge of special needs students and ability to plan and provide effective instruction.Knowledge of the state curriculum and ability to plan and provide effective instruction.Knowledge of and ability to incorporate appropriate assessment techniques in the classroom.Knowledge of research, issues, and trends in education.

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Knowledge of and ability to incorporate strategies for integrating technology into the classroom.Knowledge of and ability to provide effective reading instruction.

AL-FAULK-2005-10

Knowledge of learning and motivation appropriate for the level of certification.Knowledge of research, issues, and trends in education.

AL-FAULK-2005-11

Knowledge of special needs students and ability to plan and provide effective instruction.Knowledge of and ability to employ successful classroom management techniques. Knowledge of and ability to provide effective reading instruction.

AL-FAULK-2005-12

Knowledge of learning and motivation appropriate for the level of certification.

AL-FAULK-2005-13

Knowledge of special needs students and ability to plan and provide effective instruction.Knowledge of and ability to provide effective reading instruction.

AL-FAULK-2005-14

Knowledge of learning and motivation appropriate for the level of certification.

Table 22 Alignment of TEPOS and Core Unit CoursesTEP Core Course

AL-FAULK-2005-1

AL-FAULK-2005-2

AL-FAULK-2005-3

AL-FAULK-2005-4

AL-FAULK-2005-5

AL-FAULK-2005-6

AL-FAULK-2005-7

AL-FAULK-2005-8

AL-FAULK-2005-9

AL-FAULK-2005-10

AL-FAULK-2005-11

AL-FAULK-2005-12

AL-FAULK-2005-13

AL-FAULK-2005-14

General Education / Core Courses

X

TEP Content Area Courses

X X X

ED 2120 Intro. to Ed.

X X X X X X X

ED 2322 Fnds. of Ed.

X X X

ED 2325 Technology

X

PY 3310 Child. / Adol. Dev.

X X

ED 3340 Excpt. Lrn.

X X X

PY 3380 Psych. Of Lrng.

X X X X X X

ED 4320 Ass. In Ed.

X

ED 4348 Classroom Mgt.

X X

ED 4350 Sem. in Ed.

X X X X X X X X X X X X X X

ED 1097 / 1098 / 2097 / 2098 Practicum

X X X X X X X X X X X X

ED 3097 / 3098 / 4097 / 4098 Practicum

X X X X X X X X X X X X X X

ED 4997 / 4998 / 4999 Internship

X X X X X X X X X X X X X X

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Candidate Development and the Curriculum

Based on the Unit’s philosophy and values, the very nature of teacher education at Faulkner is developmental. We recognize that students enter Faulkner and engage in our program with varying degrees of readiness, experience and resolve, like a field or garden that may be rough, overgrown, and lacking nutrients, but brims with possibility for the artful cultivator. It is our job to recognize the inherent growth potential in our students and help them as they move through the teacher education developmental levels by cutting away the areas of weeds and overgrowth, cultivating the field, fertilizing the soil, planting the seed, and nurturing the crop toward the harvest. As each student identifies his or her unique qualities, talents, skills, and beliefs, the harvest blooms with increasing intensity, clarity, and beauty.

The Unit’s curriculum is designed around three developmental levels to facilitate this nurturing process. Faulkner students and teacher candidates encounter courses that are keyed to three different levels, each building upon the previous one. Table 23 summarizes the developmental levels in the Unit’s program and the TEP core courses associated with each level. Each component of the curriculum is designed to integrate knowledge, skills, and dispositions with field experience opportunities to make application. Thus, each semester students and candidates are expected to participate in related field experiences where they can apply the knowledge, skills, and dispositions fostered through their courses and the campus environment.

In the Unit, we strive not only to prepare individuals with the technical skills and academic depth necessary for teaching, but also to lead them to a discovery of who they are and what they stand for within the profession. Thus, the Unit’s curriculum is intertwined with the general education liberal arts program of the College and the pursuit of major and minor areas of study. It is especially important for our students to explore their own learning styles and personal belief systems in order verify more fully their calling and role within the profession.

Table 23 Summary of Developmental LevelsLevel Description Sample of Related TEP Core CoursesLevel 1: Pre-Candidacy

Students have indicated an interest in education; they explore what it means to teach and determine if education will be an appropriate choice of profession.

ED 2120 Introduction to EducationED 2325 TechnologyED 3340 The Exceptional LearnerPY 3310 Childhood and AdolescencePY 3380 Psychology of LearningED 1097/1098/2097/2098 Practicum

Level 1: Stage 1 Identification as prospective education majorLevel 1: Stage 2 Application for admission to TEPLevel 2: Candidacy

Students have been admitted to TEP and complete course work and field experiences that are designed to explore the "nuts and bolts" of teaching.

ED 4320 Assessment in Education ED 4348 Classroom Management ED 3097/3098/4097/4098 Practicum

Level 2: Stage 1 Continuous CandidacyLevel 2: Stage 2 Application for professional internshipLevel 3: Service Teaching

Students finally enter their student teaching assignments and synthesize the knowledge, skills, values and attitudes gained throughout the teacher education sequence and college preparation.

ED 4350 Seminar in EducationED 4997/4998/4999 Internship

Level 3: Stage 1 Application for candidacy for graduation/certificationLevel 3: Stage 2 Professional educator post-graduate performance

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Curriculum Orientations and Instructional Methods

The Unit has identified six different themes or orientations for Unit faculty and the curriculum to follow. The orientations reflect the Unit’s philosophy, values, and understanding of how individuals are cultivated into the profession of teaching. The holistic philosophy of the Unit fits naturally with the eclectic and comprehensive nature of the six orientations and the important contributions of each orientation. Each of these orientations provides the Unit faculty and the student the opportunity to look at the preparation process through a different lens and to subsequently refine the student's knowledge, skills, and dispositions. Table 24 lists the themes/orientations that the TEP faculty utilize in developing candidates. Table 25 depicts the alignment of the Unit’s commitments with the six orientations.

Students and candidates see these orientations manifested in two distinct ways—curriculum and methodology. First, the design of the overall TEP program, the clinical field experiences program, and the individual Unit courses are guided by these orientations. The curriculum is designed to provide the knowledge and skills for educators and to allow faculty to model pedagogical knowledge and skills. Second, the overall program and each Unit course are designed to actively integrate didactic, collaborative, and experiential components in the methodology. The integrative methodology encourages the student to interact, analyze, apply, and reflect on newfound knowledge and skills. This methodology emphasizes the development of professional knowledge, skills, and dispositions. The 14 TEPOS and the developmental levels are just two programmatic elements utilizing the integrative methodology that enable students or candidates to talk about their growth over time in a succinct and specific manner.

This, then, is the core of the TEP at Faulkner. Students enter the education sequence as a rough land. As they move through the program, the general education classes and preparation in the major and minor areas of study, they find themselves being cultivated as they are encouraged to look at things from different perspectives and perhaps even to change their view of the world. With each step in the growth process, though, care is taken to nurture the plant to emerge in a loving and supportive manner. Students see each bud and each bloom as a reflection of their growing and glowing professional abilities, skills, values and attitudes. At last, the harvest begins to appear, perhaps not yet in final form, but certainly in a stunning and decidedly different form from what was apparent at the beginning of the process.

Table 24 TEP OrientationsThe personal orientation

The personal orientation recognizes that as students reflectively proceed through the education sequence and related experiences, they will become increasingly transformed and develop the values and attitudes necessary to become effective educators.

The technological orientation

The technological orientation acknowledges that certain skills are necessary in the teaching/learning process.

The practical orientation

The practical orientation emphasizes the importance and value of experiential and service learning including the clinical field experiences and practice opportunities.

The academic orientation

The academic orientation acknowledges the relationship between the liberal arts course work, the major and minor areas of study, and the professional education sequence.

The critical-social orientation

The critical-social orientation supports the notion that all children can learn and that teachers must promote principles of equality and justice in learning communities.

The cooperative orientation

The cooperative orientation emphasizes the interdependent relationship between a) teaching and learning; b) teacher and learner; c) teacher educator and teacher candidate; and d) peer teacher candidates.

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Table 25: Alignment of Unit’s Commitments with Conceptual Framework OrientationsConceptual Framework Orientations Commitments: Purposes and GoalsPersonal Orientation Dialogue and Diversity; Care; Calling; Character; Professional DevelopmentTechnological Orientation Knowledge; ResearchPractical Orientation Knowledge; Assessment; Dialogue and DiversityAcademic Orientation Knowledge; Assessment; ResearchCritical-social Orientation Dialogue and Diversity; CareCooperative Orientation Care; Calling; Character

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Texas Press.Barnes, D. (1995). Talking and learning in the classrooms: An introduction. Primary Voices, K- 6, 3(1), 2-7.Barnes, D. (1993). Supporting exploratory talk. In K. M. Pierce & C. J. Giles (Eds.), Cycles of meaning.

Portsmouth, N. H.: Heinemann.Bebee, R. & Hauer, J. (1999). Training teachers as moral mentors. In Innovative perspectives in moral

education: Conference presentations to the Chinese Academy of Social Sciences, April 1999. New York: International Education Foundation.

Bloom, B. (Ed.). (1956). Taxonomy of educational objectives. New York: McKay.Bredekamp, S. (1995). What do early childhood professionals need to know and be able to do? Young Children,

50(2), 67-69.Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs (2nd

ed.). Washington, D.C.: National Association for the Education of Young Children.Brooks, J. G., & Brooks, M.G. (1993). In search of understanding: The case for constructivist classrooms.

Alexandria, VA: Association for Supervision and Curriculum Development.Brugman, D. & Kappenburg, A. G. (1997). The key variables in stimulating the moral autonomy of pupils.

Paper presented at the Association for Moral Education, Atlanta, GA.Bruner, J. S. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.Cazden, C. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.Cohen, D.K., McLaughlin, M.W., & Talbert, J.E. (Eds.). (1993). Teaching for understanding: Policy for

practice. San Francisco: Jossey-Bass.Damon, W. (1988). The moral child: Nurturing children’s natural moral growth. New York: Free Press.DeVries, R., & Zan, B. (1994). Moral classrooms, moral children: Creating a constructivist atmosphere in early

education. New York: Teachers College Press.Dyson, A. H. (1997). Writing super heroes: Contemporary childhood, popular culture, and classroom literacy.

New York: Teachers College Press.Flavell, J. (1977). Cognitive development. Englewoods Cliffs, NJ: Prentice-Hall.Freire, P. (1970). Pedagogy of the oppressed. (M.B. Ramos, Trans.). New York: The Seabury Press.Gardner, H. (1985). Frames of mind: The theory of multiple intelligences. New York: Basic Books.Giroux, H. A. (1988). Literacy and the pedagogy of voice and political empowerment. Educational Theory, 38,

61-75.Good, T. & Brophy, J. (1993). Looking in Classrooms. New York: Harper & Roe.Goodlad, J. (1994). Educational renewal: Better teachers, better schools . San Francisco: Jossey-Bass.Greene, M. (1994). Multiculturalism, community, and the arts. In A. H. Dyson & C. Genishi (Eds.), The need

for story: Cultural diversity in classroom and community. (Pp. 11- 27). Urbana, IL: National Council of Teachers of English.

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Higgins, A. (1995). Teaching as a moral activity: Listening to teachers in Russia and the United States. Journal of Moral Education, 24(2), 143-159.

Interstate New Teacher Assessment and Support Consortium (1992).Jetton, T. L. & Alexander, P. A. (1997). Instructional importance: What teachers value and what students learn.

Reading Research Quarterly 32(3) 290-308.Kamii, C. (1991). Toward autonomy: The importance of critical thinking and choice making. School

Psychology Review, 20(3), 382-88.Katz, L. G. (1993). Dispositions: Definitions and implications for early childhood practice. Champaign, IL:

ERIC/EECE.King, Jr., M. L. (1948). The purpose of education. Speech delivered at Morehouse College.Knowles, J. G., Cole, A. L., & Sumsion, J. (2000). Guest Editors' Introduction: “Publish or Perish": The Role

and Meaning of "Research" in Teacher Education Institutions. Teacher Education Quarterly, 27 (2) [Special Issue]Lickona, T. (2004). Character Matters: How to help our children develop good judgment, integrity, and other

essential virtues. Carmichael, CA: TouchstoneLickona, T. (1992). Educating for character: How our schools can teach respect and responsibility. New York:

Bantam Books.Lickona, T., Schaps, E. & Lewis, C. (1997). Eleven principles of effective character education. Social Studies

Review, 37(1), 29-31Michalec, P. (2002). A calling to teach: Faith and the spiritual dimensions of teaching. Encounter, 15(4). National Board for Professional Teaching Standards (1989-2003)NCATE (2002). Professional Standards for the Accreditation of Schools, Colleges, and Departments of

Education. Washington, DC: NCATENewman, J. (1991). Interwoven conversations. Toronto: OISE Press and Heinemann Educational Books.Newman, J. (1987). Learning to teach by uncovering our assumptions. Language Arts, 64 (7): 727-737.Noddings, N. (1993). Educating for intelligent belief or unbelief. New York: Teachers College PressPiaget, J. (1973). To understand is to invent: The future of education. New York: Grossman Publishers.Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.Oser, F. (1998). Editor’s introduction: Moral context and moral self. International Journal of Educational

Research, 535-537Oser F. & Althof, W. (1993). Trust in advance: On the professional morality of teachers. Journal of Moral

Education, 22, 253-276.Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford University Press.Routman, R. (2000). Conversations: Strategies for teaching, learning, and evaluating. Portsmouth, NH:

Heinemann.Tannen, D. (1994). Gender and discourse. New York: Oxford.Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.Wells, G. (1994). Changing schools from within: Creating communities of inquiry. Portsmouth, NH:

Heinemann.Wells, G., & Chang-Wells, G. L. (1992). Constructing knowledge together: Classrooms as centers of inquiry

and literacy. Portsmouth, NH: Heinemann.Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA:

Harvard University Press.

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III. Evidence for NCATE Standards Standard 1: Candidate Knowledge, Skills, and DispositionsCandidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.Overview

The Unit is dedicated to excellence in the preparation of teachers through the provision of a high-quality program guided by the FCF. The structure of the TEP is based on the Unit’s standards that are aligned with professional, state, and institutional standards. The FCF and the TEPOS provide a clear road map for Nurturing Educators with Intelligence + Character and for the expectations for student and candidate performance within the Unit and its programs. The Unit’s program is focused on the preparation of candidates who demonstrate their knowledge of the content, pedagogical, and professional knowledge, skills, and dispositions needed to help all students learn through the satisfaction of the TEPOS. The Unit also seeks to assure the ALSBOE that all program completers have satisfied the ALSDE standards designed to comply with highly qualified teachers (HQT) components of NCLB.

To accomplish this, the Unit has developed a comprehensive assessment system to monitor and nurture candidate development. The Unit routinely assesses student/candidate progress and performance in courses across the developmental levels. The unit also conducts formal—gatekeeper—assessments of candidate performance at the three critical points in the developmental levels—application for admission to TEP; application for admission to internship; and application for graduation and certification (See Tables in standard 2).

The results of the assessments in the Unit indicate that candidates are acquiring and demonstrating the knowledge, skills, and dispositions outlined in the TEPOS, professional, and ALSDE standards. The assessment results detail the competencies of students and candidates at the critical developmental levels discussed in the FCF. The internal and external assessments collected indicate the development of candidate competencies and satisfaction of the Unit’s standards. In general, the results of the data collected indicate a successful and effective program.

Overview of Candidate Assessment

The Unit’s candidate assessment system focuses on the three critical developmental transition points where students/candidates are required to articulate the appropriate level of knowledge, skills, and dispositions important to the profession of education. The assessments and tools utilized at these transition points comprise the elements of the Developmental Portfolio and Professional Educator Portfolio.

The Developmental Portfolio elements assessed at the first transition point—admission to the TEP—allow the Unit to demonstrate the general education knowledge and skills, core education field knowledge and skills, and basic levels of dispositions. The Professional Educator Portfolio elements assessed at the second transition point—admission to the internship—allow the Unit to demonstrate the candidate’s acquisition of (a) content, pedagogical content, professional and pedagogical knowledge and skills; and (b) dispositions. At the third developmental point—application for graduation and certification—the Professional Educator Portfolio elements assessed at this point allow the Unit to demonstrate the candidate’s performance in (a) content,

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pedagogical content, professional and pedagogical knowledge and skills; (b) dispositions; and (c) impact on student learning. The specific portfolio elements for each transition point are detailed in Tables 47 to 52 under Standard 2. Table 26 summarizes the pass rates for graduates in the TEP since 2000-2001.

Table 26 TEP Graduation/Certification Requirements and PerformanceYear No.

Education Exam

Education Exam % Pass

No. Content Exam#

Content Area % Pass

No. Praxis II

Praxis II % Pass*

Clinical Experience %

Internship Completion %

A-IPEPE Pass rate

Portfolio or E-Portfolio

2000-2001

14 100% NA NA NA NA NA 100% 100% P = 100%;

2001-2002

20 100% NA NA NA NA NA 100% 100% P = 100%;

2002--2003

16 100% NA NA NA NA 100% 100% 100% P =50 %; E = 50%

2003-2004

17 100% NA 100% NA NA 100% 100% 100% E = 100%

2004-2005

17 100% 4 100% 8 100% 100% 100% 100% E = 100%

2005-2006 Fall

17 100% 3-MFT; 4-PE

100% 7 100% 100% 100% 100% E = 100%

*Praxis II not required until Spring 2005. A statewide pass rate is not available.# Includes MFT for SED candidates and PE exam for PE/P-12 candidatesOverall TEP Performance

The Unit’s assessment system data provides evidence that candidates develop the knowledge, skills, and dispositions for education. The data also provides evidence that the Unit is effective in conveying the knowledge, skills, and dispositions for education. The Unit also utilizes an array of other tools to assess the overall performance of our graduates and the TEP such as surveys of employment status, alumni, employers, educational leaders, and other key stakeholders. The Unit also utilizes a Teacher Education Advisory Committee (TEAC) comprised of alumni, teachers, principals, superintendents, and other educational leaders to review the performance of graduates and the Unit. The results of these collective assessments (Tables 38 – 45) provide verification of the Unit’s overall effectiveness in Nurturing Educators with Intelligence + Character.

In addition to the Unit’s assessment system, the ALSDE requires local public school districts to evaluate all first-year teachers using PEPE or a similar state-approved evaluation system. The scores are reported to the ALSDE, and scores of graduates of teacher preparation programs of colleges and universities within Alabama are used as a part of the report card on the status of the TEPs. Since these scores were first reported in the 1999-2000 academic year, Faulkner’s teacher education graduates have performed well. The summary of report card results in Table 27 demonstrates that the Unit is effective in preparing educators. The complete collection of report cards is contained in Exhibit ALSBOE and ALSDE Evidence.

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The Unit has utilized the ALSBOE report cards not only for evidence of the Unit’s effectiveness, but also for curricular and program improvement. One such example of this is the number of clinical hours required of candidates. Based on the scoring in report cards, the TEC examined the clinical hour requirements for the TEP. After examining ALSBOE scales and discussing the goals of the TEP, the TEC elected to raise the minimum number of clinical hours for the program to 1000 hours or 28.6 weeks. The decision exceeded the ALSBOE report card requirement for an “A” of 24 weeks and provided the opportunities for clinical experience that the TEC believed was needed in an effective program.

Table 27 Summary ALSDE of Report Card Grades for FaulknerYear Institutional Grade No. of Programs Evaluated % Clear Programs % Caution % Alert1999-2000 NR 2 100% 0 02000-2001 100% 3 100% 0 02001-2002 A 3 100% 0 02002-2003 A 3 100% 0 02003-2004 A 4 100% 0 02004-2005 NYA NYA NYA NYA NYANYA= Not Yet AvailableNCATE.1.A Content Knowledge for Teacher CandidatesTeacher candidates know the subject matter that they plan to teach and can explain important principles and concepts delineated in professional, state, and institutional standards. Eighty percent or more of the unit’s program completers pass the academic examinations in states that require examinations for licensure.

The Developmental and Professional Educator Portfolios contain elements to demonstrate the acquisition of content knowledge and content skills across the TEP. The internal and external assessments used provide evidence that students/candidates are strong in their knowledge in the general liberal arts and their content area. Provided below are examples of such data:

General Education Knowledge

The Unit uses the APTTP, CAAP, ACT/SAT scores to measure general/core knowledge prior to admission to the TEP. The CAAP was adopted by the CIRE to measure the general educational effectiveness of the institution in 2000. The CAAP is required of all Faulkner students after completing the liberal arts core. The APTTP was first required by the ALSDE in the 2002-2003 academic year. The APTTP measures the core areas of applied mathematics, reading comprehension, and writing. Tables 28 and 29 list the summary of the general education results for candidates. The candidate’s performance provides evidence of the institution’s effectiveness in conveying knowledge across the liberal arts core.

Table 28 APTTP Results* Averages and Candidate Pass RateTest Date Numbe

rAM Score

AM Level

RFI Score

RFI Level

W Score

W Level

Pass Rate

2002-2003

10 64.06 4.55 66.39 4.61 NA NA 100%

2003-2004

4 64.50 4.67 72.34 6.17 85.25 3.00 100%

2004-2005

29 67.27 5.15 69.66 5.74 88.15 3.60 100%

Fall 2005 11 69.11 5.67 71.33 6.11 87.36 3.46 100%Overall 54 66.01 4.95 69.72 5.61 87.05 3.38 100%*Acceptable APTTP Results: Applied Mathematics (AM) Score = 50-75 / Level = 3-7; Reading for Information (RFI) Score = 50-75 / Level = 3-7; Writing (W) [Began 2003] Score = 50-100 / Levels = 1-5

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Table 29 ACT/SAT and CAAP Pass Rates for Candidates Prior to AdmissionYear(s) Term ACT AVG % ACT

MinimumSAT AVG % SAT

MinimumCAAP

2003-2005 Fall 23.1 100% 1076 100% 100%2005 Fall 22.2 100% NA NA 100%Minimum required ACT=18; SAT= 870; SAT-new= 1290. The Unit only receives pass or fail information for the CAAP

Major Field Test

The CIRE adopted the MFT as an institutional effectiveness measure in 2000. At that time, based on the ALSDE standards, the Unit selected the MFT in Education for the TEP. The MFT in Education was the appropriate tool since all education programs were housed in the Unit or fundamentally tied to the program—P-12 programs in Physical Education and Theater. As previously mentioned, the response to NCLB moved the secondary content fields to the appropriate academic departments. As a result, beginning in Fall 2004, SED candidates are required to complete both the MFT in Education and the MFT in their content field. The Unit requires ELEMED and P-12 candidates to pass the MFT in Education prior to admission into the internship.

The TEC reviewed the use of MFT for TEP during Fall 2004. The TEC determined that for the purposes of program evaluation and for the benefit of candidates, the Praxis II would be an acceptable alternate. The TEC implemented this selection immediately with the Spring of 2005. During the Spring 2005, the ALSDE announced that the Praxis II would become a requirement for certification and effectively be the official examination for the ALSDE. Based on this announcement, the TEC revisited the decision regarding the Praxis II. The TEC decided that the Unit needed an outcome measure separate from the ALSDE required measures. The TEC elected to revert to the prior system of the MFT in Education for all TEP candidates and the MFT in the content field for Secondary Education majors. The TEC was unable to implement this decision prior to the Spring 2005 testing periods. The net result was the inability to use the MFT examinations in Spring 2005 and the loss of MFT data on Spring 2005 graduates. The results of the MFT examinations listed in Tables 30 – 32 provide evidence of the Unit’s effectiveness in providing candidates the content knowledge and skills necessary for the profession of education. Since the implementation of the MFT in Education with the 2000-2001 class of graduates, the candidates of the TEP have all met the minimum criteria established by the CIRE.

Table 30 Major Field Test in Education Average Scores-Minimum of 135 to pass*Test Year No. Pass

RateMFT-ED

No. ELEMED

MFT-ED ELEMED

No. SED

MFT-ED SED

No. PE

MFT-ED PE

2000-2001 14 100% 157.26 4 156.50 4 163.00 6 150.172001-2002 21 100% 157.00 10 159.90 4 159.50 6 148.672002-2003 16 100% 160.56 9 160.56 5 159.00 2 159.502003-2004 17 100% 160.59 7 167.71 3 157.34 7 154.862004-2005 17 100% 151.24 6 156.60 4 154.25 7 145.002005-2006 17 100% 161.77 10 160.60 3 165.00 4 162.25Overall 102 100% 158.03 46 160.85 24 160.33 32 151.88*Minimum score of 135 is based on national norms from ETS

Table 31 Major Field Test in Education and Content Areas Average Scores for SED Majors^Year No. Pass MFT- No. Pass MFT- No. Pass MFT- No. Pass MFT-

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Rate ED GS / BIO

Rate BIO ELA

Rate ELA GSS / HY

Rate HY

2000-2001

5 100% 163.00 NR*

NA NR* NR*

NA NR* NR* NA NR*

2001-2002

4 100% 159.50 NR*

NA NR* NR*

NA NR* NR* NA NR*

2002-2003

5 100% 159.00 NR*

NA NR* NR*

NA NR* NR* NA NR*

2003-2004

3 100% 157.34 NR*

NA NR* NR*

NA NR* NR* NA NR*

2004-2005

4 100% 154.25 1 100% 147.00 2 100% 150.00 1 100% 142.00

2005-2006

3 100% 165.00 1 100% Not Av#

0 NA NA 2 100% 146.50

Overall 24 100% 160.33 2 100% 147.00 2 100% 150.00 3 100% 145.00* NR = Not Required: Prior to 2004-2005 The content field MFT for Secondary Education majors was not required. Since 2005 no candidates have completed the mathematics content area. Minimum score #Score not reported by ETS^Minimum score of 135 is based on national norms from ETS

Table 32 Physical Education Comprehensive Examination and Major Field Test in Education Average Scores for Physical Education MajorsYear No. PE PE Exam Pass Rate PE Comp Exam

Score*MFT Pass Rate MFT-ED^

2000-2001 6 100% 86.80% 100% 150.172001-2002 6 100% 85.25% 100% 148.672002-2003 2 100% 96.00% 100% 159.502003-2004 7 100% 92.40% 100% 154.862004-2005 7 100% 88.55% 100% 145.002005-2006 Fall

4 100% 89.30% 100% 162.25

Overall 32 100% 89.72% 100% 151.88*Minimum score of 70%.^Minimum score of 135 is based on national norms from ETS

Praxis II

As previously discussed, the ALSDE first required the use of Praxis II to measure content knowledge of all candidates for certification in Spring 2005. The ALSDE has identified minimum scores on the Praxis II for HQT status. The results of the Praxis II for the TEP’s candidates provide evidence of the Unit’s effectiveness in providing candidates the content knowledge and skills necessary for the profession of education (See Table 33). Since the implementation of the Praxis II, all TEP candidates have exceeded the minimum score (See http://www.alsde.edu/html/apttp.asp for current state minimum scores).

