NCATEinstitute

Acknowledgements

The NCATE Institutional Report was developed by members of the Orlean Bullard Beeson School of Education and Professional Studies faculty and administration working with Howard College of Arts and Sciences and School of Music Faculty specialists in teaching fields. Special thanks to those who have worked tirelessly throughout the many drafts of this document.

Ruth Ash, Dean of the OBBSEPS
David Little and Janet Smith, Chairpersons, Alabama State Department Review
Ed Landers, Director of Media Operations
Josh Frantz, Media Operations Assistant
Mary Alice Newell, Director of Clinical Experiences
Robin Duncan, Adjunct Professor
Daphne Carr, Certification and Advising Assistant
Ruth Holt, Tina Chaffin, Marsha Cremer, Lucy Phillips, Secretarial Staff
Michael Garrett, Graduate Assistant, NCATE logistics
Anna Nabors, Graduate Assistant

The following faculty served as steering committee members for conceptual framework and NCATE standards.

NCATE Coordinators:
Ruth C. Ash, Dean
Jean Ann Box, Associate Dean/Chair of Teacher Education
Angela Owusu-Ansah, Assistant Professor, Educational Leadership
Conceptual Framework:
Chairperson: Angela Owusu-Ansah
Standard 1 – Candidate Knowledge, Skills, and Dispositions
Chairperson: Jean Ann Box
Standard II – Assessment System and Unit Evaluation
Chairperson: Angela Owusu-Ansah
Standard III – Field Experience and Clinical Practice
Chairperson: Carol Dean
Standard IV - Diversity
Chairperson: Regina Thompson
Standard V – Faculty
Chairperson: Martha Ralls
Standard VI – Governance and Resources
Chairperson: Maurice Persall
Faculty Committee Members:
Charlotte Freeman, Raymond King, Michele Harlason, David Finn
Technology Steering Committee:
Ruth Ash, Jean Ann Box, Ed Landers, Josh Frantz, Michele Haralson, Michael Garrett

ACKNOWLEDGEMENTS……………………………………………..........................………... i

LIST OF FIGURES…………………………………………………................….……........….... iv

LIST OF TABLES…………………………................................................……………………... v

ABBREVIATIONS…………………………………………………..........................………….... vi

OVERVIEW AND INSTITUTIONAL CHARACTERISTICS OF
SAMFORD UNIVERSITY…………………………………….............................……………..... 1

CONCEPTUAL FRAMEWORK………………………………………......................………..... 4

INTRODUCTION…………………………………………..............................................… 4
VISION………………………………………………….................................……....…….. 5
MISSION…………………………………………………..........................……………...... 5
PHILOSOPHY, PURPOSE AND GOALS………………………............……………… 6
LEARNING OUTCOMES AND KNOWLEDGE BASE…….….........………………… 8
BASIC SCHOOL PRIORITY: COHERENCE…………………............……………….. 9
BASIC SCHOOL PRIORITY: CLIMATE…………………………….............………… 10
BASIC SCHOOL PRIORITY: COMMUNITY………………………..............…………. 11
BASIC SCHOOL PRIORITY: COMMITMENT TO CHARACTER AND THE
PROFESSION……………………………………………………….........................…… 11
EXPECTED CANDIDATE PROFICIENCIES OF LEARNING OUTCOMES…..…. 12
ALIGNMENT OF INSTITUTIONAL STANDARDS WITH STATE AND
PROFESSIONAL STANDARDS………………………………………….................… 21
ASSESSMENT OF CANDIDATE AND UNIT PERFORMANCE…………...……… 27
REFERENCES……………………………………………………………...................… 30

STANDARD 1: Candidate Knowledge, Skills, and Dispositions............................…..……... 31

INTRODUCTION…………………………………………………….....................……… 31
ELEMENT 1: CONTENT KNOWLEDGE FOR TEACHER CANDIDATES…........…. 31
ELEMENT 2: CONTENT KNOWLEDGE FOR OTHER SCHOOL
PERSONNEL…………………………………………………………..........................…. 33
ELEMENT 3: PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHER
CANDIDATES…………………………………………………..........................………… 34
ELEMENT 4: PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND
SKILLS FOR TEACHER CANDIDATES………………………..................…………… 34
ELEMENT 5: PROFESSIONAL AND PEDAGOGICAL KNOWLEDGE AND
SKILLS FOR OTHER SCHOOL PERSONNEL…………………………...............…… 34
ELEMENT 6: DISPOSITIONS FOR ALL CANDIDATES…………..............…….……. 34
ELEMENT 7: STUDENT LEARNING FOR TEACHER CANDIDATES…........…..….. 35
ELEMENT 8: STUDENT LEARNING FOR OTHER SCHOOL PERSONNEL…...….. 37

STANDARD 2: PROGRAM ASSESSMENT AND UNIT EVALUATION…............................. 38

INTRODUCTION………………………………………………….........................……… 38
ELEMENT 1: ASSESSMENT SYSTEM…………………................……………..……. 38
Development and Maintenance
Assessments as Performance Predictors
Fairness and Consistency
ELEMENT 2: DATA COLLECTION, ANALYSIS, AND EVALUATION…….........…… 42
Data
Data Collection
Data Analysis, Resolution, and Evaluation
ELEMENT 3: USE OF DATA FOR PROGRAM IMPROVEMENT………........……… 45
Efficacy of Programs
Initiation of Changes
Reflection

STANDARD 3: FIELD EXPERIENCES AND CLINICAL PRACTICE..............................….. 48

INTRODUCTION……………………………………........................…………………… 48
ELEMENT 1: COLLABORATION BETWEEN UNIT AND SCHOOL
PARTNERS………………………..........................……………………………………... 48
ELEMENT 2: DESIGN, IMPLEMENTATION, AND EVALUATION OF FIELD
EXPERIENCES AND CLINICAL PRACTICE…………….................………………......50
ELEMENT 3: CANDIDATES’ DEVELOPMENT AND DEMONSTRATION
OF KNOWLEDGE, SKILLS, AND DISPOSITIONS TO HELP ALL
STUDENTS LEARN…………………….......................…………….………………….... 53

