Standard 6. Unit Governance and Resources
Dr. Kevin Koury, Dean of the College of Education and Human Services (COEHS) is the Unit leader overseeing the overall development/direction of the Cal U teacher education program (TEP). The TEP provides the leadership for all preparation programs leading to employment in P-12 schools. All colleges and the School of Graduate Studies at Cal U have teacher education programs.
Recruitment is a team approach. New student recruitment is led by the Dean of Admissions. All transfer students are reviewed by the Office of Articulation & Transfer. Both new and transfer students are registered through the Office of Student Services. Cal U publications both electronic and hard copy provide academic calendars, catalogs, publications and advertising in a clear, current, and accurate way. Services provided to teacher education candidates include advising by department faculty members, academic counselors through the Office of Student Affairs, and/or intervention by personal counselors from the Cal U Crisis Counseling Center.
[Counseling & Advising Students see Standard 6.4.c & Catalogs & Publications see Standard 6.4.e]
A newly designed PDS provides numerous ways for collaboration between Cal U and P-12 personnel. Participation in TEAM Day activities, the Teacher Education Advisory Board, the Student Teacher Showcase, Seminar Series, Berger Conference, Dispositions measures, cooperating teacher training, student teacher orientation, and the teacher education conference by members of the faculty and P-12 personnel are ongoing and informative. Feedback from all Unit participants indicates that numerous professional development opportunities are available. [Advisory Board & Governance Meetings Minutes see Standard 6.4.a]
The undergraduate teacher education program leads to 17 initial education certifications in Art, Biology, Chemistry, Communications, PreK-4, 4-8 (Language Arts, Math, Science, Social Studies, and dual certification combinations), English, Foreign Language (Spanish), Math, Physics, Social Studies, and Technology. Special Education (PreK-8 & 7-12) is an add-on certification taken in a dual certification program that is approved by PDE.
Cal U offers initial certification through the Master of Arts in Teaching (MAT) degree in education in Biology, Chemistry, Communication, Earth & Space Science, English, Foreign Language (Spanish), Math, Physics, and Social Studies. Master of Education (MED) in Special Education PreK-8 and 7-12 are add-on certifications. Also, the MED in Elementary Education offers an initial certification.
Post Bacc programs for initial certification are offered in Technology Education. Advanced Education Certification is offered in Reading Specialist, School Counselor (Elementary & Secondary), School Principal, Superintendent Letter of Eligibility, and School Psychology.
The TEP coordinates accreditation and state approval procedures overseeing all curricular and program policies. The COEHS Governance Committee reviews all teacher education business and oversees the operation of all TEPs in the Unit. Represented are all initial and advanced programs. University faculty, P-12 practitioners, and other stakeholders participate in program design, implementation, and evaluation. [Organization Chart see Standard 6.4.b]
Secondary Education candidates are advised by both content and teacher education faculty members. All advisors are considered equal in importance; both must clear the student for course registration each semester and agree to endorse Recommendation for Student Teaching.
6b. Unit Budget
The COEHS budget supports programs. The current year’s budget amount is less than previous years and the decreasing trend is expected to continue. Cal U is a Pennsylvania owned university and funded through yearly allotments that are a part of Pennsylvania’s legislative process.
Departments have yearly operating. There is another fund, under the domain of the University Provost, which funds expenses related to accreditation. While this amount varies each year, all accreditation costs necessary for teacher education have been met, with increases as necessary when visitations are planned and consultants are hired. Each year teacher education departments project the accreditation budget needs in an annual report and then request the funds through the Dean to the Provost. There is sufficient support according to need.
A separate budget administered by the Associate Dean of COEHS is used to pay for cooperating teacher training, the student teacher showcase, cooperating teacher stipends, and university supervisor travel expenses. The annual budget for this is $139,000 There is sufficient support according to need. [College budgets will be provided during site visit]
We are governed by a collective bargaining agreement (CBA). Workload is established for undergraduate and graduate workloads. To achieve tenure and promotion faculty members provide excellent teaching, scholarly activity, and service to the University and community. Within the teaching structure undergraduate and graduate faculty are expected to teach a yearly workload of 24 and 18 credits respectively. For faculty assigned to supervise student teachers a full time workload is 20 student teachers per semester. So student teacher supervision is assigned at the rate of .6 credits each. [Collective Bargaining Agreement See Standard 6.4.h]
Faculty members are encouraged to participate in professional organization activities such as presenting new information at conferences and submission of manuscripts for publication. Assistance is provided for those faculty members to present at professional conferences. This includes travel accommodations where Unit funds are coordinated with the Faculty Professional Development Committee’s travel fund center. Workload Equivalent release time when completing professional activities either for the University or professional organizations is supported. Service to the community and University is encouraged and documented within the promotion process.
A formula approach is used for employing part-time faculty when needed but cannot exceed 25% of the entire instructional workforce university-wide. For all instruction including online, a system of student/peer evaluation exists. Graduate assistants only teach when they have expertise and are accompanied by the instructor of record. Support personnel in the form of department clerical help and Unit-wide administrative assistants, coordinator of field experiences/student teaching, and associate dean are available to assist faculty in all needs for the teacher education programs.