Table 33 Praxis II Average Scores and Pass Rates.Year Praxis II Pass Rate2004-2005 100%2005-2006 100%

PEPE and A-IPEPE

As local public school districts in Alabama use the Alabama Professional Education Personnel Evaluation Program (PEPE) or another similar state-approved system to evaluate the performance of all personnel who hold professional certification, the TEP has begun using a

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modified version of the PEPE system to help evaluate interns. Thus interns engage in active learning about the competencies and indicators evaluated under the PEPE system, and they gain acquaintance with some of the procedures. For school districts that have adopted PEPE as a summative evaluation system, a first-year teacher must achieve a minimum total score of 18 on the seven competencies measured. As indicated in Table 36, all interns have exceeded this minimum on the Unit’s administration of the evaluation of those same seven competencies, and the average of the individual competency and indicator scores exceeds the minimum of 2.5 (on a 4-point scale) for first-year teachers. The PEPE scores of the Unit’s teacher education graduates and the A-IPEPE results provide evidence of the effectiveness of the TEP.

Table 34 ALSDE PEPE Averages for First Year TeachersItem 1999 2000 2001 2002 2003 2004 Aggregate

AVGTotal PEPE Score 22.33 22.80 23.00 22 21.33 21.67 22.261.0 Preparation for Instruction 3.00 3.20 3.50 3.00 3.00 3.00 3.141.1 Goals and Objectives 2.67 3.20 3.25 2.00 2.75 3.11 3.001.2 Identifies Instructional Strategies 2.67 3.00 3.25 2.00 3.33 3.00 2.981.3a Prepares Resources 3.00 3.20 3.50 3.00 3.00 3.11 3.161.3b Prepares Resources 3.00 3.20 3.50 3.00 3.33 3.11 3.212.0 Presentation of Organized Instruction 3.33 3.20 3.25 3.00 3.00 3.00 3.162.1 Orients Students to Lessons 3.00 3.20 3.00 3.00 2.67 2.89 2.972.2 Gives Clear Directions 3.33 3.00 3.25 4.00 3.00 2.78 3.122.3 Develops the Lesson 3.33 2.80 3.25 3.00 3.33 2.78 3.082.4 Provides Practice/Summarization 3.33 3.40 3.25 3.00 3.00 3.00 3.202.5 Demonstrates Knowledge of Subject Matter & Pedagogy

3.00 3.20 3.25 3.00 3.00 3.00 3.09

3.0 Assessment of Student Performance 3.00 2.80 3.25 3.00 2.67 3.11 2.983.1 Monitors Student Performance 2.33 3.00 3.25 3.00 2.67 2.89 2.843.2 Measures Student Progress Systematically 3.00 3.00 3.50 3.00 3.00 3.22 3.143.3 Provides Feedback 2.67 2.80 3.25 4.00 3.33 2.89 3.023.4a Uses Assessment Results 3.00 2.60 3.25 3.00 2.67 3.11 2.943.4b Uses Assessment Results 3.00 2.00 3.50 3.00 3.00 3.11 2.114.0 Classroom Management 2.67 3.00 3.00 3.00 3.33 2.89 2.964.1 Manages Class Time 3.00 3.00 3.25 3.00 3.67 2.78 3.114.2 Manages Student Behavior 3.00 3.20 3.00 3.00 3.00 2.67 2.975.0 Positive Learning Climate 3.00 3.20 3.25 3.00 3.00 3.11 3.115.1 Involves Students 3.00 3.00 3.50 3.00 3.33 2.89 3.125.2 Communicates High Expectations 3.00 3.20 3.25 3.00 2.67 2.78 3.005.3 Expresses Positive Effect 3.33 3.00 3.25 4.00 3.33 3.11 3.245.4 Maintains Environment 3.00 3.00 3.25 3.00 2.67 3.11 3.026.0 Communication 4.00 3.80 3.50 4.00 3.33 3.33 3.636.1 Speaks Clearly/Correctly 4.00 3.80 3.50 4.00 3.33 3.33 3.636.2a Writes Clearly, Correctly & Coherently 4.00 3.80 3.50 4.00 3.33 3.33 3.636.2b Writes Clearly, Correctly & Coherently 4.00 3.80 3.25 3.00 3.00 3.33 3.487.0 Professional Development and Leadership NR NR NR NR NR NR NR8.0 Performance of Professional responsibilities 3.33 3.60 3.25 3.00 3.00 3.22 3.288.1 Completes Job Requirements According to Established Timelines

3.33 3.40 3.25 3.00 3.00 3.33 3.26

8.2 Adheres to Written Local /State Board Policies & Federal Laws/Regulations

3.33 3.60 3.25 3.00 3.33 3.22 3.33

8.3 Exhibits Professionalism with Peers, Administrators, Parents/Guardians

3.33 3.60 3.50 3.00 3.33 3.22 3.38

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8.4 Promotes Cooperation with Parents/Guardians & Between School & Community

3.00 3.40 3.50 3.00 3.00 3.33 3.25

NR = Not reported to institution

Table 35 ALSDE PEPE Score Averages for First Year Teachers*Major 2004 2003 2002 2001 2000 1999 AvgALL 21.66667 21.5 NR 23 22.8 22.33333 22.26ELEMED 21.25 25 NR 23 20.66667 23 22.58333SED 21.25 19 NR NR 26 NR 22.08333PE 25 21 NR NR NR 22 22.66667Averages 22.29167 21.625 NR 23 23.15556 22.44444 22.39833Max 25 25 0 23 26 23 22.66667Min 21.25 19 0 23 20.66667 22 22.08333Range 3.75 6 0 0 5.333333 1 0.583333*Acceptable PEPE Score for Novice Teachers (for Higher Ed Accountability) = 18. NR = None reported

Table 36 Unit PEPE Averages for Interns—A-IPEPE Self-Assessment FormItem 2003-2004 2004-2005 Aggregate AVGTotal PEPE Score 23.60 23.16 23.541.0 Preparation for Instruction 3.00 2.99 3.051.1 Goals and Objectives 3.00 3.081.2 Identifies Instructional Strategies 3.00 3.091.3 Prepares Resources 3.00 3.042.0 Presentation of Organized Instruction 3.00 3.06 3.072.1 Orients Students to Lessons 3.00 3.112.2 Gives Clear Directions 3.00 3.142.3 Develops the Lesson 2.75 2.982.4 Provides Practice/Summarization 3.00 2.932.5 Demonstrates Knowledge of Subject Matter & Pedagogy 3.00 3.063.0 Assessment of Student Performance 3.00 3.07 3.063.1 Monitors Student Performance 3.00 3.113.2 Measures Student Progress Systematically 3.00 2.943.3 Provides Feedback 3.00 3.423.4 Uses Assessment Results 3.00 2.914.0 Classroom Management 3.00 3.11 3.174.1 Manages Class Time 3.00 3.164.2 Manages Student Behavior 3.00 3.205.0 Positive Learning Climate 3.00 3.07 3.115.1 Involves Students 3.00 3.165.2 Communicates High Expectations 3.00 3.185.3 Expresses Positive Effect 3.00 3.285.4 Maintains Environment 3.00 3.066.0 Communication 3.00 3.11 3.216.1 Speaks Clearly/Correctly 3.00 3.346.2 Writes Clearly, Correctly & Coherently 3.00 3.187.0 Professional Development and Leadership 2.33 2.50 2.578.0 Performance of Professional responsibilities 3.00 3.09 3.898.1 Completes Job Requirements According to Established Timelines

3.00 3.39

8.2 Adheres to Written Local /State Board Policies & Federal Laws/Regulations

3.00 2.96

8.3 Exhibits Professionalism with Peers, Administrators, Parents/Guardians

3.00 3.44

8.4 Promotes Cooperation with Parents/Guardians & Between 3.00 3.09

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School & CommunityScale: 4=Demonstrates Excellence, 3=Area of Strength, 2=Needs Improvement, 1=Unsatisfactory

Grades and GPAs

The Unit has established a minimum GPA of 2.5 on a 4.0 scale and a minimum of a “C” in each course for admission to the TEP, continuation in the TEP, admission into internship, and graduation. Candidates are required to maintain the 2.5 GPA and course grade minimum of “C” for continuation and advancement in the TEP. Any candidate who does not meet the minimum requirements will be placed on probation and may be removed from the TEP. Table 37 list the average GPA for candidates at the three critical developmental points. The results provide evidence of the performance of TEP candidates in obtaining content knowledge and skills.

Table 37 Mean Cumulative Overall GPA for Candidates at Critical Development Points Semester

Academic Year

Level 1: Stage 2Admission to TEP

Level 2: Stage 2Admission to Internship

Level 3: Stage 1Graduation/Certification

Fall 2003-2004 3.181625 3.265 3.233327Spring 2003-2004 3.38 3.27 3.23355Fall 2004-2005 3.322978 3.40 3.186975Spring 2004-2005 3.314 2.5 3.434613Fall 2005-2006 2.7153 2.5 3.49125Overall ---- 3.19342 3.323517 3.314137Minimum GPA 2.5 required at each point.

Unit Standards Surveys of CAF, Alumni, Employers, and Candidates

The Unit’s outcome standards (TEPOS) include a content knowledge element. The Unit surveys interns, alumni and employers regarding the intern’s, alumni’s, and Unit’s performance on these standards and other general programmatic areas. Tables 38 and 41 list the summary of the results for these surveys (See Exhibit TEP CAF, Alumni, Employers, and Candidates Surveys for more details). The Clinical Affiliate Faculty-Master Teachers (CAF-MT) survey regarding interns and the employers surveyed regarding graduates indicated complete satisfaction with the content knowledge of the interns and alumni. The Alumni surveyed also indicated satisfaction with content knowledge (88.37%). The candidates surveyed also indicated satisfaction with content knowledge (78.95%).

Table 38 Clinical Affiliate Faculty-Master Teachers Standards Survey Results for 2005TEPOS % Above

AgreeSomewhat Agree

% Below Disagree

AVG

AL-FAULK-2005-1 100.00% 0.00% 0.00% 4.75AL-FAULK-2005-2 100.00% 0.00% 0.00% 4.58AL-FAULK-2005-3 100.00% 0.00% 0.00% 4.58AL-FAULK-2005-4 100.00% 0.00% 0.00% 4.58AL-FAULK-2005-5 100.00% 0.00% 0.00% 4.83AL-FAULK-2005-6 100.00% 0.00% 0.00% 4.67AL-FAULK-2005-7 100.00% 0.00% 0.00% 4.50AL-FAULK-2005-8 91.67% 8.33% 0.00% 4.75AL-FAULK-2005-9 100.00% 0.00% 0.00% 4.92AL-FAULK-2005-10 100.00% 0.00% 0.00% 4.67

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AL-FAULK-2005-11 100.00% 0.00% 0.00% 4.75AL-FAULK-2005-12 100.00% 0.00% 0.00% 4.92AL-FAULK-2005-13 100.00% 0.00% 0.00% 4.92AL-FAULK-2005-14 100.00% 0.00% 0.00% 4.92Scales: Strongly Agree and or Agree; Somewhat Agree; Disagree or Strongly Disagree. Scale range from Strongly Agree = 5 to Strongly Disagree = 1

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Table 39 Alumni Standards Survey Results for 2005TEPOS % Above Significantly % Moderately % Not at All AVGAL-FAULK-2005-1 81.40% 18.60% 0.00% 3.14AL-FAULK-2005-2 86.05% 11.63% 2.33% 3.26AL-FAULK-2005-3 79.07% 20.93% 0.00% 3.09AL-FAULK-2005-4 88.37% 11.63% 0.00% 3.30AL-FAULK-2005-5 69.77% 27.91% 2.33% 2.98AL-FAULK-2005-6 74.42% 25.58% 0.00% 3.09AL-FAULK-2005-7 83.72% 13.95% 2.33% 3.02AL-FAULK-2005-8 81.40% 18.60% 0.00% 3.14AL-FAULK-2005-9 79.07% 16.28% 4.65% 3.05AL-FAULK-2005-10 78.57% 11.90% 9.52% 3.05AL-FAULK-2005-11 72.09% 23.26% 4.65% 2.98AL-FAULK-2005-12 93.02% 6.98% 0.00% 3.63 AL-FAULK-2005-13 95.24% 4.76% 0.00% 3.60 AL-FAULK-2005-14 85.71% 14.29% 0.00% 3.38Overall instruction in classes 78.05% 19.51% 2.44% 4.17Classroom facilities 55.81% 37.21% 6.98% 3.67Academic Advising 78.57% 9.52% 11.90% 4.00Overall Program Effectiveness 74.42% 20.93% 4.65% 4.02Materials and resources 69.77% 23.26% 6.98% 3.81Overall concern for me 86.05% 11.63% 2.33% 4.42Scales: Extremely and or Significantly Effective; Moderately Effective; Not at All Effective. Scale range from Extremely = 5 to Not at all = 1

Table 40 Employer Standards Survey Results for 2005TEPOS % Above Agree Somewhat Agree % Below Disagree AVGAL-FAULK-2005-1 100.00% 0.00% 0.00% 4.73AL-FAULK-2005-2 100.00% 0.00% 0.00% 4.45AL-FAULK-2005-3 100.00% 0.00% 0.00% 4.73AL-FAULK-2005-4 100.00% 0.00% 0.00% 4.64AL-FAULK-2005-5 100.00% 0.00% 0.00% 4.73AL-FAULK-2005-6 91.67% 8.33% 0.00% 4.33AL-FAULK-2005-7 100.00% 0.00% 0.00% 4.73AL-FAULK-2005-8 91.67% 8.33% 0.00% 4.42AL-FAULK-2005-9 81.82% 18.18% 0.00% 4.27AL-FAULK-2005-10 100.00% 0.00% 0.00% 4.70AL-FAULK-2005-11 100.00% 0.00% 0.00% 4.40AL-FAULK-2005-12 100.00% 0.00% 0.00% 4.80 AL-FAULK-2005-13 100.00% 0.00% 0.00% 4.80 AL-FAULK-2005-14 100.00% 0.00% 0.00% 4.80Scales: Strongly Agree and or Agree; Somewhat Agree; Disagree or Strongly Disagree. Scale range from Strongly Agree = 5 to Strongly Disagree = 1

Table 41 Candidate Standards Survey Results for 2005TEPOS % Above Good Acceptable % Below Weak AVGAL-FAULK-2005-1 76.92% 15.38% 7.69% 4.05AL-FAULK-2005-2 86.84% 10.53% 2.63% 4.16AL-FAULK-2005-3 81.58% 18.42% 0.00% 4.16AL-FAULK-2005-4 78.95% 15.79% 5.26% 4.13AL-FAULK-2005-5 80.49% 4.88% 14.63% 4.16AL-FAULK-2005-6 74.36% 20.51% 5.13% 4.03

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AL-FAULK-2005-7 78.13% 9.38% 12.50% 4.00AL-FAULK-2005-8 86.84% 13.16% 0.00% 4.24AL-FAULK-2005-9 78.95% 15.79% 5.26% 4.16AL-FAULK-2005-10 84.21% 15.79% 0.00% 4.21AL-FAULK-2005-11 86.49% 10.81% 2.70% 4.08AL-FAULK-2005-12 89.47% 7.89% 2.63% 4.39AL-FAULK-2005-13 90.00% 5.00% 5.00% 4.47AL-FAULK-2005-14 86.49% 5.41% 8.11% 4.18Scales: Very Good or Good; Acceptable; Weak or Very Weak. Scale range from Very Good = 5 to Very Weak = 1

Artifacts:

The Unit has provided other evidence in the Exhibit Center in support of this standard.

Masters in Education-Alt-A

The planned alternative master program will require students to submit an acceptable score on a general graduate admission examination—either MAT or GRE. The program will also require students to pass the Praxis II in their content field prior to admission to the Unit. The fifth-year program will utilize a comprehensive examination and MFT in Education for candidates to graduate from the program.

NCATE.1.B Pedagogical Content KnowledgeTeacher candidates have a broad knowledge of instructional strategies that draws upon content and pedagogical knowledge and skills delineated in professional, state, and institutional standards to help all students learn. They facilitate student learning of the subject matter through presentation of the content in clear and meaningful ways and through the integration of technology.

The fourth element of the TEP standards is Pedagogical Content Knowledge and Skill. The pedagogical content knowledge and skills of TEP candidates are assessed through course-based artifacts such as examinations, presentations, and/or projects. These assessments occur in connection with professional studies courses including the following: ED 4229 Materials and Methods of Teaching Secondary School Subjects, ED 4320 Assessment in Education, 4350 Seminar in Education, ED 4997 Internship in the Elementary School, ED 4998 P-12 Internship, and ED 4999 Internship in the Secondary School. The pedagogical content knowledge and skills are also assessed with the MFT in Education, A-IPEPE, grades and GPAs, and surveys of interns, alumni, and employers.

Major Field Test

As discussed previously, the MFT in Education has been required of all TEP candidates since 2000. The results of the MFT in Education examinations listed in Tables 30 – 32 provide evidence of the Unit’s effectiveness in providing candidates the pedagogical content knowledge and skills necessary for the profession of education. Since the implementation of the MFT in Education with the 2000-2001 class of graduates, the candidates of the TEP have all met the minimum criteria established by the CIRE.

PEPE and A-IPEPE

The PEPE results previously mentioned assess the pedagogical content knowledge of interns and graduates. The A-IPEPE results indicate that all interns have exceeded the minimum average

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score of 2.5 and the minimum aggregate score of 18. The ALSDE PEPE results indicate that all graduates assessed have exceeded the minimum score requirements..

Grades and GPAs

As previously mentioned, the Unit has established minimum course grade and GPA requirements that are maintained throughout the TEP. The GPA and course grades provide evidence of the performance of TEP candidates in obtaining pedagogical content knowledge and skills.

Unit Standards Surveys of CAF, Alumni, Employers, and Candidates

The Unit standards (TEPOS) surveys, previously mentioned, assessed satisfaction with candidates’, interns’, and alumni’s pedagogical content knowledge. The TEPOS pedagogical content knowledge elements—AL-FAULK-2005-3; AL-FAULK-2005-4; AL-FAULK-2005-6; and AL-FAULK-2005-9—indicate that candidates, interns, alumni, employers are satisfied with the Unit’s, intern’s, and graduate’s performance (See Table 42). The results of these surveys provide evidence of the effectiveness of the Unit in conveying pedagogical content knowledge and skills.

Table 42 Standards Survey: Pedagogical Elements Results % Above MidpointSurvey AL-FAULK-2005-3 AL-FAULK-2005-4 AL-FAULK-2005-6 AL-FAULK-2005-9CAF-MT 100% 100% 100% 100%Alumni 79.07% 88.37% 74.42% 79.07%Employer 100% 100% 91.67 81.82%Candidate 81.58% 78.95 74.36% 78.95%

Artifacts:

The Unit has provided other evidence in the Exhibit Center in support of this standard.

NCATE.1.C Professional and Pedagogical Knowledge and SkillsTeacher candidates can apply their professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards to facilitate learning. They consider the school, family, and community contexts in which they work and the prior experience of students to develop meaningful learning experiences.

The process of assessing the professional knowledge and skills obtained by the candidates is accomplished through course-based assessments, artifacts, and TEP requirements at the three critical developmental points. The assessments utilized include the MFT; grades and GPAs; Praxis II examinations; comprehensive course examinations; Field Experience Reports reflections; internship requirements and A-IPEPE; portfolios; and surveys of interns, alumni, and employer.

Major Field Test

As discussed previously, the MFT in Education has been required of all TEP candidates since 2000. The results of the MFT in Education examinations listed in Tables 30 – 32 provide evidence of the Unit’s effectiveness in providing candidates the professional and pedagogical knowledge and skills necessary for the profession of education. Since the implementation of the MFT in Education with the 2000-2001 class of graduates, the candidates of the TEP have all met the minimum criteria established by the CIRE.

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Praxis II

As previously discussed, the ALSDE required the use of Praxis II to measure content knowledge of all students in TEPs. The Praxis II scores are also indicative of professional and pedagogical knowledge and skills. The results of the Praxis II for TEP candidates listed in Table 33 provides evidence of the Unit’s effectiveness in providing candidates the professional and pedagogical knowledge and skills necessary for the profession of education indicate that candidates.

PEPE and A-IPEPE

The evaluation results previously mentioned assess the professional and pedagogical content knowledge of interns and graduates. The A-IPEPE results indicate that all interns have exceeded the minimum average score of 2.5 and the minimum aggregate score of 18. The ALSDE PEPE results indicate that all graduates assessed have exceeded the minimum score requirements.

Grades and GPAs

As previously mentioned, the TEP has established minimum course grade and GPA requirements for admission to the TEP, continuation in the TEP, admission into internship, and graduation. These requirements are applicable to all courses including professional and pedagogical knowledge and skills. Table 37 lists the average GPA for the TEP candidates at the three critical developmental points. The results provide evidence of the performance of TEP candidates in obtaining professional and pedagogical knowledge and skills.

Unit Standards Surveys of CAF, Alumni, Employers, and Candidates

The TEPOS survey, previously described, assessed satisfaction with candidate’s, intern’s, and alumni’s pedagogical content knowledge. The TEPOS pedagogical content knowledge elements—AL-FAULK-2005-1; AL-FAULK-2005-2; AL-FAULK-2005-5; and AL-FAULK-2005-8—indicate that candidates, interns, alumni, employers are satisfied with the Unit’s, intern’s, and graduate’s performance (See Table 43). The results of these surveys provide evidence of the effectiveness of the Unit in conveying pedagogical content knowledge and skills.

Table 43 Standards Survey Professional and Pedagogical Elements Results % Above MidpointSurvey AL-FAULK-2005-1 AL-FAULK-2005-2 AL-FAULK-2005-5 AL-FAULK-2005-8CAF-MT 100% 100% 100% 91.67%Alumni 81.40% 86.05% 69.77% 81.40%Employer 100% 100% 100% 91.67Candidate 76.92% 86.84% 80.49% 86.84%

Artifacts:

The Unit has provided other evidence in the Exhibit Center in support of this standard.

NCATE.1.D DispositionsCandidates are familiar with the dispositions expected of professionals. Their work with students, families, and communities reflects the dispositions delineated in professional, state, and institutional standards.

The core of the Unit standards and the FCF is the development of dispositions in TEP candidates. The four core dispositions—dialogue disposition and skill, care disposition and skill, learning potential disposition and skill and calling disposition and skill—are included in every TEP assessment rubric. These dispositions are assessed via course-based artifacts such as, reflections, Field Experience Reports, demonstrations in classes, and lesson/unit plans in the

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professional education courses and clinical field experiences course. The dispositions are also assessed through the internship requirements, A-IPEPE, portfolios and surveys of interns, alumni and employer. The Unit also documents other indicators of the dispositions such as evidence of volunteer service, interaction with faculty and peers, and adherence to an acceptable code of ethics. Examples of disposition assessment results are as follows:

CISI, MBTI, LSI

A unique feature of the model for dispositions at Faulkner is the use of the CISI, MBTI, and LSI (See Table 53). The students complete these instruments in ED 2120 Introduction to Education. The profiles from these instruments and the reflections students prepare in response to the profile are reflective of their dispositions. The CISI and MBTI profiles provide the opportunity for the student to reflect on their personality style and interests in comparison to individuals who are already in the profession. This allows the student to examine and critically analyze their disposition to calling accomplished through course-based assessments and artifacts and through TEP requirements at the three critical developmental points. The assessments tools utilized include the MFT, grades and GPAs, Praxis II examinations, and comprehensive course examinations.

PEPE and A-IPEPE

The evaluation results previously mentioned assess the dispositions of interns and graduates. The PEPE indicators connected include 5.1 “Involves Students,” 5.2 “Communicates High Expectations,” 5.3 “Expresses Positive Effect,” and 5.4 “Maintains Environment.” The A-IPEPE results indicate that all interns have exceeded the minimum average score of 2.5 and the minimum aggregate score of 18. The ALSDE PEPE results indicate that all graduates assessed have exceeded the minimum score requirements.

Unit Standards Surveys of CAF, Alumni, Employers, and Candidates

The TEPOS survey, previously mentioned, assessed satisfaction with candidates’, interns’, and alumni’s dispositions. The TEPOS disposition elements—AL-FAULK-2005-11; AL-FAULK-2005-12; AL-FAULK-2005-13; and AL-FAULK-2005-14—indicate that candidates, interns, alumni, and employers are satisfied with the Unit’s, intern’s, and graduate’s performance (See Table 44). The results of these surveys provide evidence of the effectiveness of the Unit in nurturing dispositions.