STANDARD 4: DIVERSITY……………………………………...........................……………... 56

INTRODUCTION…………………………………….......................……………………. 56
ELEMENT 1: DESIGN, IMPLEMENTATION, AND EVALUATION
OF CURRICULUM AND EXPERIENCES……...................……………………………. 56
ELEMENT 2: EXPERIENCES WORKING WITH DIVERSE FACULTY……..........…. 58
ELEMENT 3: EXPERIENCES WORKING WITH DIVERSE CANDIDATES….......… 60
ELEMENT 4: EXPERIENCES WORKING WITH DIVERSE STUDENTS
IN P-12 SCHOOLS…………………….........................…………………………………. 62

STANDARD 5: FACULTY QUALIFICATIONS, PERFORMANCE, AND
DEVELOPMENT……………………...........................………………………………………..... 64

INTRODUCTION………………….......................………………………………………. 64
ELEMENT 1: QUALIFIED FACULTY…..................…………………………………..... 64
ELEMENT 2: MODELING BEST PROFESSIONAL PRACTICES IN
TEACHING…………………………………….............................……………………….. 67
ELE MENT 3: MODELING BEST PROFESSIONAL PRACTICES IN
SCHOLARSHIP……………………………..........................…………………………..... 69
ELEMENT 4: MODELING BEST PROFESSIONAL PRACTICES IN SERVICE........ 72
ELEMENT 5: COLLABORATION………………………………….................………..... 76
ELEMENT 6: UNIT EVALUATIONS OF PROFESSIONAL EDUCATION FACULTY
PERFORMANCE………………………………………………........................…………. 78
ELEMENT 7: UNIT FACILITATION OF PROFESSIONAL DEVELOPMENT…......… 79

STANDARD 6: UNIT GOVERNANCE AND RESOURCES…….........................…………. 84

INTRODUCTION……………………………………….....................…………………… 84
ELEMENT 1: UNIT LEADERSHIP AND AUTHORITY…….….............………………... 84
ELEMENT 2: BUDGET………………………….....................…………………………...87
ELEMENT 3: PERSONNEL………………………………...................………………… 89
ELEMENT 4: UNIT FACILITIES………………………...................……………………... 91
ELEMENT 5: UNIT RESOURCES INCLUDING TECHNOLOGY……........…………... 93
Library Facilities
Faculty and Teacher Candidates’ Use of Technology

List of Figures in Conceptual Framework

Figure 1 Representation of the Teacher Education Programs’ Movement........................… 8
toward a Common End of Student Learning, Achievement, and
Lifelong Learning

Figure 2 (Initial) Teacher Education Programs’ Discipline-Specific…..........................…… 12
Movement toward a Common End of Student Learning,
Achievement, and Livelong Learning

Figure 3 (Advanced) Educational Leadership Programs’ Discipline-…..........................…. 17
Specific Movement toward a Common End of Student Learning,
Achievement, and Lifelong Learning

Figure 4 Alignment of Assessment with Institutional Standards…….............................…… 28

Figure 5 Unit Assessment System Based on the Plan-Do-Check-…….........................…... 29
Act Cycle

List of Tables in Standards One - Six

Table 1 ITSA’s Funded Projects……………………………….............................………….. 39

Table 2 Summary of Transition Assessments……………...........................……………….. 41

Table 3 Schedule for Data Collection ……………...........................………………………... 43

Table 4 Full Time Faculty………………………………...............................…….................... 64

Table 5 Adjunct Undergraduate Faculty………………............................………………….. .65

Table 6 Adjunct Graduate Faculty…………………….............................……………….........65

Table 7 University/Teacher Education/OBBSEPS Budget Comparison…......................... 87

Table 8 Labs and Multimedia Classrooms in OBBSEPS………….....................……….... 92

Table 9 2003-2004 Technology/Resource Funds…………........................………………...93

Table 10 CMTC Collections, Hours, and Staffing……………......................…………….. ...94

Table 11 Collection Statistics for Davis Library………………………......................……. ...95

Table 12 Technology Equipment Available, Academic Year 2003-2004…........................ 97

Table 13 OBBSEPS Servers………………………………….....................………………... 98

Table 14 Activities and Participants……………………………......................………........... 99

Abbreviations

ALAPT3 Preparing Tomorrow’s Teachers for Technology – Alabama

APTTP Alabama Prospective Teacher Testing Program

ESEC Early Childhood/Special Education/Elementary/Collaborative Special Education

FYNT Fifth-Year Non-Traditional

ITSA Institute for Teaching and Student Achievement

McREL Mid-continent Research for Education and Learning

PBL Problem-Based Learning

PDCA Plan-Do-Check-Act

PEPE Professional Education Personnel Evaluation

PT3 Preparing Tomorrow’s Teachers for Technology

SDE State Department of Education

SIM Samford in Mission

Overview and Institutional Characteristics
of Samford University

The Samford University campus is one of striking serenity, located on 180 acres in a rolling, heavily wooded valley. Approximately 4,500 students from more than 44 states and 33 nations are enrolled in the University. Two-hundred and sixty-four full-time faculty hold degrees from more than 160 colleges and universities in America and abroad. Samford is once again the fifth ranked Master's level university in the South by U.S. News and World Report.

At Samford University, our goal is to guide students toward maturity as informed and responsible world citizens - excited about the educational process, curious and eager to learn throughout life. Lifelong learning is now more important than ever before, and one of the keys to keeping pace with the explosion of knowledge is adaptability. The skills needed include critical and creative thinking, facility in interpersonal relationships, the ability to write and speak articulately, and the ability to read and listen with discernment. Regardless of the major area of study, the purpose of Samford's total program is to help students to develop these capacities. Students are encouraged to step out and explore other cultures through community service in Birmingham and overseas. Suddenly, what the "global village" experts predicted is becoming a reality. Hundreds of Samford students experience this shrinking world up close each year through Samford's own residential study center in London, an exchange program in China, and study trips to Europe, Asia, and Latin America. Samford is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools, and its eight colleges, which include Arts and Sciences, Business, Divinity, Education and Professional Studies, Law, Music, Nursing, and Pharmacy, look to 21st century needs to provide students with skills matched to the world of their future.