Table 44 Standards Survey Disposition Elements Results % Above MidpointSurvey AL-FAULK-2005-11 AL-FAULK-2005-12 AL-FAULK-2005-13 AL-FAULK-2005-14CAF-MT 100% 100% 100% 100%Alumni 72.09% 93.02% 95.24% 85.71%Employer 100% 100% 100% 100%Candidate 86.49% 89.47% 90.00% 86.49%

Artifacts:

The Unit has provided other evidence in the Exhibit Center in support of this standard.

NCATE.1.E Student LearningTeacher candidates focus on student learning as shown in their assessment of student learning, use of assessments in instruction, and development of meaningful learning experiences for students based on their developmental levels and prior experience.

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The ultimate purpose of education is to impact student learning. The TEP curriculum is designed to provide candidates numerous opportunities to develop the knowledge, skills and dispositions that prepare them to positively impact the learning of all students. These opportunities include the Clinical Field Experiences Program (CFE)—the Practicum course sequence and the Internship—and education course experiences—especially courses related to materials and methods. The effectiveness of TEP candidates in impacting student learning is assessed through course grades, Field Experience Reports, Impact on Student Learning, reflections, lesson and unit plans, internship requirements, A-IPEPE, portfolios and surveys of interns, alumni and employers. The following are examples of assessment results related to student learning.

PEPE and A-IPEPE

The evaluation results previously mentioned assess the professional and pedagogical content knowledge of interns and graduates. The PEPE indicators connected include 3.1 “Monitors Student Performance,” 3.3 “Provides Feedback,” and 3.4 “Uses Assessment Results” directly relate to the impact on student learning of candidates. The A-IPEPE results indicate that all interns have exceeded the minimum average score of 2.5 and the minimum aggregate score of 18. The ALSDE PEPE results indicate that all graduates assessed have exceeded the minimum score requirements. These results provide evidence of the effectiveness of the TEP.

Unit Standards Surveys of CAF, Alumni, Employers, and Candidates

The Unit standards (TEPOS) survey, previously mentioned, assessed satisfaction with candidate’s, intern’s, and alumni’s impact on student learning. The TEPOS student learning related elements— AL-FAULK-2005-3; AL-FAULK-2005-4; AL-FAULK-2005-6; AL-FAULK-2005-11; AL-FAULK-2005-12; AL-FAULK-2005-13; and AL-FAULK-2005-14—indicate that candidates, interns, alumni, employers are satisfied with the Unit’s, intern’s, and graduate’s performance (See Table 45). The results of these surveys provide evidence of the effectiveness of the interns and alumni in impacting student learning.

Table 45 Standards Survey Student Learning Elements Results % Above MidpointSurvey AL-

FAULK-2005-3

AL-FAULK-2005-4

AL-FAULK-2005-6

AL-FAULK-2005-11

AL-FAULK-2005-12

AL-FAULK-2005-13

AL-FAULK-2005-14

CAF-MT 100% 100% 100% 100% 100% 100% 100%Alumni 79.07% 88.37% 74.42% 72.09% 93.02% 95.24% 85.71%Employer

100% 100% 91.67 100% 100% 100% 100%

Candidate

81.58% 78.95 74.36% 86.49% 89.47% 90.00% 86.49%

Artifacts:

The Unit has provided other evidence in the Exhibit Center in support of this standard.

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Standard 2: Candidate Knowledge—Assessment System and Unit EvaluationThe unit has an assessment system that collects and analyzes data on the applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs.Overview

The education profession is entrusted by society to prepare individuals for the future success of society. This trust extends to the institutions and programs training future professionals. This societal trust is embedded within the Unit’s philosophy, core values, FCF and outcome standards. The importance of fulfilling this trust requires the Unit to focus on the effectiveness and efficiency of the TEP. As a result, the Unit developed a comprehensive assessment system to provide data for a 360° evaluation of students, candidates, interns and the TEP. The elements of the Unit’s assessment system are shaped by the FCF and TEPOS and aligned with the NCATE and ALSDE standards/requirements. Thus, the Unit’s assessment system is a reflection of the FCF, TEPOS, NCATE, and ALSDE standards. The Unit’s assessment system is designed to provide a continuous stream of assessment data for evaluation of students, candidates, interns and the TEP. The major components of the assessment system have been fully implemented as of Fall 2005.

NCATE.2.A: Assessment SystemThe unit has developed an assessment system with its professional community that reflects the conceptual framework(s) and professional and state standards. The units system includes a comprehensive and integrated set of evaluation measures that are used to monitor candidate performance and manage and improve operations and programs. Decisions about candidate performance are based on multiple assessments made at admission into programs, at appropriate transition points and at program completion. Assessments used to determine admission, continuation in, and completion of programs are predictors of candidate success. The unit takes effective steps to eliminate sources of bias in performance assessments and works to establish the fairness, accuracy, and consistency of its assessment procedures.

Development of Assessment System

The Unit has utilized an assessment system since the inception of the teacher education degree programs in 1981 and the original ALSDE approval in 1983. The decision to pursue NCATE accreditation resulted in a thorough examination of the assessment system in 2002. The NCATE Steering Committee worked with ACCAS faculty, Unit faculty, Faulkner administrators, P-12 teachers, P-12 administrators, Unit alumni, and Unit students to develop an assessment system reflective of the FCF for submission as part of the NCATE Pre-conditions material. The current Unit assessment system is the result of a continuous dialogue with the NCATE committees, the Teacher Education Advisory Council (TEAC), the TEC, faculty, Faulkner administrators, alumni, candidates and interns. The rich, but short, history of the evolution of the assessment system is summarized in Table 46.

Table 46 Timeline of Evolution of FCF, TEPOS, and Assessment SystemTime Period Component Action1981 Assessment system proficiencies

based on ALSDE regulationsBasic assessment tools selected to measure outcomes required by ALSDE

Spring 1983-Spring 1999

Assessment system Use of assessment tools to measure outcomes required by ALSDE

Spring 1999 Assessment system Modification of assessment system to conform with institutional processes

Spring 2002-Spring 2003

FCF, TEPOS, and TEP assessment system

FCF clarified and stated, TEPOS established, Initial formulation of assessment system

Spring 2003-Fall 2003 TEP assessment system Revision of TEP assessment system based on feedback to Pre-conditions material

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Fall 2003-Fall 2004 TEP assessment system Implementation of elements of the TEP assessment system

Spring 2005 TEP assessment system Modifications of TEP assessment system based on changes in ALSDE regulations

Spring 2005-present TEP assessment system Completion of data collection for FIRAssessment System and TEPOS

As previously stated, the Unit’s assessment system originates from the FCF and is designed to provide outcome measures of the TEPOS. The alignment of the FCF and TEPOS with the NCATE and ALSDE standards ensures alignment of the assessment system with those standards (See Tables 15 – 22). In addition, the Unit’s assessment system has been designed to accommodate outcome measures or assessments specified by NCATE or the ALSDE. The assessment system provides a comprehensive process for the collection, analysis, and aggregation of assessment data compiled on students, candidates, and interns as they progress through each developmental level of the program and master the knowledge, skills, and dispositions proficiencies outlined in the FCF and TEPOS. These data represent admission information and performance results from key assessments reflecting the fourteen TEPOS. The results of the candidate assessments provide the foundation for the Unit’s evidence for the eight elements of NCATE Standard 1.

Assessment System and Candidate Development

The Unit’s candidate assessment system is constructed around the three developmental levels of the FCF. The Unit utilized these three levels to establish developmental benchmarks for key assessments. The resulting system consists of three levels with two stages per level. The Unit’s assessment system allows for the assessment of students and candidates at critical junctures in the developmental process.

Level 1: Pre-candidacyStage 1: Identification of Prospective Education Majors.

Students typically indicate a desire to pursue a degree program in education during their initial enrollment as freshmen. However, some students may indicate a desire to transfer from other degree programs within the institution or from other institutions. After students declare their desire to be prospective education majors, they are assigned to a faculty advisor affiliated with the Unit and directed to enroll in the practicum courses and in ED 2120 Introduction to Education during the next available enrollment cycle. In this course, the prospective candidates begin compiling the elements of the Prospective Educator Portfolio by completing Early Field Experiences, composing a Philosophy of Education, articulating motivation for education (On Becoming an Educator Reflective Essay), demonstrating a compatible career interest (Campbell Interest and Skill Inventory®) and demonstrating a compatible personality style (Myers-Briggs Type Indicator) (A professional counselor provides students with interpretations of the Campbell and Myers-Briggs). These artifacts and other exercises, experiences, and instruments facilitate both the student’s evaluation of themselves, their compatibility with the profession and the Unit’s evaluation of their potential to become a candidate. Table 47 displays the evaluation elements for the portfolio in this stage.

Stage 2: Application for Admission to Teacher Education.

Students who complete the prerequisites for teacher education may apply for admission to the TEP and status as a teacher education candidate. As a part of the prerequisites to application

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the student must complete a minimum of sixty semester hours of college credit. Prospective education majors will also submit the final revision of the Developmental Portfolio (A-DP). Table 48 displays the evaluation elements that must be added or modified in the portfolio for this stage.

Level 2: CandidacyStage 1: Continuous Candidacy

Students who are granted candidate status must adhere to a set of criteria to maintain this status. These criteria reflect institutional, departmental, and state requirements. Each candidate must maintain a Professional Educator Portfolio (A-PEP) and submit it annually for evaluation. Table 49 displays the evaluation elements that must be added or modified in the portfolio for this stage.

Stage 2: Application for Professional Internship

Candidates who have completed all coursework and experience requirements except for those courses reserved for the internship semester may apply for the professional internship. Candidates must submit a revised A-PEP. Table 50 displays the evaluation elements that must be added or modified in the portfolio for this stage.

Level 3: Service TeachingStage 1: Candidacy for Graduation/Certification

Candidates who have (a) satisfied all University and departmental requirements for coursework and experience, (b) satisfactorily completed the professional internship, and (c) posted satisfactory scores on the MFT for Education, the MFT for the candidate’s content area (only required for secondary education majors; PE/P-12 majors will sit for a locally developed subject field examination) and Praxis II may apply for graduation and endorsement for certification in the State of Alabama. Candidates must submit the completed A-PEP and complete the Unit’s structured exit interview (A-XINT). Table 51 displays the evaluation elements that must be added or modified in the portfolio for this stage.

Stage 2: Professional Educator Post-Graduate Performance

Professional education graduates are evaluated for three consecutive years following graduation. Graduates placed in most Alabama public schools are evaluated in the first year of employment with the ALSDE’s PEPE. The Department has utilized a similar departmental tool for graduates, especially those employed in other states, private schools, or schools not using the ALSDE PEPE since the Fall of 2003. Professional education graduates must submit the completed A-PEP and other materials. Table 52 displays the evaluation elements that must be added or modified in the portfolio for this stage.

Table 47: Developmental Level 1: Pre-candidacy. Stage 1: Identification of Prospective Education Majors.Portfolio Area Item Criteria EvaluationBiographical InformationAssessment Reports and Reflections

ACT/SAT Score on ACT Minimum score of 18 on ACT or SAT equivalent

APTTP Score on APTTP Minimum score established by ALSDE

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CISI Profile on CISI Career interests and skills consistent with the profession of education.

MBTI Profile on MBTI Disposition and personality style consistent with the profession of education

LSI Profile on LSI Reflection on learning style and impact on learning

Pre-professional Service/Field Experience Section

Field Experience Reports

Minimum hours of field experience and professional service

Completion of 80 hours (minimum) of field experience and professional service

On Becoming an Educator Essay

Essay Reflective essay on interest, motivation, and dispositions to become an educator consistent with the profession of education.

Essay consistent with the profession of education.

Philosophy of Education Essay

Essay Essay on philosophy of education Philosophy consistent with the profession of education

Reflection on Faulkner Performance Outcomes Section

Essay Reflective essay on connection and growth in the 14 TEP standards

Essay consistent with TEP standards

Course Artifacts Artifacts Artifacts for core Unit course ED 2120, ED 2325, and ED 23Foun

Satisfactory artifacts

Pre- Professional Service Reviews

Reviews Reviews and recommendations from Field Experience Faculty and Field Placement Supervisors

Satisfactory reviews on Departmental PEPE and recommendations from Field Experience Faculty and Field Placement Supervisors

Developmental Portfolio

Portfolio Development of portfolio Satisfactory review of portfolio by teacher education faculty advisor

Table 48: Developmental Level 1: Pre-candidacy. Stage 2: Application for Admission to Teacher Education.Portfolio Area Item Criteria EvaluationAssessment Reports and Reflections

Grades for prerequisite courses

Grades for prerequisite courses Minimum grade of a “C” in each prerequisite course

Grades for education courses

Grades for education courses Minimum grade of a “C” in each course

GPA for all courses

GPA for all courses Minimum GPA of 2.5 in all courses

GPA for teacher education courses

GPA for teacher education courses Minimum GPA of 2.5 in all teacher education courses

GPA in all teaching content field courses

GPA in all teaching content field courses

Minimum GPA of 2.5 in all teaching content field courses

General Education Assessment:

Score on CAAP Minimum passing score on CAAP

Pre-professional Service/Field Experience

Field Experience Reports

Minimum hours of field experience and professional service

Completion of an additional 120 hours of field experience and professional service for a minimum

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total of 200 hours.On Becoming an Educator Essay

Essay Reflective essay on interest, motivation, and dispositions to become an educator consistent with the profession of education.

Essay consistent with the profession of education.

Philosophy of Education Essay

Essay Essay on philosophy of education Philosophy consistent with the profession of education

Reflection on Faulkner Performance Outcomes Section

Essay Reflective essay on connection and growth in the 14 TEP standards

Essay consistent with TEP standards

Course Artifacts Artifacts Minimum of Liberal Arts core courses

Satisfactory artifacts from completion of liberal arts core (approximately 60 semester credit hours minimum)

Pre- Professional Service Reviews

Reviews Reviews and recommendations from Field Experience Faculty and Field Placement Supervisors

Satisfactory reviews on Departmental PEPE and recommendations from Field Experience Faculty and Field Placement Supervisors

Developmental Portfolio

Portfolio Development of portfolio Satisfactory review of portfolio by teacher education faculty advisor

Professional Education Faculty Reviews

Reviews Reviews and recommendations from three Professional Education Faculty

Satisfactory reviews and recommendations from three Professional Education Faculty

General Faculty Reviews

Reviews Reviews and recommendations from one General Faculty

Satisfactory reviews and recommendations from one General Faculty

Character Reviews

Reviews Reviews and recommendations from one character reviewers

Satisfactory reviews and recommendations from one reviewers

Table 49: Developmental Level 2: Candidacy. Stage 1: Continuous Candidacy.Portfolio Area Item Criteria EvaluationBiographical Information

Revision as needed from developmental portfolio

Assessment Reports and Reflections

Revision as needed from developmental portfolio

Dependent upon item

Academic Progress

Completion of coursework and field experiences for degree program

Minimum of 24 semester credit hours per year

Professional Service/Field Experience Section

Field Experience Reports

Minimum hours of field experience and professional service

Completion of an average of 70 hours per year of field experience and professional service

On Becoming an Educator Essay

Essay Revision as needed from A-DP

Essay consistent with the profession of education.

Philosophy of Education Essay

Essay Revision as needed from A-DP

Philosophy consistent with the profession of education

Reflection on Faulkner Performance Outcomes Section

Essay Revision as needed from A-DP

Essay consistent with TEP standards

Course Artifacts Artifacts Revision as needed from A-DP and as courses are completed

Satisfactory artifacts

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Classroom Demonstration

Classroom Demonstration

Demonstration of communication skills, content and pedagogical content knowledge and skills

Satisfactory demonstration of knowledge, skills, and dispositions consistent with TEP standards

Lesson Plans Lesson Plans Development of lesson plans Satisfactory lesson plans consistent with TEP standards

Professional Service Reviews

Reviews Revision as needed Satisfactory reviews on Departmental PEPE and recommendations from Field Experience Faculty and Field Placement Supervisors

Professional Education Faculty Reviews

Reviews Revision as needed Satisfactory reviews and recommendations from Professional Education Faculty annually

Professional Educator Portfolio

Portfolio Development of portfolio Satisfactory review of portfolio by teacher education faculty advisor

Table 50: Developmental Level 2: Candidacy. Stage 2: Application for Professional InternshipPortfolio Area Item Criteria EvaluationBiographical Information

Revision as needed

Assessment Reports and Reflections

Revision as needed Dependent upon item

Praxis II Score on Praxis II Minimum score on Praxis II set by ALSDE

MFT Score on MFT in education and content field is required.

Satisfactory score on MFT exams.

Professional Service/Field Experience Section

Field Experience Reports

Minimum hours of field experience and professional service

Completion of a minimum of 460 hours prior to internship.

On Becoming an Educator Essay

Essay Revision as needed Essay consistent with the profession of education.

Philosophy of Education Essay

Essay Revision as needed Philosophy consistent with the profession of education

Reflection on Faulkner Performance Outcomes Section

Essay Revision as needed Essay consistent with TEP standards

Course Artifacts Artifacts Revision to include all artifacts

Satisfactory artifacts

Classroom Demonstration

Classroom Demonstration

Demonstration of communication skills, content and pedagogical content knowledge and skills

Satisfactory demonstration of knowledge, skills, and dispositions consistent with TEP standards

Lesson Plans Lesson Plans Development of lesson plans Satisfactory lesson plans consistent with TEP standards

Professional Service Reviews

Reviews Revision as needed Satisfactory reviews on Departmental PEPE and recommendations from Field Experience Faculty and Field Placement Supervisors

Professional Education Faculty Reviews

Reviews Revision from three faculty Satisfactory reviews and recommendations from three Professional Education Faculty

General Faculty Reviews

Reviews Reviews from one general faculty

Satisfactory reviews and recommendations from one general faculty

Character Review Reviews Reviews from one individual Satisfactory reviews and

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recommendations from one individualProfessional Educator Portfolio

Portfolio Development of portfolio Satisfactory review of portfolio by teacher education faculty advisor

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Table 51: Developmental Level 3: Service Teaching. Stage 1: Candidacy for graduation/certificationPortfolio Area Item Criteria EvaluationBiographical Information

Biographical Information

Revision as needed

Assessment Reports and Reflections

Exams, Grades, and GPAs

Revision as needed Dependent on item

Professional Service/Field Experience

Professional Service/Field Experience

Minimum hours of field experience and professional service

Completion of an internship and overall minimum of 1000 hours of field experience and professional service

On Becoming an Educator Essay

Essay Revision as needed Essay consistent with the profession of education.

Philosophy of Education Essay

Essay Revision as needed Philosophy consistent with the profession of education

Reflection on Faulkner Performance Outcomes Section

Essay Revision as needed Essay consistent with TEP standards

Course Artifacts Artifacts Revision to include all artifacts

Completion of all coursework and artifacts specified by TEP

Classroom Demonstration

Classroom Demonstration

Demonstration of communication skills, content and pedagogical content knowledge and skills

Satisfactory demonstration of knowledge, skills, and dispositions consistent with TEP standards

Lesson Plans Lesson Plans Completion of lesson plans for artifacts specified by TEP

Satisfactory lesson plans consistent with TEP standards

Professional Service Reviews

Reviews Reviews by cooperating teacher, university supervisor, etc.

Satisfactory reviews by cooperating teacher, university supervisor, etc.

Professional Education Faculty Reviews

Reviews Revision from three faculty Satisfactory reviews and recommendations from three Professional Education Faculty

General Faculty Reviews

Reviews Reviews from one general faculty

Satisfactory reviews and recommendations from one general faculty

Character Review Reviews Reviews from one individual Satisfactory reviews and recommendations from one individual

Professional Educator Professional Development Plan

Plan Creation of Development Plan Satisfactory review and approval.

Professional Educator Portfolio

Portfolio Development of portfolio Satisfactory review of portfolio by teacher education faculty advisor

Table 52: Developmental Level 3: Service Teaching. Stage 2: Professional Educator Post-Graduate PerformancePortfolio Area Item Criteria EvaluationBiographical Information

Biographical Information

Revision as needed

Assessment Reports and

Exams, Grades, and

Revision as needed Dependent on item

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Reflections GPAsProfessional Service

Professional Service

Completion of one year of professional service

Completion one academic year of professional service

On Becoming an Educator Essay

Essay Revision as needed Essay consistent with the profession of education.

Philosophy of Education Essay

Essay Revision as needed Philosophy consistent with the profession of education

Reflection on Faulkner Performance Outcomes Section

Essay Revision as needed Essay consistent with TEP standards

Course Artifacts

Artifacts Revision to include all artifacts

Completion of all coursework and artifacts specified by TEP

Classroom Demonstration

Classroom Demonstration

Revision to include experience

Satisfactory demonstration of knowledge, skills, and dispositions consistent with TEP standards

Lesson Plans Lesson Plans Completion of lesson plans for artifacts specified by TEP

Satisfactory lesson plans consistent with TEP standards

Professional Service Reviews

Reviews Reviews and recommendations from Professional Supervisor (Principals), Parent/Guardians of students and Field Experience Faculty

Satisfactory reviews on ALSDE PEPE, Departmental PEPE by Professional Supervisor (Principals), Parent/Guardian Evaluation of Teacher Effectiveness and recommendations from Professional Supervisor and Field Experience Faculty

Professional Education Peer Faculty Reviews

Reviews Reviews and recommendations from one Professional Education Peers

Satisfactory reviews and recommendations from one Professional Education Peers

Professional Education Faculty Reviews

Reviews Revision from one faculty Satisfactory reviews and recommendations from one Professional Education Faculty

Character Review

Reviews Reviews and recommendations from Professional Supervisor

Satisfactory reviews and recommendations from Professional Supervisor

Professional Educator Professional Development Plan

Plan Revision of Professional Development Plan

Satisfactory review including progress toward full state certification, national certification, etc.

Professional Educator Portfolio

Portfolio Revision of portfolio Satisfactory review of portfolio by Unit faculty advisor

Assessment Tools and Instruments

The Unit utilizes a range of external and internal assessment tools. These assessment tools facilitate the evaluation of students and the program at each point in the developmental process and are tied to the Unit’s outcome standards. The focus of this process is to produce professional educators who can meet the challenges of an evolving society. While successful completion of

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these tools does not in itself assure a competent educator, they do serve as indicators of competency to teach. As a whole, they provide a comprehensive profile of each candidate’s strengths and weaknesses as a prospective educator and reflection of the Unit’s programs. Candidates who do not meet the criteria for the various elements of the evaluation process, as well as candidates whose overall profile is not congruent with professional education, will be guided to alternate degree programs and professions. Table 53 depicts the external assessment tools utilized in the TEP. Table 54 depicts the internal assessment tools utilized in the TEP. Table 55 depicts the alignment of the assessment tools and the TEP standards.

Table 53: Descriptions of External Assessment ToolsExternal Assessment

What is Assessed (Purpose)

ACT/SAT The ACT assessment is designed to assess high school students' general educational development and their ability to complete college-level work. The tests cover four skill areas: English, mathematics, reading, and science reasoning.

APTTP (ALSDE mandated beginning December 2002)

Measures an examinee’s foundational skills that are necessary for effectively performing the critical tasks required of prospective teachers. The Reading for Information assessment measures basic skills in reading using work-related information such as instructions, policies, memos, bulletins, notices, letters, manuals, and governmental regulations. The Applied Mathematics assessment measures basic skills in using mathematics reasoning to solve work-related problems. The Writing assessment measures basic compositional skills.

CAAP The Collegiate Assessment of Academic Proficiency (CAAP) is a postsecondary assessment program designed to help institutions measure the academic achievement levels of their students in selected core academic skills. Faulkner University uses test modules in the following academic areas: Reading, Mathematics, Writing Skills, Science Reasoning, and Critical Thinking.

CISI® (Implemented January 2003)

Measures career interest and skills preference areas and provides a comparison to normative groups. (The Campbell Interest and Skill Survey is a survey of self-reported interests and skills. Its major purpose is to help individuals understand how their interests and skills map into the occupational world, thereby helping them make better career choices.

MBTI (Implemented January 2003)

Measures personality type according to the Myer-Briggs scale, which can be used to predict the likelihood of candidate satisfaction in a prospective career, including teaching

MFT Educational Testing Service- Major Field Exams: Major Field Exam in Education is required of all candidates and for secondary education majors a Major Field Exam in the teaching field is required. The content of the Major Field Tests reflects the basic knowledge and understanding gained in the core undergraduate curriculum. The tests are two-hour, multiple-choice examinations designed to assess mastery of concepts and principles as well as knowledge expected of students at the conclusion of a major in specific subject areas. They go beyond measurement of factual knowledge; however, because they also evaluate students' ability to analyze and solve problems, understand relationships, and interpret material.

PEPE Alabama Professional Education Personnel Evaluation. Performance of graduates in eight critical teacher competency areas.

PRAXIS II (Implemented Spring 2005)

Educational Testing Service-Praxis II: Praxis II is required of all candidates. The content of the Praxis II reflects the pedagogical content knowledge and skills gained in a TEP. The Praxis II was adopted and implemented by the ALSDE in Spring 2005.

Table 54: Descriptions of Internal Assessment ToolsInternal Assessment Methods

What is Assessed (Purpose)

Grades Candidate performance within the course of study.Grade Point Average Candidate performance within the course of study.