In the fall of 1997, Samford implemented a new interdisciplinary core and general education curriculum. This program of study is designed to introduce undergraduate students to new ways of dealing with the complexities of life beyond the college walls.

Samford combines the intimacy of a liberal arts college with the depth and breadth of a comprehensive university. Professors are primarily teachers, chosen for their abilities to educate, guide, and influence students. While their resumes reflect accomplishments in research and publishing, their highest priority is students. Surveys of recent graduates confirm that Samford students appreciate most the fact that professors take time to help them resolve academic and personal issues.

The Orlean Bullard Beeson School of Education and Professional Studies (OBBSEPS) was established in September of 1973 and includes five departments: Teacher Education, Exercise Science and Sports Medicine, Family Studies, Nutrition and Dietetics, and Interior Design. Teacher Education programs are accredited by the National Council for the Accreditation of Teacher Education (NCATE) and the Alabama State Department of Education (SDE). The Teacher Education Department’s Early Childhood/Early Childhood Special Education/Elementary/Elementary Collaborative (ESEC) Program was recognized as one of the four most outstanding teacher preparation programs in the country by the US Department of Education in December of 2000.

School Personnel Programs at Samford University Orlean Bullard Beeson School of Education and Professional Studies.

Undergraduate Programs	Degree Level	Program Level	Number of Candidates	Accrediting Body	Status of Review
Recognized by US Dept of Education
Early Childhood Education	Bachelor’s Degree	Initial	160	NCATE/SDE	Approved
Early Childhood Education	Bachelor’s Degree	Initial	160	NCATE/SDE	Approved
Early Childhood Education	Bachelor’s Degree	Initial	160	NCATE/SDE	Approved
Early Childhood Education	Bachelor’s Degree	Initial	160	NCATE/SDE	Approved
Secondary
Biology/General Science	Bachelor’s Degree	Initial	5	NCATE/SDE	Approved
English/Language Arts	Bachelor’s Degree	Initial	4	NCATE/SDE	Approved
History	Bachelor’s Degree	Initial	0	NCATE/SDE	Approved
History/Social Science	Bachelor’s Degree	Initial	5	NCATE/SDE	Approved
Language Arts	Bachelor’s Degree	Initial	7	NCATE/SDE	Approved
Mathematics	Bachelor’s Degree	Initial	8	NCATE/SDE	Approved
Social Science	Bachelor’s Degree	Initial	9	NCATE/SDE	Approved
World Languages:
French	Bachelor’s Degree	Initial	1	NCATE/SDE	Approved
German	Bachelor’s Degree	Initial	0	NCATE/SDE	Approved
Spanish	Bachelor’s Degree	Initial	2	NCATE/SDE	Approved
P-12 Programs
Physical Education	Bachelor’s Degree	Initial	9	NCATE/SDE	Approved
Music Education:
Choral	Bachelor’s Degree	Initial	11	NCATE/SDE	Approved
Instrumental	Bachelor’s Degree	Initial	12	NCATE/SDE	Approved
World Languages:
French	Bachelor’s Degree	Initial	0	NCATE/SDE	Approved
German	Bachelor’s Degree	Initial	0	NCATE/SDE	Approved
Spanish	Bachelor’s Degree	Initial	1	NCATE/SDE	Approved

Graduate Programs	Degree Level	Program Level	Number of Candidates	Accrediting Body	Status of Review
Fifth Year Non-Traditional	Master’s Degree	Initial	10	NCATE/SDE	Approved
Fifth Year Non-Traditional Music Education	Master’s Degree	Initial	0	NCATE/SDE	Approved
Early Childhood Education	Master’s Degree	Advanced	7	NCATE/SDE	Approved
Elementary Education	Master’s Degree	Advanced	19	NCATE/SDE	Approved
Educational Administration	Master’s Degree	Advanced	9	NCATE/SDE	Approved
Music Education	Master’s Degree	Advanced	2	NCATE/SDE	Approved
Early Childhood Education	Educational Specialist Degree	Advanced	4	NCATE/SDE	Approved
Elementary Education	Educational Specialist Degree	Advanced	8	NCATE/SDE	Approved
Educational Administration	Educational Specialist Degree	Advanced	37	NCATE/SDE	Approved
Doctor of Educational Leadership	Doctoral Degree	Advanced	78	NCATE/SDE	Approved

Introduction

Faculty in the Teacher Education Department at Samford University continuously strive to reflect candidate and societal education needs. Consequently, the conceptual framework of the department is continuously updated and evaluated, forming a dynamic, yet steady, foundation for the unit. Over the past several years, faculty, through an ongoing collaborative process, have modified the conceptual framework. The following changes in the conceptual framework from 1998 to date are noteworthy. The current conceptual framework was built on and is inclusive of the pre-existing framework.

Conceptual Framework Theme
Pre-existing Theme	Current Theme
Teachers as Reflective Decision-makers	The Educator as a Reflective Decision-maker: Reaching the World of Possibility within each Learner

The theme was modified to include all programs offered in the Teacher Education Department and to emphasize the unit’s ultimate goal of student learning for ALL P-12 students under the care of our candidates and graduates.

The pre-existing conceptual framework emphasized development (foundation), performance (methodology), and practices (internship). The current conceptual framework emphasizes professional dispositions, skills, and knowledge (foundation and methodology), application (internship), responsiveness to a community of various cultures and abilities, research-based educational change, technology integration, and decision making for Teacher Education and Educational Leadership programs (See Figures 1-3). Modifications in the programs’ emphases were made in response to customer needs, societal demographic changes, technological development, and increased data usage in educational decision-making.

The pre-existing conceptual framework was aligned with initial and advanced preparation in the undergraduate and graduate programs. The current conceptual framework defines initial teacher preparation as programs at baccalaureate or post baccalaureate levels and master’s programs leading to first-time licensure. Advanced programs are offered at the post-baccalaureate level to (1) licensed teachers continuing their education and (2) candidates preparing to work in schools in roles other than teaching, such as administrators or teacher leaders, leading to a master’s, specialist, doctorate, or non-degree licensure. Modifications in the framework were made to maintain alignment with all programs and to distinguish between initial teacher preparation and advanced preparation programs as defined by NCATE.

The Teacher Education Department’s commitment to cultural and developmental diversity, to dispositions, to technology, and to student learning continues, as is evidenced throughout the conceptual framework.

Vision of Samford University. The vision of Samford University is to be among the finest and truest Christian universities in the world, acknowledged as one of the most distinctive universities because it so effectively meets students' needs, and uniquely reckons with academic learning and the Christian faith, having such influential Christian scholar-teachers on the faculty and graduating strong Christian leadership.

Vision of the Teacher Education Department. The Teacher Education Department aspires to be in the forefront of providing quality education and scholarship in the nation and abroad. The unit views itself as a place for preparing spiritually grounded teacher-leaders who have both a heart for and knowledge of effective teaching techniques. It strives to be a place where faculty, who are Christian scholar-teachers, embrace individual differences and broaden candidates’ expectations of themselves and teaching. It envisions itself as a place where faculty and candidates are motivated to reflectively and continuously examine their professional craft and the needs of their students; a place committed to engaging all candidates in becoming life-long leaders of learning; and a place where the conscientious pursuit of excellence produces highly qualified educators.

Achieving these aims depends on the efforts of faculty and staff of the unit, faculty and staff in the broader context of Samford University, and all participants in P-12 schools associated with OBBSEPS education programs. Collectively, these individuals are expected to perform their professional responsibilities in a nurturing, safe, and secure environment that fosters respect, dignity, honesty, integrity, and accountability for themselves and for others.

Within this environment, the unit desires to prepare exemplary educators who use a reflective reasoning approach in all situations, integrate technology appropriately, contribute meaningfully to society, and reach the world of possibility within each learner.

Theme: The Educator as a Reflective Decision-Maker: Reaching the World of Possibility within Each Learner

Mission of Samford University. The mission of Samford University is to nurture persons, offering learning experiences and relationships in a Christian community, so that each participant may develop personal empowerment, academic and career competency, social and civic responsibility, and ethical and spiritual strength, and work continuously to improve the effectiveness of the community - for God, for learning, forever.

Mission of the Teacher Education Department. The unit advances the mission of Samford University through its nurturing approach to education in a Christian environment and training of Teacher Education candidates and professionals. The innovative, standards-based programs seek to prepare scholars and practitioners through a variety of student-centered learning experiences in order to facilitate their understanding, acquisition, development, integration, and application of knowledge, skills, technology, equity, accountability, and dispositions both personally and professionally. A variety of presentation and writing methods, problem-based learning (PBL) techniques, individual and group reflection, cooperative learning situations, and extensive clinical opportunities are used to teach candidates how to create effective learning communities for diverse P-12 teachers, learners, and the wider community.

Philosophy, Purposes, and Goals

The philosophy of the unit emerges from the institution’s mission to “nurture persons for God, for learning, forever” and therefore, it is aligned with the vision and mission of the unit. Faculty believe that nurturing learners enhances their success at learning and instills in them the love for learning. Faculty also believe that it is possible to reach the world of learning possibilities within each learner through the reflective decisions made by educators. Consequently, faculty act on these beliefs by providing learning experiences that prepare candidates to be reflective in their thinking and enable them to display the dispositions, skills, and knowledge needed to teach ALL learners. The ability to make reflective decisions is not only a required professional skill, but also a vital personal skill in our perpetually evolving society as, according to Plato (360 BC/1951), “the only constant is change” (p.230). The faculty’s commitment to developing reflective decision-making practices in educators helps equip candidates for success in a profession and society that is constantly changing.

P-12 students in the 21st century classroom mirror the shift in society’s cultural demographics, economic emphases, and technological drive. The need for educators to remain effective and adaptable in the face of continuous change supports the principles in the reflective thinking and decision-making paradigm. The nature of reflective thinking involves not simply a sequence of ideas, but a consecutive ordering of those ideas in such a way that each determines the next as its proper outcome, while each outcome in turn is supported by, or refers to, its predecessors (York-Barr, Sommers, Ghere, and Montie, 2001). The successive portions of a reflective thought grow out of one another and support one another (Dewey p.4, 1933). Reflective thought is a chain as each term leaves a deposit that is utilized in the next term (Dewey p.5, 1933). Candidates who develop their reflective thinking ability are well equipped to benefit from the education program and consequently function effectively in the constantly changing educational settings in which they will work.

Teacher Education programs emphasize reflective thinking throughout the conceptual framework and progressively throughout each program as follows (see Figure 4):

Reflection

Reflection and Acquisition

Reflection and Application

Reflection and Construction

Reflection and Dissemination

Reflection: Faculty believe that the development of effective reflection skills should begin with the candidate’s pre-program experiences in education. Consequently, at the start of the program, candidates are provided with an opportunity for reflective thinking, “an act of searching, hunting, inquiring, to find material that will resolve…, settle and dispose of perplexity” (Dewey, p. 3, 1933) in an educational setting, “encourage personal examination, scrutiny, and inquiry” (Dewey p. 4, 1933) to foster in candidates an increased knowledge of themselves and an awareness of their predispositions about educational skills, dispositions, and knowledge.

Reflection and Acquisition: Subsequent to a candidate’s journey of discovery through self-reflection, faculty believe that learning experiences which build on and shape reflective thinking skills should be provided so that candidate learning experiences are progressive in nature, from knowledge of self to knowledge postulated by others. Candidates’ learning experiences are enriched by opportunities to acquire and reflect on theories and practices of existing educational skills, knowledge, and dispositions. It is imperative that a reflective thinker investigate a proposition or theory to determine upon what the premise is founded (Schon, 1983; Dewey, 1933). These experiences broaden candidates’ theoretical base that is comprised of most major educational theories that include, but are not limited to, constructivism, progressivism, and eclecticism; Piaget’s theory of Development, Maslow’s and Glasser’s approach to needs; Senge’s mental models; Fullan’s theories on educational change; and 21st theories on multiculturalism, character education, and outcomes-based education.