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A-FER: Field Experience Report

Student and candidate perspective of observations, field experience, and clinical teaching. Ability to perform a variety of instructional and related tasks in real world setting

A-OCS: Oral Communication Skills

Ability to demonstrate instructional and communication skills in a classroom demonstration, microteaching, or P-12 setting

A-LUP: Lesson Plans

Ability of student to construct lesson plans

A-TP: Technology Plan

Ability to assess and integrate available technology

A-CMP: Classroom Management Plan

Ability to develop and implement a successful classroom management program

A-IPEPE: A-IPEPE assessment system

Use of the criteria and competency indicators employed by the PEPE system

A-DP & A-PEP: Portfolios

A performance-based data collection method to capture candidate performance on a variety of skills determined by the state and the unit to be critical for an effective instructor

A-TCIAP: Teacher Candidate/Intern Aggregate Performance Assessment

An aggregate assessment of the candidate’s/intern’s performance relative to the TEPOS.

Surveys of Candidates, Interns, Alumni, Master Teachers, and Employers

Unit’s and candidate’s/intern’s/graduate’s performances in relation to the TEPOS, the TEP faculty orientations, program satisfaction, program enhancements, and employment rates. Includes electronic and mailed surveys, as well as solicitation of comments by public notice/advertising (current cycle published in October 2005) or polling.

Table 55 Alignment of TEPOS and Assessment ToolsTools AL-

FAULK-2005-1

AL-FAULK-2005-2

AL-FAULK-2005-3

AL-FAULK-2005-4

AL-FAULK-2005-5

AL-FAULK-2005-6

AL-FAULK-2005-7

AL-FAULK-2005-8

AL-FAULK-2005-9

AL-FAULK-2005-10

AL-FAULK-2005-11

AL-FAULK-2005-12

AL-FAULK-2005-13

AL-FAULK-2005-14

ACT/ SAT

X X

APTTP X XCAAP X XCISI X X X X X X XA-FER X X X X X X X X X X X X X XGrades X X X X X X XGPAs X X X X X X XA-IPEPE

X X X X X X X X X X X X X X

A-LUP X X X X X XLSI X X X X X XMFT ED

X X X X X

MFT Cont.

X X

MBTI X X X X X X XPEPE X X X X X X X X X X X X X XPraxis II

X X X X X X

Recc. Forms

X X X X X X X X X X X X X X

A-RJE X X X X X X X X

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Assessment System and Teacher Education Committee Decisions

The Unit’s assessment system for students, candidates, and interns provides a 360° assessment of the individual’s performance on the TEPOS. Due to the thoroughness of the assessment system, the Teacher Education Committee (TEC) bases all decisions for admission, continuation, advancement, and completion of the TEP on the assessment system. The TEC carefully evaluates the data provided by the assessment system and develops recommendations or decisions for each individual. The feedback of the TEC ensures that students, candidates, and interns are provided with clear guidance for growth or remediation for maximum development. Since the development of the Unit’s assessment system and the creation of the TEC, individual’s not meeting standards or expectations have been directed to complete additional clinical field experiences, and/or retake or complete additional coursework, and/or utilize student services for study skills or personal growth. The combination of a comprehensive assessment system and a deliberate developmental process has resulted in a very effective program for nurturing educators. Table 56 depicts a sample of the TEC admission decisions.

Table 56 Sample of Teacher Education Committee DecisionsYear Applications Admitted % Admitted Deferred Admitted after

completion of recommendation

% Admitted after completion of

recommendation2003-2004 19 15 78.95% 4 4 100.00%2004-2005 26 23 88.46% 3 3 100.00%2005-2006 Fall

16 15 93.75% 1 0 0.00%

Assessment System Training and Evaluation

The Unit’s assessment system incorporates a combination of standardized instruments, benchmarks, institutional assessments and Unit assessments. The Unit communicates detailed information about all of these assessment tools to students, candidates, interns, and faculty through various handbooks and departmental training programs. The goal of these handbooks and training is to disseminate clearly the methodology, application, expectations and purpose of the tools. The Unit also participates in ALSDE training sessions and in turn communicates this training to students, candidates, intern, and faculty. The TEP also requires that clinical faculty complete either Unit training or ALSDE training on the PEPE. The NCATE coordinator utilizes the tools in Livetext to monitor the consistency, accuracy, and fairness of the individuals completing assessments.

The Unit’s assessment system, under the direction of the CIRE, has been aligned with the best practices for assessment and evaluation of individual, groups, and institutions. The assessments in the system are evaluated using the professional standards or practices such as Joint Committee on Standards for Educational Evaluation (www.wmich.edu/evalctr/jc/), Joint Committee on Testing Practices (www.apa.org/science/jctpweb.html) and The Standards for Educational and Psychological Testing (www.apa.org/science/standards.html). In accordance with these professional guidelines, the CIRE has studies planned to evaluate the admission criteria for the Alt-A program once the program is implemented. The CIRE also works with the Unit to develop research programs to evaluate the effectiveness of the key assessments as predictors of success and program completion.

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NCATE.2.B: Data Collection, Analysis, and EvaluationThe unit maintains an assessment system that provides regular and comprehensive information on applicant qualifications, candidate proficiencies, competence of graduates, unit operations, and program quality. Using multiple assessments from internal and external sources, the unit collects data from applicants, candidates, recent graduates, faculty, and other members of the professional community. These data are regularly and systematically compiled, summarized, and analyzed to improve candidate performance, program quality, and unit operations. The unit maintains its assessment system through the use of information technologies.

Assessment System Data Collection

The Unit collects assessment data on candidates and interns each semester including enrollment status, demographics of clinical field experiences, grades, GPAs, test scores, assessment scores, instrument profiles, and course specific assessments. The candidate data is summarized and reviewed each semester. In addition, comprehensive information on the TEPOS is collected at each of the critical transitions in the Unit’s developmental model. The Unit data stored and utilized in the assessment system includes summaries of Unit operations, information on program quality, types of instruction used by faculty, faculty demographics, faculty performance, and Unit surveys. The data for evaluation of the TEP is compiled annually for review of the overall TEP. Table 57 summarizes the timeline for assessment data collection. These timelines serve as a tentative guide and may, on occasion, be adapted to enhance data collection or program evaluation.

The data collected for the Unit’s assessment system is acquired in three primary forms. Table 57 summarizes the data source for the tools in the assessment system. The quantitative and qualitative data collected in the assessment system is converted to an Excel file for basic analysis and evaluation. For advanced analysis and evaluation, the Excel file can be converted to SPSS. The analysis results are generally communicated with the Unit via summary reports and tables. The analysis and summary of data collected in the assessment system is coordinated by the CIRE who works with the Unit Chair in this process and can recommend the assignment of data analysis to qualified individuals.

The Unit’s assessment system also maintains the Unit data on student, candidate, and intern suggestions and complaints regarding courses, faculty, advisement, or TEC decisions. The assessment system tracks the filing of complaints and their resolutions. The TEP Handbooks provide the details of the grievance process.

Table 57 Timeline and Source for TEP AssessmentsAssessment Data Collection Timeline Data SourceACT/SAT Collected when student opens TEP file in Unit. Student record in RegentAPTTP Collected each semester as students complete. Paper score report sent to UnitCAAP Collected when student applies for admission. Paper score report provided by

studentCISI® Collected in ED 2120 Summary of profile recorded by

student in LivetextMBTI® Collected in ED 2120 Summary of profile recorded by

student in LivetextMFT Collected when candidate applies for internship. Paper score report provided by

student. Excel file of aggregate data maintained by CIRE

PEPE Collected annually from ALSBOE Report Card Paper score report sent to Unit. Converted to Excel file

Grades Collected each semester Student record in Regent

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GPA Collected each semester Student record in RegentA-DP Collected when student applies for admission LivetextA-PEP Collected at TEP developmental level 2 and 3 LivetextA-FER Collected each semester LivetextA-ISL Collected each semester from TEP-CA and

internsLivetext

A-LUP Collected at TEP developmental level 2 and 3 LivetextA-OBE Collected at critical transition points LivetextA-PTL Collected at critical transition points LivetextA-TEPOS Collected at critical transition points LivetextA-RJE Collected at critical transition points LivetextA-TCIAP Collected each semester and evaluated at critical

transition pointsLivetext

A-IPEPE Collected during internship Paper form returned to UnitIntern Surveys Collect each semester Paper form returned to Unit CAF-MT Surveys Collect each semester Paper form returned to UnitEmployment Rate Initial collection for new graduates annually, for

first three years post graduation, then every three years

Paper form returned to Unit

Employer Surveys Collected every three years Paper form returned to UnitAlumni Surveys Collected every three years Paper form returned to UnitStudent Surveys Collected every three years Paper form returned to UnitNCATE.2.C: Use of Data for Program ImprovementThe unit regularly and systematically uses data, including candidate and graduate performance information, to evaluate the efficacy of its courses, programs, and clinical experiences. The unit analyzes program evaluation and performance assessment data to initiate changes where indicated. Candidate and faculty assessment data are regularly shared with candidates and faculty respectively to help them reflect on their performance and improve it.

The Unit’s assessment system not only provides a 360° evaluation of students, candidates and interns, but also provides a 360° evaluation of the Unit. The assessment data is routinely evaluated for individual and Unit performance factors. The results of the Unit’s evaluations of student’s, candidate’s or intern’s performance is communicated to the individual on a regular basis as evaluation are completed. The Unit requires candidates and interns to complete critical reflective essays in response to feedback. These essays provide the individual the opportunity to critically analyze the assessment results and develop targets areas for improvement. The students, candidates, and interns also interact with their TEP advisor to develop plans to achieve the growth targets.

In like manner, faculty receive individual, area, and Unit assessment results to facilitate improvement of their individual performance and their program area’s performance. Faculty annually reflect on these assessment results and include any improvement areas in their annually updated Faculty Professional Development Plan (See Standard 5).

The aggregate assessment data on students, candidates and interns is reviewed at least once per academic year by the TEC. The Unit related faculty may also submit recommendations from their individual or area assessment results to the TEC as needed. The TEC reviews aggregate faculty and program area assessment results annually. The TEC can also be convened as needed to review results that require a rapid response. The normal TEC cycle can result in recommendations for improvement each semester or annually.

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Since 2002, the TEC evaluation process has resulted in several program changes. The Unit Chair communicates these changes and improvements to the TEAC, TEP faculty, TEP-ST, TEP-CA, interns, CAF, and other Faulkner faculty/administration as decisions are made. The Unit Chair utilizes e-mails, The Faulkner Educator, handbooks, meetings, and training sessions to convey the details and applications of the changes. Specific examples of the changes over the past few years are described under the relevant sections of the FIR.

Assessment System and Program Improvement

The Unit utilizes several key elements of the assessment system for the purpose of program evaluation. The Unit carefully examines the students, candidates, interns, and alumni scores from the APTTP, MFT, Praxis II, and PEPE to evaluate the performance of the Unit in conveying the knowledge, skills, and dispositions for effective educators. The Unit also examines several of the artifacts—A-TEPOS, A-TCIAP, A-ISL, A-LUP, A-FER, A-ISL—to evaluate the performance of the TEP. In addition to these student/candidate/intern based assessments, the Unit also utilizes the ALSBOE report cards, alumni surveys, employer surveys, CAF surveys, intern surveys, and student surveys for program evaluation. The impact of this evaluation process on the TEP is discussed under the appropriate standards section of the FIR. Tables 38 – 41 previously discussed present the results of the TEPOS surveys of candidates, clinical affiliate faculty, alumni, and employers. The Unit also surveys students, candidates, and interns regarding the Unit’s performance on the TEP orientations. Table 58 presents the results of the most recent survey on TEP orientations.

Table 58 Survey of Program Performance in OrientationsTEP Orientations Faculty Rating Curriculum RatingThe personal orientation 3.29 3.08The technological orientation 2.33 2.71The practical orientation 3.21 3.21The academic orientation 2.83 2.88The critical-social orientation 3.42 3.50The cooperative orientation 3.33 3.38Scale: Exemplary = 4, Proficient = 3, Basic = 2, Unacceptable = 1

Summary of Program Changes

Based on the data collected in the assessment system, the Unit has altered or modified assessment tools, course requirements, and field experience requirements. For example, based on the ALSBOE Report Cards, the number of clinical field experience hours was increased significantly (See Standard 3 for more details). Another example is the modification of ED 2325 Technology in the Classroom. A survey conducted in 2002 indicated that school systems desired teachers with more training in student information systems, especially STI (www.sti-k12.com). As a result, the Unit made arrangements to include training in STI in the technology course. A third example is the development of the practicum course sequence for clinical field experiences. The surveys of interns, alumni, and employers recommended more structured field experiences prior to internship. The Unit developed the practicum course sequence in 2003 based on this data.

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Standard 3: Field Experiences and Clinical PracticeThe Unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher Candidates and other school personnel develop and demonstrate the knowledge, skills, and dispositions, necessary to help all students learn.Overview

The Unit is dedicated to nurturing educators who demonstrate excellence in the knowledge, skills and dispositions to help all students in diverse P-12 settings. As a result, the TEP incorporates a strong foundation of experiential learning opportunities including field experiences, internship, course/classroom based simulations, P-12 observations, P-12 workshops and other interactions with P-12 students. The comprehensive Clinical Field Experiences (CFE) program is designed to help each individual develop positive experiences in area P-12 schools and settings and engage them in experiences to facilitate physical, mental and emotional reflection and growth as potential educators.

The CFE program provides multiple experiences in diverse settings to allow application and reflection of the content, professional and pedagogical knowledge, skills, and dispositions. Students and candidates are continuously engaged in experiences designed to meet expectations addressed within the FCF, the TEPOS, and ALSDE standards. The CFE are framed within the Unit’s developmental model and thus follows a developmental sequence. The CFE structure is adaptable to the diverse backgrounds of students entering the TEP to ensure that each the CFE are meaningful and developmental as the individual moves through the TEP. The CFE program fosters this by exposing students to a variety of educational settings and experiences—such as, public urban, public rural, public suburban, private, private parochial, and specialty schools. The Unit requires that each individual complete CFE that represent the diversity of the city, state and contemporary culture and that promote respect for and acceptance of cultures other than their own. Together, these experiential components help the TEP to produce Nurturing Educators with Character + Intelligence.

Review of Clinical Field Experiences Program

In Fall 2003, a significant shift in the CFE curriculum occurred. The 2002-2003 NCATE Steering Committee and the NCATE Standard 3 Committee conducted a review of all aspects of the CFE based on the TEPOS, ALSDE standards, and the ALSBOE Report Cards. The Committees’ review identified two broad areas of concern in the CFE portion of the TEP—the hours required and the clinical sites utilized. Table 59 summarizes the key elements of data reviewed by the Standard 3 Committee. Table 60 summarizes the findings of the Standard 3 Committee and the recommendations for resolution by the Steering Committee. The recommendations were presented to the TEAC and to TEC for evaluation. The TEC adopted the recommendations and directed the Steering Committee and Unit Chair to move forward in implementing the solutions. Table 60 also lists the implementation dates for the resolutions. The revised CFE described subsequently, satisfied the Committees’ desire for the CFE requirements: (a) to be consistent across all degree programs, (b) to provide sufficient rigor and quality in experiences, (c) to facilitate the TEPOS, (d) to meet the ALSDE standards for experiences, and (e) to elevate the ALSBOE Report Card grade for clinical experiences.

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Table 59 Clinical Field Experience Program 1999-2000 through 2002-2003Academic Year Degree

AreasED 2120 Hours

Practicum Hours

Internship Hours

Total Hours

Total Weeks

ALSBOE Grade

1999-2000 All 70 35 525 630 18 B2000-2001 All 70 NA 490 560 16 C2001-2002 All 70 NA 490 560 16 C2002-2003 SED 80 35 560 675 19.29 B2002-2003 PE 80 70 560 710 20.29 B2002-2003 ELEMED 80 140 560 780 22.29 BNote: The ALSDE and ALSBOE Report Cards use the following scale for grading CFEs: A = 24 or more weeks; B = at least 18 weeks; C = at least 12 weeks; D = at least 6 weeks; F = fewer than 6 weeks. The ALSDE and ALSBOE use the following for calculating days and weeks: School Day = 7 hours; School Week = 35 hours.

Table 60 Summary of 2002-2003 Review of CFE ProgramProblem Identified Solution Identified ImplementedThe number of CFE hours required in the TEP was inconsistent from year to year and across degree areas

Require the same number of CFE hours across all degree areas

Fall 2003

The number of CFE hours required was not sufficient for TEPOS

Increase the minimum number of required CFE hours for all degree areas

Fall 2003

The number of CFE hours between ED 2120 and the internship was not sufficient for the level of quality control desired in the TEP

Develop structured experiences and a curriculum between ED 2120 and internship

Spring 2004

The TEP lacked an organized system to manage the CFE

Develop a practicum sequence to complement existing courses and facilitate management of CFE program

Spring 2004 Phase ISpring 2005 Phase II

The TEP had limited control over the clinical sites in the CFE.

Establish a clinical partnership with areas schools for pre-internship experiences

Fall 2005

Current Clinical Field Experience ProgramClinical Field Experience Hours

The current number of CFE hours reflects the Unit’s philosophy and the standards—TEPOS and ALSDE. The number of clinical hours prior to internship was increased to 440 and these hours were connected to the developmental levels of the FCF and Unit. The CFE program now requires a total of 1000 hours working with P-12 students distributed across the developmental levels with 80% of the hours during the candidate phase and 20% prior to admission. The pre-admission level experiences provide the student and the Unit a sufficient basis to evaluate the fit if the individual’s core dispositions with the profession. The candidate level experiences provide the individual with structured/developmental learning and the Unit control of candidate quality. Table 61 lists the developmental levels and the corresponding CFE hours required.

Table 61 Clinical Field Experience Program Requirements since 2003-2004Academic Year

ED 2120

Pre-Admission Practica

Pre-Admission Total

Candidate Practica

Internship Candidate Total

Total CFE Hours

Total CFE Weeks

ALSBOE Grade

2003-2004

80 120 200 240 560 800 1000 28.57 A

2004- 80 120 200 240 560 800 1000 28.57 A

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20052005-2006

80 120 200 240 560 800 1000 28.57 A

% of Hours

8% 12% 20% 24% 56% 80%

Clinical Field Experience Curriculum

The development of a practica experience focused on four goals—the desire to have a comprehensive CFE program, a management system, a variety of quality experiences, and to facilitate the TEPOS. The current CFE program is a comprehensive system required of all students and monitors progression from interest in education through graduation. The CFE system is reflected in the CFE curricular system of practicum courses, ED 2120, ED 4350 (Seminar), and the internship. The current CFE curriculum required the development of the practica series, alignment with the CFE hours and connection to the Unit’s developmental levels. Table 62 describes the CFE curriculum that allows the Unit to track students and candidates from “the cradle to the grave.” This first phase of the CFE was implemented in April 2004 for the Fall 2004.

In Spring 2005 and Fall 2005, the Steering Committee reviewed the first year of the new CFE curriculum and finalized the design of phase II of the CFE curriculum—the connection of some CFE hours to appropriate Unit courses. The Committee identified core Unit courses and courses for each content area—ELEMED, SED, P-12 based on the TEPOS. Table 63 shows a few examples of the Unit courses connected to the practica sequence and the hours assigned to each course presented to and approved by the TEC in Fall 2005. With phase II of the curriculum, the Unit has a comprehensive and integrated experiential training program. The CFE curriculum provides individuals with opportunities to interact in P-12 settings as observers, tutors, instructors, and workshop leaders. These opportunities facilitate the application and demonstration of knowledge, skills, and dispositions. In addition, the artifacts and CFE log compiled by students/candidates guide the student or candidate through a diversity of experiences.

Masters of Education

The CFE program for the proposed Alt-A programs is constructed on the same principles and requirements of the undergraduate program. Exhibit TEP Curriculum and Degree Programs contains the practicum sequence and connected courses for the Alt-A. Tables 64 – 65 list examples of the Alt-A CFE courses.

Table 62 Undergraduate Clinical Field Experience CurriculumDevelopmental Level

Course Prefix

Course Title CFE Hrs

Status CFE Type Artifact

Pre-Admission ED 2120 Introduction to Ed. 80 Required O A-FERPre-Admission ED 1097 Practicum in Ed. I 30 Rec. Avg. O, T, W, I,

CBAA-FER, Log, COA

Pre-Admission ED 1098 Practicum in Ed. II 30 Rec. Avg. O, T, W, I, CBA

A-FER, Log, COA

Pre-Admission ED 2097 Practicum in Ed. III 30 Rec. Avg. O, T, W, I, CBA

A-FER, Log, COA

Pre-Admission ED 2098 Practicum in Ed. IV 30 Rec. Avg. O, T, W, I, CBA

A-FER, Log, COA

Total Pre-Admission 200

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Candidate ED 3097 Practicum in Ed. V 60 Rec. Avg. O, T, W, I, CBA

A-FER, Log, COA

Candidate ED 3098 Practicum in Ed. VI 60 Rec. Avg. O, T, W, I, CBA

A-FER, Log, COA

Candidate ED 4097 Practicum in Ed. VII 60 Rec. Avg. O, T, W, I, CBA

A-FER, Log, COA

Candidate ED 4098 Practicum in Ed. VIII 60 Rec. Avg. O, T, W, I, CBA

A-FER, Log, COA

Total Candidate 240Intern ED 4350 Seminar in Ed. 0 Required D/R, PD A-PEPIntern* ED 4997 Internship in the

Elementary School560 Required O, I, T A-PEP,

PEPEIntern* ED 4998 P-12 Internship 560 Required O, I, T A-PEP,

PEPEIntern* ED 4999 Internship in the

Secondary School560 Required O, I, T A-PEP,

PEPETotal Graduation /

Certification1000

*Candidates enroll in internship course appropriate for degree area. O = Observation; T = Tutoring; I = Instructing; W = P-12 Workshops; CBA = Course-based artifacts; D/R = Discussion and reflection on internship; PD = Professional development; A-FER = Field Experience Report; Log = CFE Log; COA = Content/Course Artifacts; A-PEP = Professional Educator Portfolio

Table 63 Example of Undergraduate Courses with clinical hours connectedCourse Prefix

Course Title CFE Hrs

CFE Type

Artifact

ED 2322 Foundations of Education

10 O, T A-FER, A-PTL, A-LUP, A-OBE

ED 3340 The Exceptional Learner 20 O, T, IEP A-FER, A-LUP, A-IEPED 4320 Assessment in Education 10 O, T, MT A-FER, A-LUP, Presentation, Assessment

ProjectED 4348 Classroom Management 10 O, T A-FER, A-CMPO = Observation; T = Tutoring; MT = Micro-teaching; A-FER = Field Experience Report; A-OBE = On Becoming and Educator Essay; A-PTL = Philosophy of Teaching and Learning; A-LUP = Lesson/Unit Plans; A-IEP = Individualized Lesson Plans; A-CMP = Classroom Management Plan

Table 64 Example of the Alt-A Clinical Field Experience CurriculumDevelopmental Level

Course Prefix Course Title CFE Hrs

Status CFE Type

Artifact

Total Pre-Admission 200Candidate FED 6096 /

6097 / 6098 / 6099

Graduate Practicum in Ed. I / II/ III/ IV

240 Rec. Avg.

O, T, W, I, CBA

A-FER, Log, COA

Total Candidate 440Intern EED 6699 Internship in the Elementary

School560 Required O, I, T A-PEP,

PEPEIntern SED 6699 Internship in the Secondary

School560 Required O, I, T A-PEP,

PEPEIntern FED 6699 Internship in the P-12 School 560 Required O, I, T A-PEP,

PEPETotal Graduation/Certification 1000O = Observation; T = Tutoring; MT = Micro-teaching I = Instructing; W = P-12 Workshops; CBA = Course-based artifacts; D/R = Discussion and reflection on internship; PD = Professional development; A-FER = Field Experience Report; Log = CFE Log; COA = Content/Course Artifacts; A-PEP = Professional Educator Portfolio

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Table 65 Example of Core Alt-A Courses with clinical hours connectedCourse Prefix

Course Title CFE Hrs

CFE Type

Artifact

FED 6300 Seminar in Professional Education 15 O, T A-FER, A-PTL, A-OBE, A-LUP

FED 6320 Curriculum Design, Assessment and Evaluation

15 O, T A-FER, A-LUP, Assessment Project

PY 6340 Advanced Educational Psychology & Exceptionalities

15 O, T, MT

A-FER, A-LUP, A-IEPPresentation

FED 6348 Classroom Management 15 O, T A-FER, A-CMPO = Observation; T = Tutoring; MT = Micro-teaching; A-FER = Field Experience Report; A-LUP = Lesson/Unit Plans; A-IEP = Individualized Lesson Plans; A-CMP = Classroom Management Plan

Clinical Partnerships

The establishment of clinical partnerships with area P-12 settings focused on three critical issues—access, diversity, and Unit standards. Access focused on consideration for our students and candidates. The Steering Committee desired partners in a close proximity to campus to minimize the transportation concerns of students/candidates and maximize the utilization use of the partner site. Diversity focused on locating partners that represented diverse P-12 settings. The Unit standards issue focused on locating partners that embraced the TEPOS and the FCF. The Steering Committee, the Standard 3 Committee chair, the TEAC, and the Unit Chair worked to identify and pursue possible partnerships.