Reflection and Application: Faculty believe in reflective candidate application and exploration of the educational theories and practices they acquire in knowledge, skills, and dispositions. Dewey (1933) endorsed this belief, stating that reflective thinking must be substantiated outside the course of images. Authentic learning requires that learners use what they have learned (Bransford, Brown, and Cocking, 1999). Faculty therefore, provide candidates with the opportunities to discover and develop connections between theoretical knowledge, skills, and dispositions and authentic educational experiences in schools that serve diverse learners. Candidates are provided with opportunities to create effective learning experiences, using their reflective thinking skills, and to combine their acquired educational skills, knowledge, and dispositions in a manner that is effective in each of the various educational settings. Guidance and feedback from cooperating teachers, university supervisors, and internship mentors, together with candidate reflections of the experiences, support the development of personal theories of learning and effective instruction.

Reflection and Construction: Faculty believe that the construction of knowledge by candidates is essential in the development of effective educators. Faculty also believe that knowledge construction occurs as an integral part of reflective thinking and must include the wisdom of practice. Knowledge construction may be viewed as a form of self-initiated professional learning that should form a part of a candidate’s professional development. Furthermore, the adoption of professional development as a regular part of ongoing educational training is a habit that educators who are reflective decision-makers develop. In addition, the process of constructing knowledge may serve as a learning experience for other learners, adding to the wisdom of practice. According to Schon (1983),

A reflective educator is presumed to know, but is not the only one in the situation to have relevant and important knowledge. … uncertainties may be a source of learning …for his or her learners/students (Schon, p. 27, 1983)

Reflection and Dissemination: Faculty believe that nurturing candidates does not end abruptly on completion of the unit’s programs. Consequently, faculty offer professional development to graduates on a regular basis. Through these recurring contacts with graduates, the unit is able to determine graduates’ needs and become better informed about areas in the program that need strengthening. Faculty continuously assess graduates’ performance as educators from the perspective of the graduates, their employers, and their students. The resulting data are then used to make modifications to resources, policies, and instruction to ensure continuous program improvement. This process mirrors the reflective decision-making concept.

Finally, faculty believe that “in any reflective thought definite units … are linked together so that there is a sustained movement to a common end” (Dewey p.5, 1933). The “definite units” of Teacher Education programs include preparing candidates to use multiple approaches to teaching and assessment; ensuring that these approaches include technology and culturally and developmentally responsive methods; making certain that candidates keep current with educational change, develop knowledge, skills, and dispositions cumulatively, and use reflective decision-making processes to support and reach the world of learning within each learner. Faculty collaborate to ensure that the unit’s programs are linked together so that there is a sustained movement to the common end of promoting learning, achievement, and lifelong learning skills in students.

A summary of the interconnected components that bring about the sustained movement toward our common end is represented in Figure 1. Figures 2 and 3 reflect the discipline-specific “definite units” of the Teacher Education Program and the Educational Leadership Program respectively.

Figure 1. Representation of the Teacher Education Programs’ Movement toward a Common End of Student Learning, Achievement, and Lifelong Learning

The Teacher Education Department’s purposes are to prepare exemplary educators who use a reflective reasoning approach in all situations, contribute meaningfully to society, and reach the world of possibility within each learner. The unit’s goals are the practice of the faculty in continuous improvement, dedication to diversity, creation of opportunities for free and open exchange, encouragement of innovative practices, use of data to make decisions, commitment to technology, and support of teams working together.

IV. Learning Outcomes and Knowledge Base

The learning outcomes of candidates and practitioners enrolled in and/or those who have completed the Orlean Bullard Beeson School of Education and Professional Studies’ Teacher Education Programs will include their ability to:

• Demonstrate knowledge required in the profession (for example, content knowledge and leadership skills)
• Demonstrate that they know how to impart the knowledge they possess (for example, how to teach the content to students or how to work with other educators)
• Demonstrate systematic thinking and decision making in their educational practice
• Demonstrate dispositions conducive to student learning and collaboration in the school community
• Demonstrate responsiveness to a school community of various cultures and learning abilities
• Demonstrate willingness for professional growth in knowledge, skills, and dispositions through self-examination, professional coaching, and adoption of educational change
• Demonstrate commitment to students, student learning, and accurate assessment of student learning

The learning outcomes outlined below are based on knowledge obtained from philosophical documents in education, the literature and research on teaching, and best practices in teacher preparation. These learning outcomes can be further categorized under distinct concepts that Boyer (1995) referred to as core virtues that ought to be “emphasized to guide the Basic School as it promotes excellence in living, as well as learning” (p. 173). The distinct concepts or priorities for the Basic School according to Boyer (1995) include community, coherence, climate, and commitment to character. The following diagram illustrates how the learning outcomes of the Teacher Education programs facilitate the development of the Basic School core virtues that promote excellence in living and learning.

Learning Outcomes Basic School Priorities developed

1) Demonstrate knowledge required in the profession 2) Demonstrate that they know how to impart the knowledge they possess 3) Demonstrate systematic thinking and decision-making in their educational practice		Coherence (“bringing the curriculum together to achieve coherence” Boyer, 1995, p.173)
4) Demonstrate dispositions conducive to student learning and collaboration in the school community		Climate (“bringing resources… [respect, compassion, and perseverance] together to enrich climate” Boyer, 1995, p.173)
5) Demonstrate responsiveness to a school community of various cultures and learning abilities		Community (“bringing people together to build community” Boyer, 1995, p.173)
6) Demonstrate willingness for professional growth in knowledge, skills, and dispositions through self-examination, professional coaching, and adoption of educational change 7) Demonstrate commitment to students, student learning, and accurate assessment of student learning		Commitment to Character [and the profession] (bringing all other priorities together so that what educators and the educated “learn touch their deeper selves and help them not only to become knowledgeable but socially and ethically responsible as well” Boyer, 1995, p.173)

Basic School Priority: Coherence

Candidates will demonstrate knowledge required in the profession. Knowledge required in the education profession encompasses a broader context than content knowledge. It includes pedagogical content knowledge (teachers), and/or pedagogical and leadership content knowledge (educational leaders). According to Bruner (1996), candidates and their learners can generalize from current learning to later tasks because of knowledge acquired and disseminated within a field of knowledge. According to Danielson (1996), the best way to create interest in a subject is to render it worth knowing, which requires making the knowledge usable beyond the situation in which the learning has occurred. Knowledge acquired and disseminated with sufficient structure to tie it together is not likely to be forgotten (Bruner). Educators who demonstrate this knowledge understand the underlying principles that give structure to the subject they teach or use (Bruner, 1971; Ryan and Cooper, 2001).