In Fall 2005, the Unit Chair secured the first partnership site at Dozier Elementary in the Montgomery Public School System (http://www.mps.k12.al.us/schools/dozier/). Dozier Elementary is conveniently located within easy walking distance of the campus and possesses a diverse student population. Dozier’s mission statement is also compatible with the Unit’s mission, FCF, and TEPOS. Tables 66 and 67 display a brief demographic summary of Dozier. (See also the FIR section for Standard 4). The Dozier partnership has enabled the Unit to share resources, to place students for CFEs, to provide more P-12 representation on the TEC, and to conduct P-12 Reading Workshops and Writing Workshops. The Unit has a P-12 Fine Arts Workshop planned for Spring 2006. The Dozier Reading Coach and Principal have conducted a presentation on the DIBELS testing and on job interview skills for Unit candidates and interns. The Dozier faculty have also utilized the Faulkner campus facilities to hold a faculty meeting. The Dozier partnership has benefited Dozier by providing access to Faulkner resources and Unit students/candidates.

Table 66 Demographic summary of Dozier P-12 Students.Student Population 370Grades K-6Free/Reduced Meals Program % 63.00%Ethnicity/Race percentages

Asian 2.00%Black 65.00%Caucasian (Non Hispanic) 27.00%Hispanic or Latino origin (Non Caucasian) 4.00%Native American and Alaskan <1%

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Table 67 Demographic summary of Dozier Faculty.Faculty FTE 31Grades K-6Female% 94.00%Male% 6.00%Ethnicity/Race percentages

Asian 0.00%Black 23.00%Caucasian (Non Hispanic) 77.00%Hispanic or Latino origin (Non Caucasian) 0.00%Native American and Alaskan 0.00%

NCATE.3.A Collaboration Between Unit and School PartnersThe unit, its school partners, and other members of the professional community design, deliver, and evaluate field experiences and clinical practice to help Candidates develop their knowledge, skills, and dispositions. The unit and its school partners jointly determine the specific placement of student teachers and interns for other professional roles to provide appropriate learning experiences.

Overview

The Unit has established strong relationships with a variety of schools across Alabama in order to provide diverse and meaningful CFEs for students and candidates. The quality of the Unit’s program and the relationships with school administrators and faculty have allowed students and candidates the opportunity for CFEs in urban, suburban, rural, public, private, city, county, large and small settings. In addition to the Dozier partnership, the Unit maintains relationships with nineteen elementary schools, five middle/junior high schools, seven high schools, and one special needs school across seven different school systems. Table 68 presents the summary demographic information for all seven school systems. Exhibit CFE Program contains the specific demographic data for each school.

Table 68 Summary of Demographic Data (Averages) for Students at All CFE SchoolsSchool Type Elementary Middle-Junior High Special Needs All SchoolsStudent Population

559.35 783.4 1101 137 695.39

Caucasian % 40.67% 47.40% 66.60% 42.00% 46.34%Black % 60.35% 50.00% 48.71% 56.00% 56.18%Native American and Alaska %

<1% <1% <1% 0.00% <1%

Asian % <1% 1.20% 2.50% 1.00% 1.30%Native Hawaiian and Other Pacific Islander %

<1% <1% 0.00% 0.00% <1%

Hispanic or Latino %

1.77% 1.67% 1.67% <1% 1.74%

Free/Reduced Meals Program %

60.75% 55.80% 76.00% 46.00% 54.48%

Clinical Field Experience Collaboration

The involvement of P-12 personnel—superintendents, principals, teachers, and other school personnel from P-12 schools—with the Unit, the TEP and the TEP students/candidates/interns is vital to the success of the Unit. In addition, the involvement of institutional faculty and administrators—ACCAS faculty, clinical faculty, and other institutional faculty and administrators—is also vital to the success of the Unit. Thus, the Unit has several methods to

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facilitate the involvement of key stakeholders from the professional education community. First, the Unit routinely employs several P-12 personnel as Unit adjunct faculty. Second, the Unit has involved stakeholders on key committees—TEC, TEAC, and NCATE Committees (Exhibit TEP Faculty, Personnel and Committees has a detailed listing of committees). Third, the Unit has formalized a role for the P-12 teachers and administrators involved in the CFE program.

Teacher Education Committee

The TEC serves as the primary operational committee of the Unit. The TEC is composed of Unit faculty, content area faculty, clinical faculty, Faulkner administrators, and P-12 representatives. The TEC meets an average of four times per academic year to review applications, review candidate progress, examine Unit data, and discuss curricular needs/changes. A key function of the TEC is to review applications at the critical developmental points, interview applicants, and render decisions/recommendations on applicants. A second function of the TEC is to review individual candidate progress and performance and recommend actions to the Unit Chair and/or TEP faculty advisor. The third key function of the TEC is to examine Unit and program data for overall effectiveness and recommend improvements or changes to the program.

Teacher Education Advisory Committee

The TEAC is composed of current or former superintendents, principals, teachers, and other school personnel from P-12 schools. The TEAC serves in a consultation and advisory capacity to the TEC and Unit with the concerns, needs, and expectations of the professional education community. In this role the TEAC provides feedback on the effectiveness of the Unit and provides recommendations for improvements, including changes in policies, curriculum, or CFE. The TEAC meets an average of two times per academic year.

NCATE Committees

The NCATE Standards address issues related to the P-12 schools and personnel. Thus, the membership of these committees includes P-12 representatives. These committees were the guiding forces in the development of the FCF, the TEPOS and the overall review of the TEP. These committees are responsible for the alignment of the NCATE, ALSDE, institutional, and Unit standards. The committees met frequently since 2002 to review the program, identify concerns, develop resolutions, and review progress. The NCATE Committees’ membership has been revised as needed each academic year to maintain P-12 representation and diversity.

Clinical Affiliate Faculty

The CAF are P-12 teachers and administrators who supervise students, candidates and interns in the P-12 setting. The CAF provide a direct link between the Unit and the P-12 classroom. The CAF members are cooperating teachers employed by P-12 institutions and do not receive compensation from Faulkner University. The CAF members provide immediate and ongoing feedback regarding the TEP, the CFE program, CFE placements, candidates and interns. The CAF members meet as a group at least once per semester with the Unit Chair and the CFE coordinators to discuss all aspects of the CFE and candidates, and interns. At this time, the CFE coordinators also conduct training in the FCF, TEPOS, and A-IPEPE. This has proven to be a vital element for the collaboration between the Unit and the CAF for improvements in the structure and evaluation of the CFE program. The CAF members have all endorsed the FCF and

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agreed to follow the TEPOS in evaluating candidates and interns. Exhibit TEP Faculty, Personnel and Committees provides details about the CAF.

Cooperating Schools

As mentioned previously, the Unit has relationships with schools in seven different school systems for the CFE. The cooperating schools for the clinical practice internship portion of the CFE are selected based on several factors, including accreditation status, the quality of the administrative and supervisory leadership, the adequacy of school plant and equipment, the availability of master teachers and the opportunities for exposure to cultural diversity. For the current academic year 2005-2006, the Unit is utilizing 23 schools in 7 different systems for clinical practice. Table 69 lists the schools involved in the 2005-2006 internship portion of the CFE.

Prior to Fall 2005, the Unit considered the acceptance and placement of an intern by a school/system as the acceptance and endorsement of a cooperative agreement between the Unit and the school/system. As part of this policy the Unit Chair and the CFEC completed a credentialing review of the master teacher who served as the site/classroom supervisor. The master teachers served as CAF members, accepted the FCF, and agreed to utilize the TEPOS and A-IPEPE for evaluation.

During Fall 2005, the TEAC encouraged the pursuit of formal agreements with cooperating schools involved in internship. The Clinical Practice Agreement and the Field Experience Agreement Forms (See Exhibit CFE Program) summarize the responsibilities and expectations for the Unit, Unit faculty, the cooperating school/system and the CAF/CAF-Master Teachers. The Unit Chair submitted the form to the schools/systems involved in clinical practice for Fall 2005 and those planned for Spring 2006. The Unit Chair has reported to the NCATE Steering Committee that a few schools have been hesitant to sign the agreement and have commented that the placement of an intern signifies their agreement to cooperate in the internship. The NCATE Steering Committee, the Unit Chair, and the TEC will continue to monitor this process and to pursue securing a formal cooperation agreement with schools and systems.

Table 69 Clinical Practice Placement Summary for Academic Year AY 2005-2006TEP Area Semester No. Interns Supervisor School System CPI-AFELEMED Fall 2005 4 8 6 2 Y/NSED Fall 2005 1 2 2 1 YPE Fall 2005 2 4 4 3 YELEMED Spring 2006 6 12 9 4 YSED Spring 2006 1 2 2 1 YPE Spring 2006 2 4 4 1 Y

Clinical Field Experience Program Design

As previously discussed, the CFE program has undergone significant changes since 2003. With the guidance and input of the professional education community, the Unit was able to develop a quality CFE program to complement the overall TEP. The comprehensive CFE program is based on the Unit’s FCF and the standards—NCATE, ALSDE and TEPOS. The CFE program has also been designed to reflect the concerns and needs of P-12 settings. The ongoing relationships with the CAF and the periodic meetings of the TEAC insure that the CFE continues to be responsive to the P-12 community. The current CFE curriculum, requirements, forms, and

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other tools are contained in the Teacher Education Handbook, Practicum Handbook and Internship Handbook.

Clinical Field Experience Placement

The Unit faculty diligently work to identify the types and settings of CFE desired for the students, candidates, and interns. The Unit Chair and the Field Placement Director (FPD) collaborate with the various school systems and the TEAC to access the CFEs desired. In general, placement in any school setting is controlled by the school system. However, the Unit has put considerable effort in establishing collaborative, cooperative and collegial relationships to increase the Unit’s ability to secure specific placements. Since Fall 2004, the Unit Chair and the FPD have contacted and personally visited each P-12 school system Placement Officer involved in the CFE. These visits have established relationships and enabled the Unit one more avenue to maximize the learning experience for our students/candidates/interns and the P-12 student.

NCATE.3.B Design, Implementation, and Evaluation of Field Experiences and Clinical PracticeField experiences facilitate Candidates development as professional educators by providing opportunities for Candidates to observe in schools and other agencies, tutor students, assist teachers or other school personnel, attend school board meetings, and participate in education-related community events prior to clinical practice. Both field experiences and clinical practice reflect the unit’s conceptual framework(s) and help Candidates continue to develop the content, professional, and pedagogical knowledge, skills, and dispositions delineated in standards. Clinical practice allows Candidates to use information technology to support teaching and learning. Clinical practice is sufficiently extensive and intensive for Candidates to demonstrate competence in the professional roles for which they are preparing. Criteria for clinical faculty are clear and known to all of the involved parties. Clinical faculty are accomplished school professionals. Clinical faculty provide regular and continuing support for student teachers and other interns through such processes as observation, conferencing, group discussion, email, and the use of other technology.

Overview

An exposure to a wide range of experiences is a core goal of the TEP. As discussed previously and shown in Tables 62 and 64, the CFE program is a developmental system integrated into the entire TEP. Every student, candidate, and intern is required to participate in this comprehensive CFE program curriculum at Faulkner which exceeds the experience hours standard of the ALSDE. The student, candidate or intern is systematically monitored and supervised by the Unit faculty, the TEP Clinical faculty, and the CAF-Master Teacher with a variety of tools that reflect the FCF and the TEPOS.

Student and Candidate Development in CFE

The CFE curriculum reflects the developmental nature of college students. Upon enrollment in college, some students have already identified a career goal and corresponding academic major. For these students, the CFE program offers the freshmen level practicum courses—ED 1097 and ED 1098. The Unit strongly encourages all Faulkner students with even a mild interest in the education profession to enroll in these courses to begin development in the FCF, TEPOS and structured field experiences. These students will continue the practicum sequence and enroll in ED 2120 Introduction to Education in their freshman year.

For students who elect to pursue education after the freshmen year, the Unit requires ED 2120 as the formal entry point into the program. In ED 2120 students complete structured observations in a range of school settings, establish the developmental portfolio, and learn the

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Unit’s requirements. The students complete various assessments and artifacts that facilitate their development as individuals and potential educators (See Table 70 for a sample listing). The assessments and artifacts utilized in this course also promote reflection and either the self selection or de-selection of a career in education. Students follow this course with ED 2097 and ED 2098 to complete the pre-admission CFE hours. Students in ED 2097/ED 2098 will complete the CFEs tied to core Unit courses and content courses (See previous Tables and Exhibit TEP Curriculum and Degree Programs).

After admission to the TEP, the candidate will enroll in an upper level practicum course each semester. The candidate focuses on the completion of artifacts associated with Unit courses and Content courses and the development of the Professional Portfolio. The candidate works with the Clinical Field Experience Coordinators (CFEC) to structure the diversity of the CFE and the compilation of artifacts. The candidate will maintain this cycle until they are prepared to apply for admission to internship.

After admission to clinical practice-internship, the intern will concurrently enroll in ED 4350 and the appropriate content area internship. The intern is required to complete sixteen weeks of clinical practice in a P-12 school. The CAF-Master Teacher, the Unit clinical faculty, the CFEC, and the Internship Coordinator work to construct a meaningful and developmental clinical practice experience for each intern. The intern is evaluated several times during the semester with the A-IPEPE, the Intern Aggregate Performance Assessment, and the Impact on Student Learning Assessment by the master teacher and Unit clinical faculty. The A-IPEPE results and the ALSDE PEPE results (See Standard 1) suggest that the CFE is effective in nurturing future educators.

Clinical Field Experience Hours in Unit Courses

As mentioned earlier, the CFE integrates into several courses in the TEP (see Tables 62 to 65 and Exhibit TEP Curriculum and Degree Programs). The rationale for this is the ability to convey knowledge and skills as they relate to the P-12 school or classroom. This allows the application of knowledge and skills and allows for students to display their dispositions. Two of the courses in this category are perfect examples.

In ED 3340 and PE 4361, which covers the full range of exceptionalities for general education settings and for physical education settings respectively, several CFEs are incorporated to facilitate the recognition of various exceptionalities and the various classroom environments for exceptionalities. The CFEs structured for these courses require visiting programs that specialize in exceptionalities and interacting on a personal basis with these children. Through these interactions and the associated artifacts, the disposition of the student toward this population group is evidenced. For example, one site utilized—the Children’s Center—serves P-12 students with profound physical, emotional, cognitive, social, and developmental issues. The CFE at this site have a profound effect on students and candidates. Some individuals will discover their dispositions in relation to special needs students are not suited for this environment. Other students will discover a deep disposition toward this environment and determine to pursue graduate training in a disabilities area.

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Conceptual Framework and Unit Standards in Clinical Field Experiences

As previously discussed, the FCF and TEPOS guided the development of the initial preparation CFE program. The FCF and TEPOS have been fully integrated into the CFE program through the Unit’s vision for a comprehensive CFE program and the development of artifacts and assessments. For example, each artifact and associated rubric in the CFE program integrates specific criteria from the TEPOS.

Clinical Field Experience Assessment and Evaluation

The CFE utilizes several assessment tools for the evaluation of students, candidates, and interns in the practicum sequence, ED 2120, and internship courses. Table 70 summarizes the primary assessments in the CFE (See Exhibit TEP Assessment System, Tools and Rubrics for the assessments, templates and rubric guidelines). Each of the CFE assessments is connected to the FCF and the TEPOS. For example, the field experience report (A-FER) rubric integrates the TEPOS to provide an evaluation of knowledge, skills, and dispositions at the different developmental levels. A summary of the Fall 2005 A-FER is available in Livetext and in Exhibit TEP Artifacts.

The Teacher Candidate/Intern Aggregate Performance Assessment (A-TCIAP) provides a TEPOS based evaluation of the candidate’s or intern’s overall performance. The A-TCIAP was finalized during the Fall of 2005 and piloted informally with a few Unit faculty. The purpose of the piloting was to evaluate the effectiveness of the instrument but not to collect data, thus no data is currently available.

The A-IPEPE is the Unit’s version of the ALSDE PEPE. The Unit utilizes the PEPE for clinical practice and other advanced CFEs to familiarize the future educator with the ALSDE standards. The A-IPEPE results indicate that the Unit is effective in the preparation of future educators. These results are confirmed when the ALSDE PEPE averages are examined (See Standard 1).

The Unit’s portfolio system—Developmental and Professional Educator Portfolios—addresses professional, state, and institutional standards. A significant portion of the required artifacts and elements of the portfolio are connected to the CFE program. Exhibit TEP Assessment System, Tools and Rubrics contains the portfolio elements and associated rubrics.

Table 70 Summary of Clinical Field Experiences AssessmentsAssessment Assessor Timing of AssessmentA-FER Clinical Faculty Each CFEA-TCIAP CFE Coordinator, CAF, CAF-

Master Teachers, Clinical facultyMid-point and end of advanced CFEs and internship

A-IPEPE CAF-Master Teachers and Clinical faculty

Twice per placement for a total of 8

A-DP CFE Coordinator, Unit Chair, Unit Faculty

Final Assessment at application for admission to TEP

A-PEP CFE Coordinator, Internship Coordinator, Unit Chair, or Unit Faculty

(1) Annually, (2) Application for admission to internship, (3) ED 4350, and (4) Application for graduation/certification

A-FER = Field Experience Report; A-TCIAP = Teacher Candidate/Intern Aggregate Performance; A-IPEPE = Internship PEPE; A-DP = Developmental Portfolio; A-PEP = Professional Educator Portfolio.

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Technology in the Clinical Field Experience

The Unit infuses technology across the entire program including the CFE. The use of technology in the CFE program formally begins with the first Unit course. In ED 2120 students are required to utilize Livetext and begin construction of the Developmental Portfolio. To nurture this process, students are encouraged to concurrently enroll in ED 2325. The Unit is migrating to exclusive use of Livetext for the loop of artifact submission and faculty feedback. The institution has an official policy that e-mail is an official form of communication and requires all students to acquire a valid institutional email address. The Unit has established e-mail as the official communication tool for the students, candidates, faculty, and CAF. The institution also maintains an intranet electronic repository where documents such as handbooks, forms, etc. are posted.

Technology plays a vital role in the effectiveness of the CFE. For example, in the CFEs associated with ED 4326, candidates administer an informal reading inventory to pinpoint the learner’s reading skills and to aid in the selection of appropriate level materials for instruction before tutoring hours are completed. The use of Livetext and email to record and communicate this material to the course faculty creates the opportunity for time sensitive feedback not otherwise possible. This, in turn, allows the candidate to judge the effectiveness of their teaching and to make adjustments for future instruction accordingly.

Length of the Clinical Field Experience

As detailed previously, the CFE program encompasses a total of 1000 hours or 28.57 weeks. Unit graduates complete the equivalent of almost a full academic year of CFEs before completing the program. The clinical practice-internship portion of the CFE of 560 hours or 16 weeks satisfies the ALSDE criteria and fits within the academic constraints of the cooperating school systems. The internship consists of an entire semester with the intern serving full-time as an assistant teacher and lead teacher in two sequentially assigned classroom settings spanning the upper and lower P-12 age ranges for their area of study. Interns are required to concurrently enroll in ED 4350 to discuss the internship experience, finalize professional portfolios, and to develop and implement a professional development plan. Interns also meet regularly with clinical faculty to discuss and maintain meaningful internship experiences.

Clinical Faculty

The CFE program engages two groups of clinical faculty in five roles. The first group of clinical faculty members are employed by Faulkner either in the Unit or in a content area. The second group of faculty members are employed as P-12 faculty at participating or cooperating schools. Table 71 summarizes position, role, and qualifications for the clinical faculty. (See Standard 5 and Exhibit TEP Faculty, Personnel and Committees for more details on qualifications)

Table 71 Summary of Clinical FacultyType Position/Role Description QualificationsUnit Clinical Field

Experience Coordinators (CFEC)

Responsible for overall CFE program

Credentialed for Unit courses

Unit Clinical Practice / Internship

Responsible for the overall clinical practice-internship

Credentialed for Unit courses

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Coordinators (CPIC)

experience. Typically serves as instructor of ED 4350

Unit TEP Clinical Faculty (TEP-CL)

Responsible for supervision of clinical field experiences in content areas

Credentialed for content field courses and experience in P-12 settings. Prefer a P-12 certificate

P-12 Clinical Affiliate Faculty (CAF)

Supervise students or candidates in P-12 settings

(a) recommendation of principal, (b) an educational background qualifying them for ALSDE certification, (c) professional experience in their areas of specialization, (d) current certification in the areas of supervision assignment, and (e) recognition and status as HQT. Exhibit TEP Curriculum and Degree contains the agreement forms and responsibilities for CAFs.

P-12 Clinical Affiliate Faculty—Master Teacher (CAF-MT)

Supervise interns in P-12 clinical practice

(a) the recommendation of P-12 administrator, (b) an educational background indicating professional development beyond the minimum required—a master degree is preferred, (c) professional experience in their areas of specialization—a minimum of three years is required, (d) current certification in the areas of supervision assignment, and (e) recognition and status as HQT.

NCATE.3.C Candidates' Development and Demonstration of Knowledge, Skills, and Dispositions To Help All Students LearnEntry and exit criteria exist for candidates in clinical practice. Assessments used in clinical practice are linked to candidate competencies delineated in professional, state, and institutional standards. Multiple assessment strategies are used to evaluate candidates performance and effect on student learning. candidates, school faculty, and college or university faculty jointly conduct assessments of candidate performance throughout clinical practice. Both field experiences and clinical practice allow time for reflection and include feedback from peers and clinical faculty. Field experiences and clinical practice provide opportunities for candidates to develop and demonstrate knowledge, skills, and dispositions for helping all students learn. All candidates participate in field experiences or clinical practice that include students with exceptionalities and students from diverse ethnic, racial, gender, and socioeconomic groups.

Overview

A central theme in the Unit’s FCF and TEPOS is the impact of candidates and interns on the learning of all P-12 students. The developmental structure of the CFE facilitates the exposure of students, candidates, and interns to a diversity of P-12 settings. The policies and procedures for the CFE are contained in the Teacher Education Handbook, Practicum Handbook, Internship Handbook, Masters of Education Handbook.)

Entry and Exit Criteria for Clinical Field Experience

The requirements for entrance, advancement, and exit of the CFE program are delineated in Tables 47 to 52. The criteria for each segment of the CFE are tied to the overall developmental levels. The entry and exit criteria for each segment of the CFE involve the assessments tools in Table 70 and the clinical hours completed. To advance within the CFE program the individual must have acceptable evaluations on the relevant CFE assessments.

Entry and Exit Criteria for Clinical Practice-Internship

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The entrance criteria for clinical practice are integrated in the developmental transition from Candidate to Intern. This process requires the candidate to demonstrate the knowledge, skills, and dispositions expected for their content areas. The complete criteria for this transition are described in Table 50 and Exhibit TEP Curriculum and Degree Programs.

The completion criteria for clinical practice are integrated with the developmental transition from Intern to Graduate. This process requires the intern to demonstrate satisfactory evaluations on the CFE connected assessments with emphasis on the A-TCIAP, PEPE, and portfolio. The intern must also demonstrate through the A-ISL the positive impact on P-12 learning. The details of these criteria are contained in the Exhibit TEP Assessment System, Tools and Rubrics.

Assessment Strategies CFE

As previously discussed and outlined in Table 70, the Unit employs multiple measures of performance in the CFE program. In general, many of the measurement tools will be completed by at least two evaluators for each CFE. The use of multiple evaluators provides a more comprehensive and complete assessment of the student, candidate, or intern.

Assessments for Clinical Practice-Internship

The clinical practice-internship segment employs the most intensive and rigorous process for the evaluation of the entire CFE program. Table 72 summarizes the assessments required of interns.

Table 72 Summary of Assessments for InternsAssessment Timing of AssessmentA-FER Completed once per placement.A-IPEPE Arranged for four per placement site.A-RJE Completed for each A-IPEPE.A-ISL Completed for each teaching session. A minimum of one per placement

site.A-LUP Completed for each teaching session.A-TEPOS Completed at end of term.A-TCIAP Arranged for one per placement site.A-PEP Completed portfolio with all elements.A-XINT Arranged for at the end of the semester.

Impact on Student Learning

The desire to have a positive impact on P-12 learning is the ultimate goal of any professional educator. In Fall 2005, the NCATE Steering Committee reviewed a sampling of portfolios from candidate and interns. The committee noted that the evidence for impact on student learning was documented in different locations in each portfolio. The committee determined that the importance of this element in the evaluation warranted consistent documentation. Based on this conclusion, the committee worked with the chair of the Standard I, II, and III committees to develop an artifact to document the impact on P-12 learning. The impact on student learning artifact (A-ISL) contains four elements to facilitate the documentation of P-12 student learning and to nurture the growth of the student, candidate, or intern. The A-ISL will be implemented for intern students in Spring 2006 and expanded for use in all relevant CFEs in Fall 2006. As a result, the data for student performance on the A-ISL is not currently available. In place of this data, the TEP has selected samples from student portfolios to demonstrate the impact on student learning. These portfolio samples will be located in the Exhibits TEP Artifacts.

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Diversity of Clinical Field Experience

As previously discussed, the CFE program is structured to provide exposure to diverse P-12 settings. The P-12 institutions that participate in the CFE represent the range of diverse settings. CFE sites are located in a range of urban, suburban, and rural communities. The P-12 students encountered are from diverse economic, racial and ethnic groups.

Diversity of Clinical Practice-Internship

The clinical practice-internship is the final phase of exposure to diverse P-12 settings and students. The basic design of the internship requires the intern to serve in two different P-12 settings with two different P-12 grade levels. In addition, the Unit works closely with the intern to identify settings that offer the opportunity to nurture growth in areas of diversity not previously documented.

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Standard 4: Unit Capacity-DiversityThe unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn. These experiences include working with diverse higher education and school faculty, diverse candidates, and diverse students in P-12 schools.Overview

Through the centuries, a central theme of liberal arts education has been diversity. As a liberal arts institution, the diversity theme is embedded in the Faulkner mission and the Unit’s mission. The FCF, the Unit’s core philosophy, and the Unit’s standards reflect the infusion of a pluralistic approach to diversity. The TEP incorporates the pluralistic approach to the range of diversity including disabilities, gender, race, ethnicity, culture, socioeconomic status, ideals, values, and beliefs through course-based experiences and CFEs. As a result, Faulkner and the Unit deeply value diversity in its full range, not only as a concept, but as a functional reality.