Candidates will demonstrate that they know how to impart the knowledge they possess. The mark of an effective educator is the ability to facilitate the transference and usefulness of knowledge to learners. Bruner identifies six components of effective transference of knowledge: attitude, compatibility, activation, practice, self-loop, and information flow. Educators who are able to make connections and show others how to make connections between data and previously learned material to solve problems (attitude and practice); enable learners to “fix the new material into what [the learners] already know (compatibility); …[provide learners the opportunity to] experience success with problem solving endeavors, spurring [them] on to further attempts (activation); …[that enables them to] explain or restate what [they] have just done (self-loop) and manage the amounts of material learned in order to problem solve (information flow)” (Orlofsky, 2001, p.41) are deemed effective. Danielson (1996) identifies themes in teaching responsibility that should be reflected in the entire instructional cycle. The themes include equity (all students feel valued); cultural sensitivity (awareness and integration); high expectations; developmental appropriateness; accommodation of students with special needs; and appropriate use of technology. Marzano, Pickering, and Pollock (2001) identify nine “instructional strategies that have a high probability of enhancing student achievement for all students and all subject areas at all grade levels.” (p. 7). These instructional strategies include identifying similarities and differences, summarizing and note taking, cooperative learning, and generating and testing hypotheses. Waters, Marzano, and McNulty (2003) demonstrate that “there is, in fact, a substantial relationship between leadership and student achievement.” (p. 3). Leadership principles and student learning are emphasized throughout all Teacher Education programs.

Candidates will demonstrate systematic thinking and reflective decision making in their educational practices. Candidates’ systematic thinking results in reflective, data-driven decision making which involves describing or recognizing patterns in data, information, situations, and knowledge; critically analyzing situations to select a solution appropriate to the school context; resolving the immediate complex classroom or school problem so that learners benefit from the decision; and generalizing the solution to educational principles that form the basis for solving future problems. Schon (1987) describes reflective practice as seeking out connections to the student’s thoughts and feelings and allowing the student’s respect for the instructor’s knowledge to emerge from the student’s discovery of it in the situation. Dewey (1933) states that the best way of thinking is reflective thinking, which he describes as a chain of thoughts that impel inquiry and aim at a conclusion. Educators make on-the-job-decisions every two minutes - instructional, grading, diagnostic, program, curriculum, credential, administrative, placement, classification, and selection decisions - (Kubiszyn and Borich, 2000). Consequently, it is vital that educators are well-versed in reflective decision-making. Thinking reflectively about knowledge acquired and making reflective decisions on how to impart it ensures educational coherence.

Basic School Priority: Climate

Candidates will demonstrate dispositions conducive to student learning and collaboration in the school community. According to Boyer (1995), “the challenge of the Basic School [is the creation of] a climate in which virtues are learned by example” (p. 189). Boyer emphasizes the need for incorporating the following virtues in the training of candidates to enable them to model such behaviors to learners under their care. The virtues include honesty, respect, responsibility, compassion, self-discipline, perseverance, and a giving nature. These virtues are further emphasized in the dispositions modeled by faculty and required of our candidates as part of their training, namely, positive presentation of themselves in schools or classrooms, professional behavior, social interaction skills, group interaction behavior, and academic integrity. Danielson (1996) states that a school or classroom climate consists of interactions within a setting that, in themselves, are non-instructional, but are necessary for effective instruction. Such interactions that establish a comfortable and respectful classroom environment, cultivate a culture for learning, and create a safe place for risk-taking are desirable (Danielson). In a school where there is a communicative, just, disciplined, and caring climate, with occasions to celebrate, there is a sense of purpose and a foundation for achieving educational excellence (Boyer, 1995) and producing responsible citizens.

Basic School Priority: Community

Candidates will demonstrate responsiveness to a school community of various cultures and learning abilities. According to Boyer (1995), “in a …school, the circle of community begins with the principal, teachers, [staff], and students, [and] quickly extends outward to embrace the family” (p. 47). Homes in the United States constantly grow in diversity of cultures and abilities. Tomlinson (1999) believes that educators are challenged with “how to reach out effectively to students who span the spectrum of learning readiness, personal interests, culturally shaped ways of seeing and speaking of the world, and experiences in that world” (p.1). Kohl (1994) states that educators need to understand and realize that teaching is not simply designing a strategy for teaching and learning, but teaching well means encouraging the widest diversity and greatest depth of learning possible that reflects the community and beyond. In order to achieve this and to acquire the knowledge about students needed to teach responsively, Darling-Hammond (1997) states that schools need to build connections to families and communities as a means of deepening the relationships that support child development.

Basic School Priority: Commitment to Character [and the profession]

Candidates will also demonstrate willingness for professional growth in knowledge, skills, and dispositions through self-examination, professional coaching, and adoption of educational change. The use of self-evaluation and reflection are tools for professional growth (Yost, Sentner, and Forlenza-Bally, 2000). Another tool for professional growth is “peer coaching fosters conditions that support adult learning” (Nolan and Hoover, 2004, p.84). The process of adult learning contributes to the improvement of teacher decision-making (Glickman, Gordon, and Ross-Gordon, 1998). When educators improve their decision making about students, learning, content, and teaching, instructional improvement takes place (Glickman, et al, 1998). As the world shifts from the Industrial Revolution into the Knowledge Revolution, modifications in educational paradigms constantly occur. If candidates are to remain effective, then it is imperative that they grow to reflect educational change. Although all change does not necessarily represent progress, progress is not possible without change (Glickman, et al., 1998).