The 2002-2003 NCATE Steering Committee commissioned the Standard 4 Committee with the task of assessing, evaluating, and enhancing the existing theme and reality of diversity in the TEP. The NCATE Steering Committee laid the foundation for this effort by organizing the membership of the Standard 4 Committee around pluralistic concepts to include representatives of the full range of diversity. The Standard 4 Committee has included individuals from various demographic groups drawn from Unit faculty, P-12 teachers, P-12 administrators, current students, candidates, alumni, and other Faulkner faculty, staff, and administrators. The 2005-2006 Standard 4 Committee included 14 individuals with knowledge and/or experience in a broad range of diversity issues—disabilities, gender, racial, ethnic, cultural, etc.—impacting TEPs, universities, and P-12 schools (See Exhibit Pluralistic Diversity Connections for more details). The members of this committee possessed unique expertise or perspectives in these disability and minority related issues. The Standard 4 Committee used the members’ expertise to finalize the objectives for strengthening the diversity theme in the TEP. Table 73 lists these objectives.

Table 73 Unit Diversity Theme ObjectivesObjective Current StatusReview and modify the CFE procedures to ensure significant experiences in diverse settings

Implemented Spring 2006.

Establish a partnership with a P-12 school with a strongly diverse student population.

Established Fall 2005

Develop and maintain a record of CAF demographics and areas of diversity expertise

Begun Fall 2005

Monitor CFE to ensure exposure to diverse faculty. Modified Spring 2006Utilize guest lecturers from diverse backgrounds and expertise. OngoingEstablish a standing committee for the Diversity Theme in the Unit. Spring 2006Review Unit evaluation surveys for diversity-related strengths and opportunities.

Current cycle completed Fall 2005.

Recruit a faculty member with experience in recruitment and development of minority.

Completed Fall 2005.

Recruit faculty members from diverse backgrounds for the Unit. Ongoing.Publish advertisements targeting diverse faculty in appropriate communication resources

Ongoing

Establish climate conducive to retention of diverse faculty for CFE and Unit courses

Ongoing

Establish climate conducive to retention of diverse partnerships and provide incentives for participation.

Ongoing

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Target recruitment of minorities for the Alt-A masters program when implemented.

Pending ALSDE approval.

Target recruitment of minorities for undergraduate program. OngoingTarget advertising in publications that target students from diverse backgrounds.

Ongoing

NCATE.4.A: Design, Implementation, and Evaluation of Curriculum and ExperiencesThe unit clearly articulates the proficiencies that candidates are expected to develop during their professional program. Curriculum and accompanying field experiences are designed to help candidates understand the importance of diversity in teaching and learning. Candidates learn to develop and teach lessons that incorporate diversity and develop a classroom and school climate that values diversity. Candidates become aware of different teaching and learning styles shaped by cultural influences and are able to adapt instruction and services appropriately for all students, including students with exceptionalities. They demonstrate dispositions that value fairness and learning by all students. Assessments of candidate proficiencies provide data on the ability to help all students learn. Candidates assessment data are used to provide feedback to candidates for improving their knowledge, skills, and dispositions.

Overview and Proficiencies Related to DiversityThe value placed on the theme of diversity is clearly articulated in the FCF and the TEPOS.

The diversity theme is threaded throughout the TEPOS with each of the fourteen outcomes containing some practical application of the diversity theme. The diversity theme in the TEPOS focuses on two practice-based knowledge, skills, and dispositions—the accommodation of all learner’s needs and all learner’s styles. The diversity-related knowledge, skills and dispositions are acquired and evaluated throughout the TEP in course-based and field-based experiences. Although diversity is infused in all 14 TEPOS, the Unit has identified four knowledge/skills and four dispositions/skills that are most directly connected to diversity. Table 74 lists these eight TEPOS as an example of the infusion. (See Exhibit Pluralistic Diversity Connections for more details). Table 75 presents a matrix of these eight TEPOS in relation to the common demographic categories impacting education. Table 76 demonstrates the connection of these eight TEPOS to the Unit’s developmental levels. These tables demonstrate the programmatic aspects of the diversity theme in the Unit and the TEP.

In addition to these programmatic aspects, the Unit possesses a broader view of diversity within liberal arts education and teacher training. This broader view has two focal questions—What do we want students to learn? And, what do students need to learn? The Unit has used these questions to reflect on diversity in liberal arts, to examine the current socio-cultural factors in society, and to anticipate the future socio-cultural changes in society. In 2003, this led the Unit to conclude that future educators needed to acquire bilingual skills. The Unit noted socio-cultural shifts in America and the employment of Unit alumni in several Asian, African, American and European countries. As a result, a foreign language requirement was added to the degree programs. This change was a direct result of the desire for students to have exposure to a second language, and the need for students to develop a second language. This decision also established the TEP as a leader in this area on campus and in the State.

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Table 74 The Pluralistic Diversity Theme in the Unit’s OutcomesTEPOS (diversity embedded element underlined and in italics) Diversity ThemeAL-FAULK-2005-1. Developmental Knowledge and Skill: Teacher candidates demonstrate an understanding of holistic human development and of individual and contextual factors that influence motivation and learning and the ability to personalize instruction.

Factors that impact learning such as the interconnection of demographic characteristics on development needs and strengths

AL-FAULK-2005-5. Communication Knowledge and Skill. Teacher candidates demonstrate an understanding of effective communication and collaboration strategies, and the ability to build inclusive learning environments and democratic communities that incorporate the needs and perspectives of students in the decision-making process.

Factors that impact interaction and communication in the learning setting.

AL-FAULK-2005-8. Reflective and Professional Knowledge and Skill. Teacher candidates demonstrate an understanding of the use of self-evaluation and reflection as tools for professional growth, and the ability to use the resources within the school and broader professional community as supports for professional growth as learners and as teachers.

Factors impacting learning through continuous self-evaluation and development.

AL-FAULK-2005-10. Character Knowledge and Skill. Teacher candidates demonstrate an understanding of character development, their position as mentors, role models, and transformational leaders and the process of transformation for students of diverse characteristics in diverse settings.

Factors impacting character development such as individual, group, social and cultural issues.

AL-FAULK-2005-11. Dialogue Skill and Disposition. Teacher candidates demonstrate an understanding of dialogue, an attitude/preference to engage in dialogue and an application of dialogue as a tool to facilitate learning and understanding across diversity.

Factors impacting dialogue and the nurturing of pluralism such as preferences, bias, or beliefs

AL-FAULK-2005-12. Care Skill and Disposition. Teacher candidates demonstrate an understanding of the process to care for each student and an attitude/preference to value each student.

Factors impacting the valuation of each individual student such as preferences, commonality or interests.

AL-FAULK-2005-13. Learning Potential Skill and Disposition. Teacher candidates demonstrate an attitude/preference that each student has the potential to learn and seek to facilitate each student’s learning.

Factors impacting the expression of the potential of each student such as family, culture, preferences, bias, or beliefs.

AL-FAULK-2005-14. Calling Skill and Disposition. Teacher candidates demonstrate an attitude that incorporates the spiritual dimensions of teaching and learning.

Factors impacting the expression of the spiritual dimensions such as family, culture, or beliefs.

Table 75 Matrix of Diversity Theme in TEPOS and Demographic CategoriesTEPOS Developmenta

l Disabilities

Gender

Racial

Ethnic

Cultural

Economic

Ideals, Values, Beliefs

AL-FAULK-2005-1 X X X X X X X NAAL-FAULK-2005-5 X X X X X X X XAL-FAULK-2005-8 X X X X X X X XAL-FAULK-2005-10 X X X X X X X XAL-FAULK-2005-11 X X X X X X X XAL-FAULK-2005-12 X X X X X X X XAL-FAULK-2005-13 X X X X X X X XAL-FAULK-2005-14 X X X X X X X X

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Table 76 Diversity-related TEPOS and Expectations for Developmental Levels.TEPOS Level 1 Level 2 Level 3AL-FAULK-2005-1

Awareness of individual and contextual factors impacting development for all learners.

Basis to proficient accommodation of individual and contextual factors impacting development for all learners.

Proficient to exemplary accommodation of individual and contextual factors impacting development for all learners.

AL-FAULK-2005-5

Awareness of factors impacting effective communication and collaboration for all learners.

Basis to proficient accommodation of factors impacting effective communication and collaboration for all learners.

Proficient to exemplary accommodation of factors impacting effective communication and collaboration for all learners.

AL-FAULK-2005-8

Awareness of self and professional factors impacting all learners.

Basis to proficient accommodation of self and professional factors impacting all learners.

Proficient to exemplary accommodation of self and professional factors impacting all learners.

AL-FAULK-2005-10

Awareness of the educator’s transformational role in the diverse learning settings.

Basis to proficient implementation of educator’s transformational role in the diverse learning settings.

Proficient to exemplary implementation of educator’s transformational role in the diverse learning settings.

AL-FAULK-2005-11

Awareness of the factors impacting dialogue and an inclination to engage in dialogue.

Basis to proficient accommodation of the factors impacting dialogue and demonstration of the skills for nurturing dialogue.

Proficient to exemplary accommodation of the factors impacting dialogue and demonstration of the skills for nurturing dialogue.

AL-FAULK-2005-12

Awareness of the factors impacting valuing each individual student and an inclination to care for each individual.

Basis to proficient demonstration of valuing and caring for each individual student.

Proficient to exemplary demonstration of valuing and caring for each individual student.

AL-FAULK-2005-13

Awareness of the factors impacting views of individual potential and an inclination to nurture the potential of each individual.

Basis to proficient demonstration of a positive attitude and nurturing the individual potential of all.

Proficient to exemplary demonstration of a positive attitude and nurturing the individual potential of all.

AL-FAULK-2005-14

Awareness of the spiritual dimensions of teaching and learning for all.

Basis to proficient demonstration of the spiritual dimensions of teaching and learning for all.

Proficient to exemplary demonstration of the spiritual dimensions of teaching and learning for all.

Curriculum and Experiences Related to Diversity

The course-based and CFE components of the program are utilized to convey the diversity theme. As with the TEPOS, the diversity theme is interwoven to some degree in every course in the Unit core courses, professional education courses and CFE courses. However, a few courses have a more direct relationship to the diversity theme. In these courses the diversity theme is nurtured by first increasing awareness of the rich pluralistic fabric of society and the importance it plays in both teaching and learning. The next step is to nurture the development of pluralistic knowledge and skills to understand, develop, adapt, and accommodate teaching and learning to the diversity of society. The third step is the nurturing of the four core FCF dispositions and their application in pluralistic and diverse educational settings with diverse individuals. Table 77 lists examples of the courses and artifacts related to diversity for the TEP. A full listing of all diversity-related courses and a matrix of the courses’ connection to the Unit’s TEPOS for the undergraduate and Alt-A can be found in Exhibit Pluralistic Diversity Connections.

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Table 77 Examples of Courses Related to DiversityTEP Level

TEP Area Course Prefix

Course Title Artifacts with Diversity Elements

1 CFE / FND ED 2120 Introduction to Education A-FER, A-RJE, A-OBE, A-PTL, A-TEPOS1 FND ED 2322 Foundations of Education A-RJE, A-OBE, A-PTL, A-LUP, A-TEPOS1 FND ED 2325 Technology in the Classroom A-RJE, A-OBE, A-PTL, A-LUP, A-TEPOS1 / 2 FND ED 3340 The Exceptional Learner A-RJE, A-OBE, A-PTL, A-LUP, A-TEPOS1 / 2 FND PY 3310 Child and Adolescent

PsychologyA-RJE, A-OBE, A-PTL, A-LUP, A-TEPOS

2 FND ED 4320 Assessment in Education A-RJE, A-OBE, A-PTL, A-LUP, A-TEPOS, A-TCIAP

2 FND ED 4348 Classroom Management A-RJE, A-OBE, A-PTL, A-LUP, A-TEPOS, A-TCIAP

2 FND/PED PY 3380 Psych. Of Learning A-RJE, A-OBE, A-PTL, A-LUP, A-TEPOS, A-TCIAP

FND = Foundational; PED = Pedagogy; CON = Content AreaAssessment and Evaluation Related to Diversity

The Unit utilizes a variety of tools for assessment and evaluation of the diversity theme throughout the program. Exhibit Pluralistic Diversity Connections contains examples of student, candidate, and intern diversity-related proficiencies.

Artifacts

The examples of key artifacts for the diversity theme are listed in Table 77. The rubrics for these artifacts connect directly to the diversity elements within the TEPOS. For example, the field experience report (A-FER) artifacts provide insight into the individual’s ability to identify and engage the diversity that exists in P-12 settings. A-FER data collected for Fall 2005 portrays the progression across developmental levels for students in ED 2125 and candidates in practicum (See Table 78). Exhibit TEP Artifacts contains summaries of diversity-related assessments.

Table 78 Comparison of Students and Candidates on A-FERElement Overall Student Candidate Overall

Above Proficient

Student Above Proficient

Candidate Above Proficient

Communication Skills in Summary and Reflective Essay

2.83 2.75 2.99 68.16% 62.71% 78.89%

Reflection on Professional Development

2.79 2.7 2.98 67.54% 60.11% 82.22%

Disposition to Dialogue 2.85 2.77 3.01 69.52% 62.57% 83.33%Disposition to Care 2.94 2.84 3.16 73.61% 66.48% 87.78%Disposition to Learning Potential 2.77 2.6 3.11 65.06% 54.75% 85.56%Disposition to Calling 2.50 2.16 3.14 50.38% 31.25% 87.78%

Standardized Instruments

The Unit uses the MBTI and the CIS to facilitate the identification of an individual’s area strengths and growth and to guide the individual in reflection on their fit with the diversity demands of the profession and the TEPOS. These reflections are placed within the portfolios and provide a record of the progression from student to alumni. Exhibit TEP Artifacts contains a sampling of these reflections.

Structured Interviews

The Unit uses formalized interviews at the critical developmental points as a third set of tools for evaluation of diversity. The interviews review the overall performance of the individual in

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the program and include elements related to diversity. Exhibit TEP Artifacts contains a sampling of the interview responses reflecting diversity knowledge, skills, and dispositions.

Clinical Field Experience Feedback and Evaluation

The Unit uses a combination of formal artifacts—A-FER, A-TCIAP, A-IPEPE and PEPE—and the informal communication between the clinical faculty members to provide a practice based assessment of the individual’s diversity performance. These evaluations and feedback facilitate the growth of the individual in a “real world” P-12 setting. The ALSDE’s PEPE provides feedback related to diversity for alumni of the program. The results of the A-IPEPE and the PEPE suggest the Unit is effective in promoting knowledge, skills, and dispositions for diversity (See Tables 34 – 36). Exhibit TEP Artifacts contains a sampling of the feedback from clinical faculty members.

Program Evaluation Surveys

The program surveys completed by alumni, CAF-Master Teachers, employers, students and candidates provide data on the Unit’s diversity performance (See Tables 38 – 41 for the results of these surveys). The survey results indicate that the TEP is effective in nurturing the diversity skills and dispositions. Table 79 contains two specific comments from the employer surveys regarding the diversity performance of alumni. Table 80 presents the results of specific diversity items in the student/candidate surveys.

Table 79 Sample Diversity Comments from Employer Surveys“continues to develop as a caring, motivated teacher.”“very impressed with her approach to teaching and her willingness to accommodate for student differences.”

Table 80 Student/Candidate Program Evaluation Survey Diversity ItemsThe Unit is: Above Good Acceptable Weak and Below Scaled Avg.Open to Diversity 92.11% 7.89% 0.00% 4.45Accepting and Respectful to Minorities 94.74% 5.26% 0.00% 4.63Makes Minority Students Feel Welcomed 92.11% 7.89% 0.00% 4.55Exposure of All Students to Diversity 81.08% 16.22% 2.70% 4.24NCATE.4.B: Experiences Working with Diverse FacultyCandidates interact in classroom settings on campus and in schools with professional education faculty, faculty from other units, and school faculty from diverse ethnic, racial, and gender groups. Faculty with whom candidates work in professional education classes and clinical practice have knowledge and experiences related to preparing candidates to work with students from diverse cultural backgrounds, including students with exceptionalities. The affirmation of the value of diversity is shown through good-faith efforts made to increase or maintain faculty diversity.

Overview

The Unit seeks to ensure that students, candidates, and interns have the opportunity to interact with faculty that represent various characteristics of diversity and embrace the Unit’s pluralistic diversity theme. With the obstacles that face a small private church-related liberal arts college, the Unit has been fortunate in pursing this objective. As described subsequently, students, candidates, and interns interact with a diverse faculty throughout the TEP. In addition, the Unit faculty and TEP faculty members possess a wealth of expertise in working with diverse population groups. The Unit has also adopted a diversity plan to foster continued growth.

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Faculty Demographics Related to Diversity

Tables 81 to 83 provide a summary of the demographic diversity among the faculty involved in the TEP. The faculty represent various racial, ethnic, and cultural groups. The demographic profile of the TEP faculty is comparable to the national, state, and regional percentages provided by the U. S. Census Bureau (See Table 81). Considering the institutional and economic obstacles faced by the Unit, the TEP affords the opportunity to interact with a demographically diverse faculty. Exhibit TEP Faculty, Personnel and Committees contains more details about faculty diversity.

Experiences with Diverse Faculty

The TEP is structured to provide multiple opportunities for interaction with a diverse faculty. The course-based and field-based experiences provide formal opportunities for this interaction. In addition to classroom interactions, several courses conduct class sessions in P-12 settings that allows faculty to model diversity performance with P-12 students. Faulkner and the Unit offer several more informal opportunities for interaction with faculty and others from diverse backgrounds. Table 82 provides a sample of these opportunities. (See Exhibit Pluralistic Diversity Connections for more details).

Faculty Expertise Related to Diversity

As a small institution, Faulkner is very fortunate to have a faculty with a wealth of expertise in areas related to the pluralistic diversity theme. The faculty through personal and professional experience have encountered and successfully interacted with diverse cultures and people across the United States and the world. Table 83 provides samples of the evidence for faculty expertise. (See Exhibits Pluralistic Diversity Connections and TEP Faculty and Personnel for more details)

Inclusion of Diversity in Courses

Faculty actively include the pluralistic diversity theme at appropriate points in their courses. The Unit is fortunate to have access to faculty with expertise in cultural and diversity training from a historical, social, and behavioral perspectives. The Unit and broader TEP faculty draw upon their expertise and infuse this within the program. The syllabi for Unit courses reflect this infusion.

Table 81 Demographic Characteristics of TEP Faculty by Faculty RoleDemographic/Content Field

Unit* Unit Core*

Content Area

Clinical Faculty

Support Areas

PE/P-12

TH/P-12 TEP Total

Number 9 11 15 18 22 1 2 ------Female 55.56% 54.55% 46.67% 50.00% 31.82% 100% 0.00% 46.15%Male 44.44% 45.45% 53.33% 50.00% 68.18% 0.00% 100.00% 53.85%Asian 11.11% 9.09% 6.67% 11.11% 4.55% 0.00% 0.00% 7.69%Black 11.11% 9.09% 6.67% 11.11% 4.55% 0.00% 0.00% 7.69%Caucasian-Non Hispanic

77.78% 72.73% 73.33% 66.67% 45.45% 100% 100.00% 73.08%

More than one ethnicity/race

0.00% 9.09% 13.33% 11.11% 4.55% 0.00% 0.00% 11.54%

*Reflects successful efforts in recruiting an African-American male as an adjunct faculty member for the Spring Semester of 2006

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Table 82 Sample of Institutional Opportunities for Diverse InteractionsOpportunity Time/Frequency EventCivil Rights Symposium October 2005 Legendary Civil Rights activist and attorney Fred

Gray, Sr. who serves on the Faulkner Board of Trustees conducted a Civil Rights Symposium.

Learning Disabilities Workshop

Fall2004, Spring 2005 & Fall 2005

Co-sponsored with the Learning Disabilities Association of Alabama

Table 83 Faculty Expertise Related to DiversityFaculty have lived and or traveled across the U.S. and around the world including Barbados, England, Holland, Honduras, Italy, Jamaica, Malawi, Scotland, Trinidad, Ukraine, and Zimbabwe.Faculty have professional experience teaching diverse students including Head Start, historically Black universities, and other minority serving institutions. Faulkner is recognized by Black Issues in Higher Education as one of the leaders in providing education opportunities for minorities in the region.Faculty have personal and professional experience with a variety of exceptionalities. Several faculty have personal experience with their own exceptionalities or their children’s.Faculty receive training, consulting and advising assistance from Project Key and Student Support Services for working with exceptionalities.Faculty members have conducted research and presented findings at international, national, and regional conferences on issues and individuals prominent in Black history in America.Faculty are completing a study of the universal design of learning model.Faculty have participated in several international research teams.

Faculty Diversity Plan

The TEP faculty possess experience and expertise in a broad range of areas related to diversity. The Unit is confident in the current faculty’s expertise to nurture educators for service in a pluralistic world of diversity. The subsequent diversity plan will serve to improve and enhance the future of diversity in the TEP. Table 73 lists the Unit’s diversity theme objectives.

As a private church-related liberal arts college, Faulkner faces a highly competitive market in the recruitment and retention of a diverse faculty. The institution lacks the volume of resources for recruitment in relationship to the competing institutions, especially state-funded institutions. In spite of the uphill battle, Faulkner strives to increase the full range of faculty diversity within the church-related guidelines established by Board of Trustees. The President has established a position statement that candidates for full-time faculty positions must have a church affiliation within the fellowship of the churches of Christ. In terms of faculty recruitment, the initial pool of candidates is limited by these economic and institutional factors. The institution and the Unit utilize several international, national, regional, and church-affiliated communication resources to maximize the pool of applicants for faculty positions. These communication resources are received by diverse population groups around the world. In recent years, these resources have resulted in the recruitment of new faculty members from around the globe. (See Exhibit Pluralistic Diversity Connections for details on these resources.)

The Unit is committed to the cultivation and retention of a faculty that represents the full range of diversity in the U. S., Alabama and the region. The Unit seeks to create a collegial faculty climate and a challenging academic environment for all faculty. Essentially, the Unit seeks to live according to the FCF and the TEPOS in welcoming all individuals.

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NCATE.4.C: Experiences Working with Diverse CandidatesCandidates interact and work with candidates from diverse ethnic, racial, gender, and socioeconomic groups in professional education courses on campus and in schools. Candidates from diverse ethnic, racial, gender, and socioeconomic groups work together on committees and education projects related to education and the content areas. The affirmation of the values of diversity is shown through good-faith efforts made to increase or maintain candidate diversity.

Overview

The Unit values the role that a diverse student body plays in the development of the diversity theme in the institution. As a private church-affiliated university, Faulkner and, in turn, the Unit face some obstacles in the development of a diverse student body. The Unit has established objectives to overcome these obstacles and increase the diversity of the students in the TEP (See Table 73).

Student, Candidate, and Intern Demographics Related to Diversity

Tables 2 to 4 list the demographic characteristics of the Faulkner student body. Table 84 lists the demographic characteristics of students and candidates. These tables illustrate that the Montgomery campus and the institution has a diverse student body. The tables also indicate the areas for improvement in the TEP.

The standard demographic information listed in these tables does not convey one significant diversity group—disabled. The Unit has a strong history of nurturing students with disabilities through the TEP. The TEP has averaged one to two graduates per year who received accommodations for a disability.

Table 84 Demographic Characteristics of Students and Candidates by percent (Fall 2005)Cohort Students n=117 Candidates n=24Female 66.67% 87.50%Male 33.33% 12.50%Asian 0.00% 0.00%Black 9.40% 4.17%Caucasian-Non Hispanic 88.89% 95.83%Hispanic 0.85% 0.00%Native American 0.85% 0.00%International 1.71% 0.00%

Experiences with Diverse Students, Candidates, and Interns

The TEP is structured to provide students, candidates, and interns the opportunity to interact with others from diverse backgrounds. The course-based experiences and CFEs provide the opportunity for interaction among students, candidates, and interns. The cooperative classroom environment and small groups utilized facilitate this interaction. Many of the CFEs require students to interact as classes or small groups. The institutional opportunities in Table 82 also provide another opportunity for interaction. The workshops and meetings such as SAEA provide opportunities for informal interactions.

Student, Candidate, and Intern Diversity Plan

The Unit has developed a plan to increase the diversity of the student body. Table 85 summarizes this plan. This plan is designed to account for two key factors impacting the diversity of the Unit’s students—geographic and economic. Faulkner is located in proximity of two HBCUs—Alabama State University and Tuskegee University—and four other TEPs within

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a fifty mile radius. Four of the six nearby institutions are also state funded institutions and as a direct result offer lower rates of tuition and larger financial aid packages targeting different demographic groups.

In addition to the Unit’s diversity plan, the institution has implemented several strategies to increase the recruitment of diverse students. The Admission’s office has hired recruiters from diverse backgrounds to facilitate recruitment of diverse students. The Admission’s office also requires recruiters to visit at least one congregation per month that primarily serves a diverse population group. The institution has also begun placement of advertising in the publications targeting diverse audiences, such as The Revivalist News Magazine.

The retention of qualified students is an institutional strategic objective. The institution has engaged in a process of comprehensive evaluation including the utilization of experts among the faculty and outside consultants. The CIRE continues to conduct research and evaluation activities to identify areas of strengths and opportunities for growth. Table 86 lists a sample of the institutional programs that foster retention of students.