Finally, candidates will demonstrate commitment to students, student learning, and assessment of student learning. Commitment to students is evident when educators’ appreciate and take into consideration the impact of a disability on student development. Commitment to students is also evident when the influence of family, linguistic, cultural, community, and socioeconomic factors on student learning is considered as educators make decisions about teaching strategies and personalization of instruction to facilitate students’ cognitive development (Haberman, 1991; Sigel, 1990). Commitment to students is vital, as it allows candidates to reach the world of possibility within each learner. Commitment to all students and to student learning requires that educators realize that “each child [learner] has different needs, and the best way to address these needs equitably is to address [learners] uniquely, including taking into account such factors as race, ethnicity, [ability, readiness], and gender” (Ryan and Cooper, 2001).

Expected Candidate Proficiencies of Learning Outcomes

The Teacher Education Department’s institutional standards reflect the unique professional perspectives of both the initial level preparation program, Teacher Education (see Figure 2), and the advanced level preparation program, which focuses on Educational Leadership (see Figure 3). Candidate proficiencies, therefore, correspond to the distinctiveness of the programs, and yet both programs (initial and advanced) demonstrate [a sustained movement toward] a coherent, common end of reaching a world of possibility in each learner, through the promotion of student learning, achievement, and lifelong learning skills within the unit.

The expected candidate proficiencies of learning outcomes will be addressed in relation to the institutional standards for the:

• Initial Level of Preparation (Teacher Education)
• Advanced Level of Preparation (Educational Leadership)

INITIAL
Institutional Standards: Initial Level of Preparation (Teacher Education)

Figure 2. (Initial) Teacher Education Programs’ Discipline-Specific Movement toward a Common End of Student Learning, Achievement, and Lifelong Learning

Basic School Priority: Coherence

Learning Outcome 1:The candidate demonstrates knowledge required in the profession.

Initial

Unacceptable	Acceptable	Target
The candidate does not know nor understand the subjects he/she teaches.	The candidate knows and understands the subjects he/she teaches.	The candidate knows and understands the subject he/she teaches well enough to analyze and convey the elements, logic, possible uses, and biases.
The candidate does not understand the content of the school curriculum that learners are expected to know.	The candidate understands the content of the school curriculum that learners are expected to know.	The candidate’s understanding of the content of the school curriculum that learners are expected to know stems from his/her thorough understanding of the structure of the subject they teach.
The candidate does not demonstrate mastery of content or pedagogical knowledge.	The candidate demonstrates mastery of content or pedagogical knowledge.	The candidate demonstrates mastery of content or pedagogical knowledge and shows the ability to make connections of acquired knowledge to previously learned concepts and is able to construct knowledge.

Learning Outcome 2: The candidate demonstrates that he/she knows how to impart the knowledge he/she possesses.

Initial

Unacceptable	Acceptable	Target
The candidate does not demonstrate pedagogical skills.	The candidate demonstrates pedagogical skills.	The candidate demonstrates pedagogical skills and shows the ability to select the most appropriate skills to teach specific concepts.
The candidate does not use a variety of instructional methods.	The candidate uses a variety of instructional methods.	The candidate uses a various instructional methods in a variety of combinations that promote learning in all learners.
The candidate provides learners the opportunity to practice concepts learned.	The candidate provides the learners the opportunity to make connections between data and previously learned material to solve problems (attitude) and practice and to fix the new material into what they already know (compatibility).	The candidate provides the learners the opportunity to make connections between data and previously learned material to solve problems and practice; experience success with problem solving endeavors, encouraging further attempts; demonstrates equity (all students feel valued), cultural sensitivity, high expectations, developmental appropriateness of instruction (special & gifted), appropriate use of technology; and manages the amounts of material learned in order to problem solve (information flow).

Learning Outcome 3: The candidate demonstrates systematic thinking and decision making in his/her educational practices

Initial

Unacceptable

Acceptable

Target

The candidate does not recognize patterns in data, information, situations, and knowledge and makes classroom decisions based on impulsive teacher behavior, customs, and educational traditions.

The candidate recognizes patterns in data, information, situations, and knowledge and does not makes classroom decisions based on impulsive teacher behavior, customs, and educational traditions, but critically analyzes situations to select a solution appropriate to the context of his/her classroom or school.

The candidate recognizes patterns in data, information, situations, and knowledge; critically analyzes situations to select a solution appropriate to the context of their school; resolves the immediate complex classroom or school problem in a manner that ensures that learners benefit from the decision; and generalizes the solution to educational principles that form the basis for solving future problems

The candidate is not adept at making educational decisions continuously.

The candidate is adept at making educational decisions continuously.

The candidate is adept at making educational decisions continuously in a variety of educational settings _ instructional, grading, diagnostic, program, curriculum, credential, administrative, placement, classification, selection.

Basic School Priority: Climate

Learning Outcome 4: The candidate demonstrates dispositions conducive to student learning and collaboration in the school community

Initial

Unacceptable

Acceptable

Target

The candidate does not possess one or more of the following virtues: honesty, respect, responsibility, compassion, self-discipline, perseverance, and a giving nature.

The candidate possesses the following virtues: honesty, respect, responsibility, compassion, self-discipline, perseverance, and a giving nature.

The candidate possesses the following virtues_ honesty, respect, responsibility, compassion, self-discipline, perseverance, and a giving nature, and models it to his/her students and colleagues in schools.

The candidate’s presentation of him or her self in schools or classrooms, or professional behavior, or social interaction skills, or group interaction behavior, or academic integrity is not acceptable.

The candidate’s presentation of him or her self in schools or classrooms, professional behavior, social interaction skills, group interaction behavior, and academic integrity is acceptable.

The candidate’s presentation of him or her self in schools or classrooms, professional behavior, social interaction skills, group interaction behavior, and academic integrity is positive and contributes to student learning.

Basic School Priority: Community

Learning Outcome 5: The candidate demonstrates responsiveness to a school community of various cultures and learning abilities.

Initial

Unacceptable

Acceptable

Target

The candidate expects certain behaviors from students on the basis of stereotypical ideas.

The candidate expects individual differences in his/her students and adjusts teaching methods to meet student needs.

The candidate expects high quality work from all students to be expressed in ways that reflect individual differences and adjusts teaching methods and assessments to provide equitable learning experiences.