Table 85 Summary of Student Diversity PlanCategory Objective Current StatusRecruitment Develop relationship with P-12 counselors Spring 2006Recruitment Publish advertisements targeting diverse students Ongoing Recruitment Develop financial aid resources for diverse students OngoingRecruitment Publicize the availability of diversity scholarships Ongoing Retention Establish climate conducive to retention of diverse students. Ongoing

Table 86 Sample of Institutional Resources for Retention of Diverse StudentsResource DescriptionCollege Edge A program required of students with low standardized scores in mathematics and English to

develop critical thinking skills and academic skills.Project Key A student services program for individuals with disabilities that require accommodations for

academic success.Student Success Center

A student services program that offers academic, personal and financial advisement to students.

Instructional Support Lab

An academic services program that provides academic assistance such as tutoring, multimedia instruction, and computer-aided instruction.

NCATE.4.D: Experiences Working with Diverse Students in P-12 SchoolsField experiences or clinical practice in settings with exceptional populations and students from different ethnic, racial, gender, and socioeconomic groups are designed for candidates to develop and practice their knowledge, skills, and dispositions for working with all students. Feedback from peers and supervisors helps candidates reflect on their ability to help all students learn.

Overview

The Unit has structured the course-based and field-based experiences to facilitate interaction with diverse P-12 students in diverse P-12 settings. The Unit has secured the partnership with Dozier to nurture these interactions.

P-12 Student Demographics Related to Diversity

The clinical settings used by the Unit represent different ethnic, racial, gender, socioeconomic and religious groups in the P-12 environment. Table 68 summarizes the demographic diversity of the P-12 students in the settings used by the Unit. Approximately 60%

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of the P-12 students encountered are identified as members of a demographic minority group. Approximately 55% of the P-12 students are eligible for the free/reduced meal program.

The Montgomery MSA also includes several quality private, charter and special purpose schools that are utilized in the CFE. The Children’s Center is part of the Montgomery Public Schools system, but serves P-12 students with severe disabilities. The Maxwell AFB Elementary school is part of the Department of Defense school system serving military dependents. Montgomery Academy is a private college preparatory system that is recognized for academic excellence. The private, charter and special purpose schools are utilized to augment specific areas of the CFE program such as interaction with severe disabilities.

Experiences with Diverse P-12 Students

The procedures of the CFE program have been created to maximize the diversity of experiences. The artifacts and other record-keeping tools used to document interaction are reviewed to ensure exposure to a wide range of P-12 students. The Unit also categorizes P-12 schools by demographic characteristics including free/reduced lunch, race, ethnicity, exceptionalities, and setting—urban, rural, suburban.

The Standard 4 and Steering Committees have reviewed the program’s effectiveness and developed new procedures in Fall 2005 for the CFE program. These procedures will facilitate monitoring and guiding the diverse experiences of TEP-ST, TEP-CA and interns (See Table 87). TEP-ST and TEP-CA will select preferred placements based on these new procedures and submit them to the CFCs and FPD. The FPD will submit the request to the P-12 schools and make every effort to facilitate the diversity of experiences. The CFCs work with the TEP faculty advisors to guide the TEP-ST and TEP-CA into diverse experience prior to internship.

Table 87 Diversity Procedures for Clinical Field Experiences.CFE Procedure Student, Candidate, or Intern TaskClassification and ranking of schools based on free/reduced lunch program

Document CFE to demonstrate a range of exposure

Classification and ranking of schools based on racial/ethnic diversity

Document CFE to demonstrate a range of exposure

Classification and ranking of schools based on setting—urban, rural, and suburban CFE to demonstrate a range of exposure

Document CFE to demonstrate a range of exposure

Classification and ranking of schools based on special demographics-disabilities, etc

Document CFE to demonstrate a range of exposure

Assessment and Evaluation of Candidate and Intern Performance Related to Diversity

As previously discussed, the Unit utilizes various assessment and evaluation tools for candidate and intern diversity performance. These tools provide evidence of the candidates’ and interns’ success in developing the expertise for effective teaching in a pluralistic society. In turn, this is evidence of the Unit’s effectiveness.

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Standard 5: Unit Capacity—Faculty Qualifications, Performance, and DevelopmentFaculty 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.

The Unit has grown to include four full-time faculty with primary appointments in the Unit, two full-time faculty with primary appointments elsewhere on campus, six adjunct faculty, and an administrative assistant/field placement director/certification officer. The core Unit faculty is comprised of four doctoral level members, two doctoral candidates (one due to complete in Spring 2006), and five masters level specialists. The Unit’s administrative assistant/field placement director/certification officer also holds a masters. The Unit’s adjuncts routinely are employed full-time in education as a classroom teacher, school administrator, or support specialist. Table 88 depicts the Unit’s core faculty and staff.

The Unit relies upon the faculty in the ACCAS for general education/core courses and for the SED and P-12 content fields. There are twenty-three liberal arts faculty dispersed across several ACCAS departments. Seventy-four percent (n=17) of these faculty hold a terminal degree in their field of study. Twenty-six percent (n=6) of these faculty possess at least a masters degree in their field of study. Currently one of the masters level faculty is pursuing a doctoral degree. In addition to the academic training, several of the liberal arts faculty also possess P-12 teaching experience and/or a P-12 certificate.

Table 88 Core Unit Faculty and Staff with RolesFaculty Degree Rank Tenure

StatusSpecialty Primary Unit Role Secondary

RoleOther Roles

Claudia Nisbett

Ed.D. Associate Track ELEMED / FND / PRO

Unit Chair Unit Faculty ------

James Murphy

Ed.D. Full Track FND/PRO Unit Faculty CFE Coordinator

ELEMED / P-12 Coord.

Elsa Price Ed.D. Associate Track FND / SED / Science

Unit Faculty Science SED Coord.

Wanda Warmack

Ph.D.(c) Assistant Track ELEMED / Reading

Unit Faculty CFE Coordinator

Reading Specialist

John Enloe Ed.D. Full Tenured ELEMED / PRO VP Academics Unit Adjunct Faculty

------

Dennis Itson

M.Ed. Assistant Non-Ten FND / Exceptionalities

Acting Director of Student Success

Unit Adjunct Faculty

------

Alice Doran M.Ed. Staff Non-Ten ELEMED / PRO Unit Admin. Asst. FPD Certification Officer

Miranda Bissoo

M.Ed. Assistant Non-Ten ELEMED / PRO Unit Adjunct Faculty

------ ------

Melvin Lowe

Ph.D.(c) Assistant Non-Ten FND / PRO Unit Adjunct Faculty

------ ------

Bryan Jamison

M.Ed. Assistant Non-Ten FND Unit Adjunct Faculty

------ ------

Nancy Payton Nix

M.Ed. Assistant Non-Ten ELEMED Unit Adjunct Faculty

------ ------

Rebecca Horn

M.Ed. Assistant Non-Ten ELEMED Unit Adjunct Faculty

------ ------

FND = Foundations; PRO = Professional StudiesOverview

All faculty in the TEP must contribute to the nurturing of educators as outlined in the FCF and TEPOS. Thus, all faculty in the TEP must be qualified in their respective fields, prepared to

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model best practices, and committed to mentoring students and candidates in scholarship, service, and teaching. The TEP faculty strive to create challenging and collegial learning environments to foster the understanding of complex subject matter as well as competencies in implementing research-based instructional strategies, critical analysis and reflection, global and pluralistic perspectives, effective communication and interpersonal skills, leadership, social responsibility, and lifelong learning. The Unit faculty model the facilitation of teaching and learning and demonstrates how professional knowledge is constructed and used to assist diverse populations of P-12 students in reaching high levels of achievement. The Unit faculty also model critical analysis of student/candidate products and reflection upon instruction and assessment practices. The Unit faculty model adjustment to the needs of all learners by employing a wide array of instructional techniques, assessment strategies, and learning methodologies, including technology applications.

Drawing from the institutional and Unit missions and goals, the TEP faculty are committed to collaboration with professional and community partners and engage in local, state, national, and international endeavors in the pursuit of excellence in teaching, scholarship, and service. To reach these goals, TEP faculty pursue collaborative opportunities with professional colleagues, school, and community partners through formal agreements, research activities, guest lectures/workshops, professional presentations, and professional development. In line with these goals, TEP faculty seek to be highly qualified and regarded as master teachers, scholars, and professional experts in their respective fields. The Exhibit Center contains examples of the collaborative efforts of TEP faculty.

Due to the collaborative nature of the TEP, the Unit has created a variety of categories to describe the different types of faculty roles in the TEP and correlated these to the NCATE Faculty Classifications (See Table 89) According to the NCATE Faculty Classifications, the Unit currently has four full-time faculty, 28 part-time faculty, and 13 content faculty. Twenty-four of the individuals classified as part-time by NCATE are employed full-time in other faculty roles by the institution. The four remaining part-time faculty are employed full-time in P-12 schools or P-12 related institutions. The TEP also recognizes two groups of clinical affiliate faculty for the facilitation of the CFE program (See Standard 3 discussion). The CAF and CAF-MT are employed full-time by a P-12 institution and are not employed by Faulkner. Regardless of the faculty classification, all faculty involved in the TEP are expected to comply with the relevant SACS, ALSDE, institutional, ACCAS, and TEP standards for qualification (See Table 90).

Table 89 TEP Faculty ClassificationsUnit Designation

NCATE Equivalent

Definition No.

FDE-FT Full-Time Faculty Full-time professional education faculty who reside within the Department of Education.

4

FDE-AF Part-Time Faculty Part-time professional education faculty retained as adjuncts for the Unit by the institution. The individual’s primary responsibility may be with the institution or elsewhere.

6

TEP-P-12 Part-Time Faculty Full-time faculty who teach professional education and content courses in their disciplines outside the Department of Education.

3

TEP-CL Part-Time Faculty Faculty from the content field who serve as supervisors for CFEs 17TEP-CON Content Faculty Faculty who teach discipline specific courses that may be taken by

student/CA and serve as content field advisors for student/CA.13

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TEP-CORE Part-Time Faculty Full-time faculty who teach professional education core courses in their disciplines outside the Department of Education.

2

CAF-MT School Based Clinical Faculty

P-12 faculty with responsibility for instruction, supervision, and assessment of interns during the internship

32

CAF NA P-12 faculty with responsibility for supervision and assessment of student/candidate during CFEs.

220

Table 90 Qualifications for Faculty PositionsUnit Designation

Degree Experience Certification / Licensure

FDE-FT* Terminal Degree in an education field is preferred. A minimum of a masters in education is required.

Three to five years of P-12 experience is preferred. Ongoing collaborative P-12 experience is required.

Certification in an education field is required.

FDE-AF* Terminal Degree in an education field is preferred. A minimum of a masters in education is required.

Three to five years of P-12 experience is preferred. Ongoing collaborative P-12 experience is required.

Certification in an education field is required.

TEP-P-12* Terminal Degree in a field related to the P-12 area education field is preferred. A minimum of a masters with 18 semester hours in the P-12 area is required.

Three to five years of experience in the P-12 area is preferred. Ongoing collaborative P-12 experience is required.

Certification in an education field is preferred.

TEP-CL* Terminal Degree in the content field is preferred. A minimum of a masters with 18 semester hours in the content field is required.

Three to five years of experience in the P-12 area is preferred. Ongoing collaborative P-12 experience is required.

Certification in an education field is required.

TEP-CON* Terminal Degree in the content field is preferred. A minimum of a masters with 18 semester hours in the content field is required.

Three to five years of experience in the content field is preferred.

NA

TEP-CORE*

Terminal Degree in the appropriate field is preferred. A minimum of a masters with 18 semester hours in the appropriate field is required.

Three to five years of experience in the appropriate field is preferred.

NA

CAF-MT Terminal Degree in the appropriate field is preferred. A minimum of a masters with 18 semester hours in the appropriate field is required

Three years of experience in the appropriate field is required.

Certification in the field being supervised is required.

CAF Terminal Degree in the appropriate field is preferred. A minimum of a masters with 18 semester hours in the appropriate field is required.

Three to five years of experience in the appropriate field is preferred.

Certification in the field being supervised is required.

*Faculty teaching in the Alt-A program must hold a terminal degree.

Through the institutional and Unit assessment system, data related to Unit faculty are collected and analyzed on an ongoing basis. The Unit collects student, candidate, and intern evaluations of Unit faculty in every course every semester. The Unit also collects peer or colleague evaluations of Unit faculty annually. In addition, the Unit faculty are evaluated annually using the Unit’s Faculty Portfolio System (FDE-FPS) and the institution’s review process that documents teaching, scholarship, and service (See Exhibit TEP Faculty, Personnel, and Committees for the FDE-FPS). The review criteria include ability to remain current in field(s), ability to consistently thread the FCF in courses, and ability to engage in collaborative experiences.

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NCATE.5.A: Qualified FacultyProfessional education faculty at the institution have earned doctorates or exceptional expertise that qualifies them for their assignments. School faculty are licensed in the fields that they teach or supervise, but often do not hold the doctorate. Clinical faculty from higher education have contemporary professional experiences in school settings at the levels that they supervise.

The Unit’s faculty hold earned doctorates or exceptional expertise in education to qualify for a faculty appointment. The Unit faculty have contemporary professional experience in P-12 environments at the levels supervised and are meaningfully engaged in related scholarship. The FDE-FPS is an essential tool in credentialing and allows the Unit to demonstrate that the faculty possess the academic degrees, certifications/licensure, and contemporary P-12 related professional experiences. Table 91 depicts the number of Unit faculty qualified based on degree, P-12 certification, and P-12 experience. (See Exhibit TEP Faculty, Personnel and Committees for faculty portfolios).

Table 91 Number Qualified Unit Faculty by Degree and P-12 ExperienceUnit Faculty Total Doctorate Doctoral Candidate Master P-12 Cert Recent P-12

Experience*FDE-FT 4 3 1 0 2 4FDE-AF 6 1 1 4 5 6Totals 10 4 2 4 7 10*A minimum of 16 hours annually in a P-12 setting or related setting working with P-12 students through consultation, guest instruction, substitute teaching, P-12 management, and P-12 support boards.NCATE.5.B: Modeling Best Professional Practices in TeachingFaculty have a thorough understanding of the content they teach. Teaching by professional education faculty reflects the unit’s conceptual framework and research, theories, and current developments in their fields and teaching. Faculty value candidates learning and assess candidate performance. Their teaching encourages candidates development of reflection, critical thinking, problem solving, and professional dispositions. Faculty use a variety of instructional strategies that reflect an understanding of different learning styles. They integrate diversity and technology throughout their teaching. They assess their own effectiveness as teachers, including the positive effects they have on candidates learning and performance.

The Unit faculty utilize the FDE-FPS as a tool to demonstrate several critical factors in modeling best professional practices. The faculty’s statement of their philosophy of teaching, supervision and learning provides the opportunity for a reflection on the FCF and a description of how the FCF is infused in courses. The philosophy statement requires faculty to address factors such as instructional strategies, incorporation of diversity and utilization of technology. The portfolio also requires faculty to complete a self-assessment of teaching/supervision and to reflect on the feedback/evaluations from student, candidate, interns, peers and colleagues. A review of the Unit faculty’s portfolios indicates the faculty are performing well in the modeling of best professional practices. (See Exhibit TEP Faculty, Personnel and Committees for faculty portfolios).

NCATE.5.C: Modeling Best Professional Practices in ScholarshipProfessional education faculty demonstrate scholarly work in their fields of specialization. They are engaged in different types of scholarly work, based in part on the missions of their institutions.

The Unit values scholarship and expects Unit faculty to engage in relevant research. As a private liberal arts teaching institution, the scholarship activities of faculty tend to be focused on either teaching needs or unique interests of the faculty. As a whole, the Unit’s full-time faculty are involved in relevant scholarship activities such as presentation of scholarly papers, conducting workshops, and development of textbooks. The faculty portfolio for each faculty

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member summarizes their recent scholarly activities. (See Exhibit TEP Faculty, Personnel and Committees for faculty portfolios).

NCATE.5.D: Modeling Best Professional Practices in ServiceUnit faculty provide service to the college or university, school, and broader communities in ways that are consistent with the institution and unit’s mission. They are actively involved with the professional world of practice in P-12 schools. They are actively involved in professional associations. They provide education-related services at the local, state, national, or international levels.

The modeling of professional service by Unit faculty is closely tied to the institution’s concept of Christian service and the Unit’s disposition to calling. As members of the Faulkner family, the Unit’s faculty are actively engaged in service to the institution, to the ACCAS, and to the unit. The Unit’s faculty also engage in service to the P-12 community through activities such as membership on research panels, advisory boards, or P-12 boards. The Unit’s faculty maintain a connection to local, regional, national, and international professional associations. As a whole, the Unit’s faculty are contributing to the community and profession through service. The faculty portfolio for each faculty member summarizes their recent service activities. (See Exhibit TEP Faculty, Personnel and Committees for faculty portfolios).

NCATE.5.E: CollaborationProfessional education faculty collaborate regularly and systematically with colleagues in P-12 settings, faculty in other college or university units, and members of the broader professional community to improve teaching, candidate learning, and the preparation of educators.

The Unit’s role as a preparation program for educators requires regular collaboration with P-12 colleagues, content field experts, and the broader professional community. As a small private liberal arts institution, the SED and P-12 content program would not exist without the active involvement of the ACCAS faculty in the TEP. The Unit also actively engages P-12 colleagues as advisors and adjunct faculty to maintain the relevance of the TEP and to increase the quality of the TEP. Overall, these collaborations have expanded the areas of knowledge and skill for the Unit faculty. These collaborations have also led to interdisciplinary projects across programs, departments, and institutions. The faculty portfolio for each faculty member summarizes their recent scholarly activities. (See Exhibit TEP Faculty, Personnel and Committees for faculty portfolios).

NCATE.5.F: Unit Evaluation of Professional Education Faculty PerformanceThe unit conducts systematic and comprehensive evaluations of faculty teaching performance to enhance the competence and intellectual vitality of the professional education faculty. Evaluations of professional education faculty are used to improve teaching, scholarship and service of unit faculty.

As previously mentioned, the assessment systems for the institution and the Unit provide regular comprehensive evaluations of faculty performance. The FDE-FPS plays a vital role as documentation of the relevant data collected in the assessment systems. (See Exhibit TEP Faculty, Personnel and Committees for faculty portfolios).

NCATE.5.G: Unit Facilitation of Professional DevelopmentBased upon needs identified in faculty evaluations, the unit provides opportunities for faculty to develop new knowledge and skills, especially as they relate to the conceptual framework(s), performance assessment, diversity, technology, and other emerging practices.

A critical element for the maintenance of a qualified faculty is ongoing professional development. The Professional Development Plan section of the FDE-FPS provides faculty the opportunity to identify areas of strength and growth and then develop a plan for improvement.

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The Unit’s holistic view of professional development encourages faculty to identify the discipline area, instructional, career, organizational, family, and spiritual development goals or objectives on an annual basis. The Unit Chair reviews the plan and after approval works with the faculty member to secure the resources needed for success. The faculty portfolio for each faculty member summarizes their recent professional development plans. (See Exhibit TEP Faculty, Personnel and Committees for faculty portfolios).

The Unit’s full-time faculty also participate in the university-wide Tenure and Promotion Review Process, conducted by faculty representatives and administration at each level of the institution: department, college, and university. Faculty submit documentation in support of their tenure and/or promotion requests to the Tenure and Promotion Review Committee. This committee in turn reviews all submitted requests and documentation and makes recommendations to the VPAA regarding actions to be taken. The Tenure and Promotion Committee provides feedback to faculty about the completeness of their documentation in the areas of service, teaching, and scholarly research.

The Unit has funded several professional development activities for faculty over the last few years. The Unit has also provided several in-house professional development activities including workshops on Livetext and ADD/HD. Table 92 lists a sample of the recent professional development activities for faculty.

Table 92 Sample of Professional Development ActivitiesTime Event Number of FacultyFall 2003 Livetext Training at Faulkner 7Fall 2003 ATEE Conference in Malta 1Spring 2004 Livetext Training at Faulkner 10Spring 2004 NCATE Conference in Washington, DC 2Summer 2004 INTASC Conference in Milwaukee, WI 3Summer 2004 Livetext Conference in Chicago, IL 1Fall 2004 PT3 Conference in Birmingham, AL 2Fall 2004 Livetext Training at Faulkner 10Fall 2004 ATEE Conference in Sicily 1Spring 2005 Smartboard Training at Faulkner 10Spring 2005 Praxis II Training in Montgomery, AL 5Spring 2005 PEPE Training at Faulkner 10Spring 2005 Livetext Training at Faulkner 10Spring 2005 NCATE Conference in Washington, DC 3Summer 2005 Livetext Conference in Chicago, IL 2Fall 2005 International Reading Association in Savannah, GA 2Fall 2005 Children’s Book Festival, Hattiesburg, MS 1Fall 2005 Alabama Reading Association 2 (+2 candidates)Fall 2005 Praxis II Training in Montgomery, AL 5Fall 2005 ATEE Conference in Amsterdam. 1

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Standard 6: Unit Capacity—Unit Governance and ResourcesThe 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.Overview

The Academic Affairs division of Faulkner has a highly qualified leadership team led by the Vice-President of Academic Affairs. The Vice-President, who serves as the Dean of Faculty, oversees all of the operations of the academic unit, providing administrative oversight, academic leadership, and external representation. The Academic Affairs division is comprised of the three undergraduate colleges—Alabama Christian College of Arts and Sciences, Harris College of Business and Executive Education, and the V.P. Black College of Biblical Studies—the university libraries, the academic units at each center, and the CIRE. The Deans and Associate Deans of each college, the director of university libraries, and the director of CIRE assist the Vice President for Academic Affairs in leading the division. The Academic Affairs division is privileged to have a talented and diverse faculty that combines outstanding academic qualifications with real world experience. This combination of academic training and professional experience is the distinctiveness of Faulkner and essential to fulfilling the mission of the institution.

The Faulkner administration has designated the Unit as the academic leadership unit for the TEP. The Unit has the operational responsibility for Unit budget, personnel, facilities and resources. In addition, the Unit has been assigned the responsibility of aligning the TEP program with the national, state and institutional regulations and standards. The organizational structure of the institution is in the Exhibit Center.

NCATE.6.A: Unit Leadership and AuthorityThe unit has the leadership and authority to plan, deliver, and operate coherent programs of study. The unit effectively manages or coordinates all programs so that their candidates are prepared to meet standards. Faculty involved in the preparation of educators, P-12 practitioners, and other members of the professional community participate in program design, implementation, and evaluation of the unit and its programs. The unit provides a mechanism and facilitates collaboration between unit faculty and faculty in other units of the institution involved in the preparation of professional educators.

Unit Responsibilities

As previously stated, the Unit has been designated as the institutional unit responsible for all aspects of the TEP at Faulkner. The Unit has the responsibility of managing and/or coordinating activities that impact the planning, delivery, or operation of TEP. The Unit Chair has been charged by the Faulkner academic administration—VPAA and ACCAS Dean—with the overall management of the Unit and the TEP. Tables 93 and 94 provide a summary of the key responsibilities of the Unit and the Unit Chair. (See Exhibit TEP Faculty, Personnel and Committees for position descriptions for FDE Chair, FDE faculty and FDE support personnel).

Table 93 Summary of Unit ResponsibilitiesRepresent the Unit and the TEP to key constituencies within and outside the institution.Facilitate the professional development and scholarship of the Unit and the TEP.Alignment and compliance of the Unit and the TEP with institutional mission, regulations, and standards.Alignment and compliance of the Unit and the TEP with national and state regulations and standards.Assessment and evaluation of the Unit and the TEP needs and provides recommendations for improvements.Facilitate training for Unit adjunct faculty and CAF.

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Table 94 Summary of Unit Chair ResponsibilitiesRepresent the Unit and the TEP to key constituencies within and outside the institution.Represent the Unit and the TEP in all program, personnel and budget matters.Facilitate the professional development and scholarship of Unit faculty.Coordinate, in consultation with the Unit's faculty, the unit's academic programs including faculty course assignments.Coordinate, plan and administer the Unit’s budget in consultation with the Unit faculty.Evaluate Unit faculty, adjuncts, CAF, and other Unit personnel for purposes of reappointment, promotion, or tenure.Facilitate the assessment and evaluation of the Unit and the TEP needs and pursue adequate funding for improvements.Insure alignment and compliance of the Unit and the TEP with institutional mission, regulations, and standards.Insure alignment and compliance of the Unit and the TEP with national and state regulations and standards.Serve as Chair of the Unit and the TEP committees including TEC, CON Chairs and TEAC

Unit Management

The Unit has created three primary mechanisms to facilitate the management and coordination of the TEP. One mechanism is the TEC—the primary advisory committee for the Unit Chair. The purpose of the TEC is to provide guidance to the Unit Chair. The TEC reviews all aspects of the TEP, approves program changes or improvements, and renders admission decisions. The Unit Chair—who chairs the TEC—retains final authority to follow the decisions recommended by the TEC or to alter those decisions. The TEC is comprised of administrators, Unit faculty, TEP-CL, P-12 representatives, and the Department Chairs for each of the content areas in the TEP. The TEC serves a vital role in bridging the Unit and the content areas of the TEP. Exhibit TEP Faculty, Personnel, and Committees contains more details about the committees.

A second mechanism is the NCATE Steering Committee and the six standards committees. These committees have the primary responsibility for aligning the TEP with the national and state standards and regulations. The NCATE committees provide the Unit Chair with recommendations for submission to the TEC. Exhibit TEP Faculty, Personnel, and Committees provides details about the NCATE committees.

A third mechanism is the CFCs and FPD for the CFE program. The Unit Chair has assigned the CFCs and the FPD the responsibilities for the management of the CFE program and the placement of TEP-ST/CA/interns in P-12 settings. The CFCs and FPD are the key representatives to the P-12 community and CAF for the Unit and TEP. The CFCs and FPD provide the Unit Chair with recommendations for the CFE. (See the Standard 3 section of the FIR for more information about the CFE program and personnel).

The Unit Chair utilizes these three primary mechanisms for consultation and guidance in the management of the TEP. The Unit Chair retains the authority and responsibility for approval and pursuit of the recommendations provided by the TEC, NCATE committees, CFCs, or FPD.

P-12 Involvement

The Unit and TEC view the involvement of members of the professional community as critical to the success of the TEP. The Unit has created two bodies to foster the involvement of P-12 professionals in the TEP. The two bodies serve in an advisory capacity and provide a connection between the Unit and the P-12 settings.

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TEAC

The TEC and the NCATE committees have encouraged the Unit Chair to pursue the expansion of a diverse and active TEAC. The TEAC serves as a key advisory group for the Unit Chair and the TEC. The purpose of the TEAC is to advise the Unit Chair regarding program policies, curriculum, P-12 needs/concerns, and program evaluation. The TEAC convenes at least once per semester to discuss educational issues, the performance of the TEP, recommendation and decisions of the TEC, and updates of the TEP. The feedback, suggestions and recommendations provided by the TEAC are evaluated by the Unit Chair for application to the TEP. Exhibit TEP Faculty, Personnel, and Committees provides details about the TEAC.

CAF

For several years, the Unit has assembled the cooperating teachers serving as CAF-MT in the internship program at least two times per academic year. This has proven to be a vital element for the collaboration between the Unit and the CAF-MT in evaluation of interns, and in the improvement of the internship program. In 2004, the NCATE Steering Committee began development of a method to expand the reach and impact of this group. The result has been to expand the CAF to include P-12 faculty and administrators that are involved in the CFE program. The CAF provides feedback, suggestions, and recommendations regarding CFE policies/procedures, CFE curriculum, P-12 needs/concerns, and CFE program evaluation. The CAF advice is collected by the CFCs and FPD, who in turn provide recommendations to the Unit Chair. Exhibit TEP Faculty, Personnel, and Committees provides details about the CAF (See the Standard 3 section of the FIR for more information about the CAF).

Student Resources

Faulkner has several programs and offices providing services to facilitate the academic, personal, and social success of students (These programs and offices are detailed in the university catalog). Faulkner has two key programs to foster student access to campus services—I-Start and Office for Student Success. The design of the I-Start program orients students to the programs and services available on campus. This orientation includes services or resources such as computer resources, library resources, financial aid services, academic services, disabilities services, advisors, student activities, and student organizations. The Office of Student Success was developed to facilitate the retention of students. The Office serves as a bridge connecting students with the various services and programs available on campus. The TEP embraces all of these services and includes references to them in the Teacher Education Handbook. The TEP faculty actively refer students to the various services on campus.

Historically, the Unit has been effective in providing academic advisement. However, the NCLB and ALSDE changes that resulted in the relocation of secondary and P-12 programs has resulted in occurrences of confusion and miscommunication. The NCATE Steering Committee examined this issue and in the Fall of 2005 the TEC approved a new policy for advisement. The new policy requires students interested in pursuing education to contact the Unit to open a TEP file, receive TEP materials, receive a TEP advisor, and contact the CFCs. The new policy engages the secondary and P-12 program students more in the Unit and should lead to improved advisement of these students.

The Unit provides each advisor with guidance and training to facilitate advisee progress in the TEP. The TEP advisor meets with the TEP-ST or TEP-CA on a regular basis to monitor

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academic progress, CFE progress, and guide course scheduling. Advisors are available during office hours, via appointment, or via e-mail for communication with advisees.

Recruiting and Admissions

The recruitment process of the TEP is conducted in conjunction with the institution’s general recruitment process. The Unit and TEP faculty participate in the university-wide recruiting events. As described in the Standard 4 section of the FIR, the TEP student diversity plan includes elements impacting recruitment of all students. The Unit has brochures, handbooks, and flyers for recruiting students for the undergraduate TEP. The TEP also has developed recruitment materials and advertising for the Alt-A program once it receives ALSDE approval. These will be utilized for recruiting, as well as, for advising candidates. In general, the Unit makes recruitment materials available through a variety of means including the Admissions Office, Unit web page, the university catalog, program materials, direct mailing to Faulkner alumni, school systems and individual schools.

The TEP admission and retention policies are outlined in the Teacher Education Handbook, university catalog, and Unit website. The Teacher Education Handbook and website are updated each semester, or more frequently if needed. The university catalog is printed on a two year cycle and thus is updated biennially. The biennial publication of the catalog frequently results in program changes not being included in the catalog. Thus, students are instructed in the catalog to contact the degree program they are interested in for the current policies, procedures, and requirements.

TEP Publications

The aforementioned publication cycles for the Teacher Education Handbook and university catalog have necessitated the move to electronic distribution resources. The Unit utilizes email and the Unit website to distribute updates, reminders, and general information about the TEP to TEP-ST, TEP-CA, TEP faculty, and CAF. The effectiveness of the email distribution has increased with the adoption of an institutional policy that e-mail is official communication with Faulkner students. As result of this new institutional policy all students are required to obtain a university e-mail address.

The Unit has also developed a monthly electronic newsletter, The Faulkner Educator for communicating with TEP-ST, TEP-CA, TEP faculty, and CAF. The newsletter allows the Unit to distribute TEP program information, updates, brief news articles, SAEA meeting schedules, and other relevant information.

The Teacher Education Program Handbook and Internship Handbook contain the specific policies, procedures, and requirements for the program. These handbooks are distributed to students in ED 2125 or when a TEP file is opened. As previously stated, updates are distributed electronically. The Internship Handbook, like the Teacher Education Handbook, is updated each semester. These publications detail procedures, requirements, policies, and forms required for the TEP.

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NCATE.6.B: Unit BudgetThe unit receives sufficient budgetary allocations at least proportional to other units on campus or similar units at other campuses to provide programs that prepare candidates to meet standards. The budget adequately supports on-campus and clinical work essential for preparation of professional educators.

The Unit receives sufficient budgetary allocations to provide programs that prepare future educators to meet high standards. The Unit Budgetary allocations are proportional, and, in several cases, exceed budgets of other units on campus. The budget adequately supports campus-based and CFE-based work essential for preparation of professional educators. The budget for the Unit is adequately funded by the University and has high priority. Table 95 displays the 2005-2006 budgets for the Unit and other department within ACCAS. Table 96 list the count of ACCAS faculty by rank to compare the personnel costs in each department. At Faulkner, the salaries of all faculty, regardless of department, are based on academic credentials and experience. Faculty members in the Unit are compensated on the same scale and based on the same criteria as those of other institutional units. The comparison indicates that the Unit Budgetary allocations are proportional, and, in several cases, exceed the budgets of other units.

Professional development is an important part of any effective program. The ACCAS faculty are required to submit a professional development plan annually that includes the identification of travel needs. The Unit has consistently budgeted for professional development activities of the Unit faculty. The Unit budget includes a professional development travel budget of $9,000 for 2005-2006. The VPAA also has $23,255 for professional development for all academics. Table 92 lists a sampling of the professional development activities funded through the Unit budget.

Over the past three years, the Unit has undergone significant changes that have required budgetary allocations in the Unit budget and in the general institutional budget. The Unit has added one full-time faculty position to support the undergraduate program and to have a leadership role in the planned graduate program. The Unit has also retained five regular adjunct positions to support the undergraduate program. In 2002, the Unit was allocated Johnson Hall as a dedicated facility. The renovation of Johnson Hall for faculty offices, departmental offices, technology enabled classrooms, computer lab and curriculum lab cost $78,794.00. In Fall 2005 additional renovations including an accessibility ramp, landscaping, ceiling, and painting totaled $17, 700. The cost of these renovations was funded from the institution’s general fund.

In Fall 2005 the Unit began modifications to the Curriculum Lab. These modifications include the addition of a security door, scanners, desensitizers, and cataloging of materials. The cataloging of materials includes the installation of magnetic strips and bar-coding. When completed, the Curriculum Lab materials will have the ability to monitor the use of all materials. The cost for these modifications is $3,300.

Table 95 2006 Budgets by Departments in ACCAS for Traditional Programs$

Department Copying Seminars/ Training%

General Supplies

Instructional Supplies

Travel InstructionalActivities

@Other Expenses

Personnel TotalOperating

Education 3,000 9,000 4,850 4,885 9,000 0 28,574 274, 927 59,309Computer Science

1,600 0 1,000 5,110 2,000 0 8,890 157,640 18,600

Criminal Justice

2,000 200 3,410 3,075 500 0 7,350 207,805 16,535

Legal 600 2,104 900 8,820 956 0 26,520 77,311 39,900

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StudiesEnglish & Fine Arts^

2,200 0 1,200 725 0 6,000 2,796 308,060 12,921

Great Books Honors

0 0 500 500 9,000 0 10,160 87,361 20,160

Humanities 400 0 550 600 0 0 1,548 99,919 3,098

Mathematics 1,600 0 375 0 0 0 1,224 161,378 3,199

Physical Education & SportsManagement

480 0 750 0 0 0 5,477 183,218 6,707

Natural and Physical Sciences

1,000 0 10,625 2,000 0 0 3,463 182,557 17,088

Social & Behavioral Sciences*

1,500 144 900 4,737 1,600 3,450 4,065 287,393* 16,396

Music 300 0 600 1,600 14,000 0 17,395 105,153 33,895Theatre 2,000 0 15,600 1,760 4,176 0 97,876# 122,358 121,412$Only some key line items are indicated^This department includes English and some related costs for Theatre and Music*This department includes Anthropology, History, Marriage and Family Therapy, Psychology, and Sociology#Includes expenses for regular productions and six dinner theatre productions which produce revenue@ This gives the sum of all other items not indicated in other columns.% The VPAA has $23,255 for use by all faculty

Table 96 ACCAS Teaching Faculty by RankDepartment Instructor Asst. Prof. Assoc. Prof. ProfessorEducation 0 1 2 1Computer Science 0 0 1 1Criminal Justice 0 2 2 1English & Fine Arts 0 3 1 1Great Books Honors 0 0 2 0Humanities 0 1 0 0Mathematics 0 4 0 0Physical Education & Sport Management

0 1 0 2

Natural and Physical Sciences

0 0 1 2

Social & Behavioral Sciences

0 1 1 3

Music 0 2 0 0Theatre 1 0 1 0NCATE.6.C: PersonnelWorkload policies, including online course delivery, allow faculty members to be effectively engaged in teaching, scholarship, assessment, advisement, collaborative work in P-12 schools, and service. Faculty loads for teaching on campus and on line generally do not exceed 12 hours for undergraduate teaching and 9 hours for graduate teaching. Supervision of clinical practice does not generally exceed 18 candidates for each full-time equivalent faculty member. The unit makes appropriate use of full-time, part-time, and clinical faculty as well as graduate assistants so that program coherence and integrity are assured. The unit provides an adequate number of support personnel so that programs can prepare candidates to meet standards. The unit provides adequate resources and opportunities for professional development of faculty, including training in the use of technology.

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The Unit has a sufficient number of faculty in all areas to effectively provide a quality education program. The design of the TEP and the use of a combination of Unit faculty, Unit adjunct faculty, TEP faculty, and CAF effectively distribute the workloads to allow faculty sufficient time and resources for teaching, advisement, professional development, and service.

Faculty LoadsThe faculty workload at Faulkner includes course instruction, advisement, departmental

service and institutional service. A full-time undergraduate academic workload for the academic year is defined as a total of eight three hour courses or the equivalent. The total full-time undergraduate workload for faculty is defined as 27 hours or the equivalent for the academic year. A full-time graduate academic workload for the academic year is defined as a total of 21 hours or the equivalent. The Unit has also defined the workload associated with supervision of interns as four interns equaling one three hour course. Faulkner provides faculty release time for administrative responsibilities based on course equivalents. Faculty are also compensated at 4% of their annual salary for each course equivalent exceeding the full-time load requirement. Faculty also receive additional compensation for independent and directed studies. Table 97 describes the institutional faculty load policy. Table 98 provides an example of a faculty load calculation. Table 99 lists the Unit faculty loads for 2005-2006. Currently the department chair receives release time, equivalent to two courses, for administrative responsibilities and NCATE/Master Program duties.

The TEP utilizes faculty from the content areas to provide clinical supervision of secondary and P-12 majors. For each secondary area and the TH/P-12 area at least two ACCAS faculty have been identified as TEP faculty and at least one of these have been identified as TEP-CL. Due to the size of these programs the supervision loads do not exceed a ratio of four interns to one supervisor. Table 100 list the clinical practice supervision load for the TEP-CL faculty for 2005-2006.

The result of this collaboration in supervision is that the Unit faculty primarily provide clinical supervision to only ELEMED majors. This allows the TEP to maintain a low intern to supervisor ratio. This also allows for the Unit faculty to serve as consultants to the TEP-CL in the supervision of interns.

Table 97 Institutional Faculty Load Policy – 3 ways to compute full loadThree Scenarios

Undergraduate Course Load

Undergraduate Credit Hour Equivalent

Graduate Course Load

#Graduate Credit Hour Equivalent

Instructional 9 27 7 27Preparation 6 or less 27 6 or less 27Total 9 27 7 27Instructional 8 24 7 27Preparation 7 27 7 @30Total 8 27 7 30Instructional 8 24 - -Preparation *8 or more 30 - -Total 8 30 - -*This scenario where a faculty member teaches 8 classes (all different preparations) actually results in the university paying the faculty member for one class overload.#One graduate class is the equivalent of 1.25 of an undergraduate course. No faculty member teaches graduate classes exclusively; therefore load calculation is always a combination of both types of instruction.@Pays one class overload

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Table 98 Example of a Faculty Instructional Load CalculationTerm Instructional Load Undergraduate Course

LoadUndergraduate Credit Hour Equivalent

Fall ED 2325 1 3Fall ED 2322 1 3Fall ED 4348 1 3Fall Supervision; 1 intern ¼ ¾ Fall Total Loads 3 ¼ 9 ¾ Fall Number of Preps 3 9Spring ED 2325 1 3Spring ED 4320 1 3Spring ED 3316 1 3Spring ED 2322 1 3Spring Supervision; 3 interns ¾ 2 ¼ Spring Total Loads 4 ¾ 14 ¼

Number of Preps 4 12Year Total Loads *8 24Year Total Preps 7 21*Actual classes taught equal 7.

Table 99 Unit Faculty Loads for 2005-2006Unit Faculty

CFE Load Equiv. Fall ‘05

Interns Fall ‘05

Intern Load Fall ‘05

Inst. Load Fall ‘05

Admin. Load Fall ‘05

Total Load Fall ‘05

CFE Load Equiv.

Interns Spring ‘06

Intern Load Spring ‘06

Inst Load Spring ‘06

Admin Load Spring ‘06

Total Load Spring ‘06

Total Year*

Murphy 1 ½ 0 0 2 1 4 ½ 1 ½ 0 0 2 1 4 ½ 9Nisbett 0 0 0 2 2 4 0 0 2 2 4 8Price 0 1 ¼ 4 ½ 0 4 ¾ 0 0 0 4 ½ 0 4 ½ 9 ¼ Warmack

1 ½ 4 1 3 0 5 ½ 1 ½ 6 1 ½ 2 0 5 10 ½

*Actual classes taught per year: Murphy (4), Nisbett (4), Price (9), and Warmack (5).

Table 100 TEP-CL Faculty Loads for 2005-2006TEP Area TEP Faculty Interns Fall 2005 Class Equivalence Fall 2005 Interns Spring 2006 Class Equivalence Spring 2006PE/P-12 Lucas 2 ½ 2 ½GSS/SED Hicks 1 ¼ 1 ¼

Adjuncts

The Unit currently employs five adjunct faculty. The Unit adjuncts serve in the TEP-Core, TEP-PRO, and CFE area of the TEP. The adjuncts are selected based on their academic credentials, professional experiences, expertise and ability to enhance the educational program. The Unit adjuncts undergo a training process to learn the FCF, TEPOS, and assessment system. The Unit adjuncts meet as a group each semester with the Unit Chair, FPD, and CFCs to discuss the TEP and their role in it. Unit adjuncts are evaluated each semester in accordance with institutional policies.

The Unit attempts to cultivate relationships with adjuncts and seeks to utilize the same individuals on a recurring basis. This allows for the adjunct to continually increase their ability to impart the FCF and TEPOS. The Unit nurtures these relationships through the availability of faculty training, participation in the TEAC and TEC, and invitation to other Unit activities.

Support Personnel

The Unit currently employs three support personnel. The Unit currently employs a secretary who also serves as the FPD and Curriculum Lab Coordinator. This individual assists the Unit

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Chair by performing administrative support tasks. She also coordinates communication with the P-12 schools for placement of TEP-ST, TEP-CA, and interns. She is also responsible for managing the Curriculum Lab. Exhibit TEP Faculty, Personnel, and Committees contains a position description for this person. The Unit plans on separating position tasks into more than one position as the enrollment in the TEP increases.

The Unit also employs two work study students for the completion of many routine tasks within the Unit and the Curriculum Lab. Together, the two work study students provide the equivalent of one full-time position.

The Unit has also contracted services for special needs such as web site development and updating of electronic documents. The Unit has retained these services on an as needed basis. The Unit has been fortunate to also receive 48 hours of donated support services over the last year.

NCATE.6.D: Unit FacilitiesThe unit has adequate campus and school facilities to support candidates in meeting standards. The facilities support faculty and candidates use of information technology in instruction.

The Unit has been provided excellent facilities to provide the instructional and support services for the TEP. As previously mentioned, the Unit was relocated from a shared facility in the Fall 2002 to Leonard Johnson Hall. Johnson Hall has been designated by the Faulkner administration as dedicated to the Unit and TEP. Since 2002, the administration has provided almost $100,000 to transform Johnson Hall into a state-of-the art facility. Table 101 provides a description of Johnson Hall and the resources available for students and faculty.

Johnson Hall provides the Unit adequate multimedia classrooms, faculty offices, a conference room, departmental office, Curriculum Lab, Instructional Computer Lab, and storage facilities. The Curriculum Lab is focused on resources and materials needed for effective instruction and research in education. The Curriculum Lab provides a convenient location and work area for TEP-ST, TEP-CA, and interns. The Curriculum Lab also serves as a supplement to the main library—GNL—located within a five minute walk of Johnson Hall. The Instructional Computer Lab is utilized for ED 2325 Technology in the Classroom and contains latest hardware and software needed for research and classroom instruction. The classroom spaces in Johnson Hall are equipped with the latest multimedia resources for instruction. The faculty and departmental offices are also equipped with desktop computers and peripherals for effective teaching, research, and service.

The Unit and TEP also have access to the main university library—GNL—either on campus or via the web. The GNL has approximately 13,000 square feet and houses approximately 229, 256 volumes. Exhibit Gus Nichols Library System contains a more detailed description of resources available in the library.

Faulkner has invested considerable funds through institutional funds and private resources to expand the technology resources available in classrooms across the entire campus. The primary academic buildings on campus—E. L. Cullom Rotunda, Tine W. Davis Gymnasium, Linda Y. Brooks Hall, Joe B. Greer Hall, Harris College of Business Building, Harris-Parker Building, Leonard Johnson Hall, and Marjorie J. Snook Building—have all been equipped with multimedia instructional classrooms with a minimum of a computer and an LCD projector.

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Table 101 Description of Johnson Hall Facility and ResourcesRoom Room Type Seating Technology EquipmentJ501 Multimedia

Instructional30 Computer, LCD Projector, Smartboard,

TV/VCR, ScannerWhiteboards, 4 ELEMED supply cabinets

J502 Conference 10 Networked Printer WhiteboardJ502A Private Faculty

Office3 Computer & Peripherals File cabinets, bookshelves,

telephoneJ502B Private Faculty

Office3 Computer & Peripherals File cabinets, bookshelves,

telephoneJ502C Private Faculty

Office3 Computer & Peripherals File cabinets, bookshelves,

telephoneJ503 & J504

Instructional Computer Lab

25 24 Computer work stations, 1 instructor station, LCD Projector, Smartboard, document camera

File cabinets, bookshelves, telephone

J505 & J506

Curriculum Lab#

21 9 Computers; Scanner, Document camera, A/V peripherals for 1 computer, Digital Video Camera; Digital Camera; Audio recorders/players; catalog computer system

Books, texts, journals, educational software; 2 Closets for Storage & Supplies

J507 Department Office

3 Computer & Peripherals; Scanner; Fax; Color Printer, Telephone

Miscellaneous Storage, file cabinets, bookshelves

J507A Private Faculty Office

3 Computer & Peripherals File cabinets, bookshelves, telephone

J508 Multimedia Instructional

40 Computer, LCD Projector, Smartboard, Scanner

Whiteboards, SED supply closet

NCATE.6.E: Unit Resources including TechnologyThe unit allocates resources across programs to prepare candidates to meet standards for their fields. It provides adequate resources to develop and implement the unit’s assessment plan. The unit has adequate information technology resources to support faculty and candidates. Faculty and candidates have access both to sufficient and current library and curricular resources and electronic information.

Technology Resources for Faculty and Students

Faulkner recognizes the importance of technology in contemporary society and as a key tool in the provision of quality education. As a result, the institution has allocated significant budgetary and physical resources for technology. Table 102 lists the technology expenditures for the last three years.

As stated previously, the institution has invested sufficient funds to create multimedia instructional spaces in every academic building on campus. In almost all buildings, every instructional space is equipped with a computer, LCD projector, DVD player, and video cassette player. As identified in Table 101, the Unit has excellent technological resources available for students and faculty in Johnson Hall.

The institution has also invested considerable funds to provide computer labs and stations in several locations across campus. Fully equipped computer labs are located in Linda Y. Brooks Hall, Joe B. Greer Hall, Harris College of Business Building, Harris-Parker Building, Leonard Johnson Hall, M. B. “Pop” Myers Fine Arts Center, Marjorie J. Snook Building and GNL. Computer workstations and a wireless access point are available in the J. L. Perry Building. The residential facilities on campus are also equipped with computer resources for students living on campus. The institution currently is examining several technology initiatives including the development of a wireless network for the campus.

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Faulkner provides each full-time faculty member with a computer, network access, web access, printer or printer access, and other technology solutions required for their field of study. The institution annually updates currently licensed software. The institution adds additional software as needed and adds it to the annual cycle. Computer hardware is on a three to five year cycle depending upon the rate of use and the type of hardware. Eight computers in the Curriculum Lab were updated as part of the cycle in August of 2005.

Faulkner contracts with EFC Systems, Inc (www.efcsystems.com) for the institution’s administrative software system and for management and support of computers, peripherals, software, network infrastructure, and internet access. EFC is responsible for providing service and support for existing technology resources, as well as, for the exploration of future technology solutions.

The Unit has dedicated the technology resources in Johnson Hall for students, candidates, and interns. The Instructional Computer Lab is available as a technology rich classroom environment to train future educators on the infusion of technology in education. The Unit also provides the Curriculum Lab. The Curriculum Lab, as indicated in Table 101, provides a wide range of resources. The Curriculum Lab is open from 8:00 AM to 8:00 PM Monday through Friday.

The institution provides a standard software package of Microsoft Outlook, Microsoft Office, and Internet Explorer on a Microsoft Windows platform. The institution utilizes the functions available in Outlook to provide email, scheduling, time management, and a file system for institutional forms, institutional procedures, publications, etc. Through the use of an exchange server the Outlook resources are also available via the web. EFC provides the administrative software, Regent.

The Unit has installed several educational software packages in Johnson Hall for faculty and students. In the Fall of 2002, the Unit adopted Livetext as the portfolio management system for the TEP. The Unit funded the initial Livetext training in the Spring of 2003. The turnover of Unit personnel and the process of the NCATE committees have resulted in an evolving implementation of Livetext. The TEP assessment system has been designed to utilize the capabilities within Livetext for data collection. The data collected via Livetext facilitates the program assessment and evaluation activities of the CIRE.

Table 102 Faulkner Technology Expenditures by Fiscal YearYear AmountFY 2003 $588, 433FY 2004 $859, 906FY 2005 $753, 238

Library and Curricular Resources

The TEP-ST, TEP-CA, and interns have a range of resources available for research and development of teaching. The Unit has created and manages the Curriculum Lab that focuses on materials specific to the education profession. Table 103 describes the categories of resources available in the Curriculum Lab. The institution provides the GNL for all Faulkner students. The GNL provides physical and electronic access to resources housed on campus and at other libraries through cooperative agreements. The GNL also provides web-based access to GNL

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resources and a wide range of other resources. The GNL is described in more detail in Exhibit Gus Nichols Library System.

Table103 Categories of Curriculum Lab holdingsCategory Number ExamplesBooks 10,000 Education relatedJournals 104 Such as Review of Educational Research, Teaching Exceptional Children, Educational

Leadership, Phi Delta Kappa, and Mathematics TeacherSoftware 86 Includes 33 language arts, 11 fine arts, 11 math, 17 science, and 14 social studies

The university library system has three academic and research libraries on the main campus—Gus Nichols Library, George H. Jones, Jr. Law Library, and the Education Curriculum Laboratory—and library resource rooms located at each center. The library system shares a common online catalog and access to virtual resources. Together, these resources adequately support the Unit’s goal to provide a quality education program, in accord with its mission and conceptual framework.

Nurturing Educators with Intelligence Plus Character