The candidate is not able to collaborate with colleagues

The candidate contributes to school effectiveness by collaborating with other professionals

The candidate contributes to school effectiveness by collaborating with other professionals, parents, involved family members, and takes advantage of community resources.

Basic School Priority: Commitment to Character and the Profession

Learning Outcome 6: The candidate demonstrates willingness for professional growth in knowledge, skills, and dispositions through self-examination, professional coaching, and adoption of educational change.

Initial

Unacceptable	Acceptable	Target
The candidate does not self-evaluate or reflect on his or her professional growth.	The candidate self-evaluates and reflects on his or her professional growth.	The candidate self-evaluates and reflects on his or her professional growth and takes steps to improve.
The candidate does not submit to peer coaching, nor work well in a group setting.	The candidate is willing to receive peer coaching and to contribute fairly to group work.	The candidate is willing to receive peer coaching and to contribute fairly to group work, as well as participate in workshops, conferences, and professional organizations.
The candidate is not able to use technology in instructional methods.	The candidate is capable of using technology in instruction and is aware of new educational programs.	The candidate is capable of using technology in instruction and is able to participate in the use and/or appropriate modification of new educational programs.

Learning Outcome7: The candidate demonstrates commitment to students, student learning, and assessment of student learning.

Initial

Unacceptable

Acceptable

Target

The candidate does not exhibit one or more of the preceding six learning outcomes.

The candidate demonstrates all six of the preceding learning outcomes.

The candidate demonstrates all six of the preceding learning outcomes and ensures significant student learning by exhibiting realness or genuineness, valuing of learners, and empathetic understanding.

The candidate’s students do not show evidence of learning.

There is evidence of student learning of the students under the candidate’s care.

All students under the candidate’s care are learning; their learning is assessed appropriately; the students are enjoying the learning process and developing into lifelong learners.

ADVANCED
Institutional Standards: Advanced Level of Preparation (Educational Leadership)

Figure 3. (Advanced) Educational Leadership Programs’ Discipline-Specific Movement toward a Common End of Student Learning, Achievement, and Lifelong Learning

Basic School Priority: Coherence

Learning Outcome 1: The candidate demonstrates knowledge required in the profession.

Advanced

Unacceptable

Acceptable

Target

The candidate does not know nor understand the concepts of educational leadership.

The candidate knows and understands the concepts of educational leadership.

The candidate knows and understands the concepts of educational leadership and increases the collective capabilities of self, faculty, staff and students through the provision of relevant staff and professional development.

The candidate does not establish high expectations of administrators, faculty, staff, or students.

The candidate establishes high expectations of administrators, faculty, staff, and students.

The candidate establishes high expectations of self, administrators, faculty, staff, and students and provides consistent coaching and professional development follow-up.

Learning Outcome 2: The candidate demonstrates that he/she knows how to impart the knowledge he/she possesses.

Advanced

Unacceptable	Acceptable	Target
The candidate does not demonstrate leadership skills.	The candidate demonstrate leadership skills.	The candidate demonstrates leadership skills and encourages leadership skills in faculty, i.e., the concept of the teacher as leader and the principal as the leader of leaders.
The candidate does not focus on people and processes, but on paperwork and administrative minutia.	The candidate focuses on people and processes, is customer-focused and servant-based.	The candidate focuses on people and processes, is customer-focused and servant-based; and is visible and close to the individuals he/she serves.
The candidate practices top-down decision-making and enforcement of conformity.	The candidate encourages team learning, collaborative problem-solving, and two-way communication.	The candidate encourages team learning, collaborative problem-solving, two-way communication, protects those he/she serves from unwarranted outside interference, and empowers and trusts them.

Learning Outcome 3: The candidate demonstrates systematic thinking and decision making in his/her educational practices

Advanced

Unacceptable

Acceptable

Target

The candidate does not recognize patterns in data, information, situations, and knowledge and makes school-wide decisions based on impulse, customs, and educational traditions.

The candidate does recognize patterns in data, information, situations, and knowledge and does not makes school-wide decisions based on impulse, customs, and educational traditions, but critically analyzes situations to select a solution appropriate to the context of his/her educational setting.

The candidate expects the same behavior of those he/she serves.

The candidate is not adept at making educational decisions continuously.

The candidate is adept at making educational decisions continuously.

The candidate expects the same of his/her faculty

Basic School Priority: Climate

Learning Outcome 4: The candidate demonstrates dispositions conducive to student learning and collaboration in the school community

Advanced

Unacceptable

Acceptable

Target

The candidate does not possess one or more of the following virtues: honesty, respect, responsibility, compassion, self-discipline, perseverance, and a giving nature.

The candidate possesses the following virtues: honesty, respect, responsibility, compassion, self-discipline, perseverance, and a giving nature.

The candidate possesses the following virtues: honesty, respect, responsibility, compassion, self-discipline, perseverance, and a giving nature; models it to his/her students and colleagues in schools; and expects students and colleagues to do the same.

The candidate’s presentation of himself or herself in schools or classrooms, or professional behavior, or social interaction skills, or group interaction behavior, or academic integrity is not acceptable.

The candidate’s presentation of himself. or herself in schools or classrooms, professional behavior, social interaction skills, group interaction behavior, and academic integrity is acceptable.

The candidate’s presentation of himself or herself in schools or classrooms, professional behavior, social interaction skills, group interaction behavior, and academic integrity is positive and contributes to student learning.

The candidate expects the same of those he/she serves.

Basic School Priority: Community

Learning Outcome 5: The candidate demonstrates responsiveness to a school community of various cultures and learning abilities.

Advanced

Unacceptable

Acceptable

Target

The candidate expects certain behaviors from students on the basis of stereotypical ideas.

The candidate expects individual differences in those he/she serves (faculty, staff, students) and adjusts leadership methods to meet their needs.

The candidate expects high quality work from all the individuals he/she serves (faculty, staff, students) to be expressed in ways that reflect individual differences and adjusts leadership methods and assessments to provide equitable learning experiences in the school community.

The candidate is not able to collaborate with colleagues.

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