There are state-of-the-art facilities for teaching and learning in the COEHS classrooms. There are also computer labs available for teaching, practice labs for technology applications practice/learning, and regular training available to faculty and students. Classrooms, Labs, & Libraries see Standard 6.4.i]
The unit is supported by a number of federal grant projects that result in development of model projects which have become institutionalized. This includes teacher preparation grants in Technology Education, Special Education, and Elementary/Secondary Education settings. The TLC is located in the COEHS and is directed by a secondary education faculty member.
In the PDS relationship we offer courses to candidates in the public school settings. Candidates then work with P-12 students in the public school environment. This is intended to become regular practice for instruction of candidates in the actual P-12 learning environment. The intent is to be able to learn and teach in the P-12 environment using the existing technology and other resources there.
The Unit has an ongoing constructive relationship with PDE to maintain and improve existing programs. Recently new standards and teacher certification regulations have guided curriculum reform in the Elementary, Secondary, and Special Education areas.
The library has system-wide resources including texts and electronic resources that are available to faculty, staff, and candidates. These same resources are open to the community as Cal U is a state owned university and provides access to the local community. [Library Resources see Standard 6.4.i]
Each faculty member teaching courses at Cal U has a Learning Management System (LMS) in the Desire-to-Learn (D2L) platform whether teaching the course completely online or in a face-to-face configuration. The power in our system-wide approach is offering all 14 universities high quality speed, reliability, and confidentiality.
6.2.b Continuous Improvement
PDE has changed the configuration of some teacher accreditations to PreK-4, Mid-level 4-8, Special Education N-8, and Special Education 7-12. The information disseminated to potential and current students has been updated. Program sheets and syllabi have also been updated. [Program Advisement Sheets see Conceptual Framework I.5.b] The updates include changes in the Cal U general education program and the certification areas listed. All information is updated in University publications. These are the University website, catalogue, and other marketing materials. [Academic Calendars, Catalogs, & Publications see Standard 6.4.e]
Most data collected continue to inform specific aspects of our programming, however, some do not. The data sets that continue to inform us about continuous improvement include evaluation of TEAM Day, dispositions, cooperating teacher training, feedback from the Advisory Board, and the student teacher orientation. New data sets include evaluation of the seminar series, how it is being documented as professional development, and the student teacher showcase on effect on K-12 student learning as well as the expert and peer evaluation of each candidate’s poster. We have reviewed the data collected previously and adjusted to the new system. The new PDS uses a recursive design, implement, and evaluate strategy for expansion and improvement. To that end, new data sets are being created and data are compiled to inform stakeholders about the new PDS program.
In the area of annual budgets, department chairs complete an annual report that includes funds needed for continued accreditation. These budgets are projected by the department chairpersons and then discussed with the dean and provost. All costs of accreditation are funded and when unbudgeted incidental costs arise the provost is able to use reserve funds for those purposes. Likewise, the budget supporting student teaching costs is projected annually and adjusted according to the projected number of student teachers, cooperating teachers, and orientation/training sessions needed. [Budgets will be available during site visit]
Support for professional development at conferences is provided. The budget for this is through both the FPDC and the Dean. These funds have been reduced and the reduction necessitates support at a lesser rate dictated by the funds available and the number of faculty members requesting travel support.
Three areas of Technology support continuous improvement. They are the University plan for refreshing computers, the professional development activities in the TLC, and the materials center which is supported through a continuous foundation fund where cutting edge technology applications are included and updated annually. [Classroom, Labs, & Libraries see Standard 6.4.i]
The library has an annual evaluation using faculty input regarding the adequacy of the materials there, with a budget to support each department in securing new material or software as reference or for loan as part of the library system. There is continuous upgrading of the LMS D2L which is a contract through PASSHE. Other University-wide software applications are available and include SPSS for statistical analysis and Acrobat Pro. Distance Learning see 6.4.j & Classrooms, Labs, & Libraries see Standard 6.4.i]
Standard 6.3 Areas for Improvement
The areas for improvement (AFI) concern 1) Unit oversight of all programs whether in the COEHS or not, and 2) faculty workload in Communication Disorders, Early Childhood Education, Special Education, and Technology Education.
In response to the first AFI the Unit created a standing Governance Committee which meets bi-weekly during the academic year and incidentally during the summer sessions as needed. [Governance Meeting Minutes see Standard 6.4.a] The Governance Committee is chaired by Dr. Burton, Associate Dean in the COEHS. Membership includes representatives from all education programs in the Unit. All members have voting privileges for decisions made. A regularly scheduled meeting is set each semester for reviewing requests for extension for admission to teacher education. Each application is disposed by a majority of the members present provided there is a simple quorum. Other requirements from PDE or other directives requiring action are disseminated and or decided by the same simple majority process. The Governance Committee has representation from Technology Education (College of Science and Technology), School Psychology (College of Liberal Studies) graduate teacher education (School of Graduate Studies). Further, programs in the COEHS including Counselor Education and Communication Disorders are represented.
In response to the second AFI, all PASSHE universities are governed by the CBA which sets the limits for credit hours of work by each full time faculty member. This includes credits taught in the classroom, Field Experience, and Clinical Practice. Faculty overload is also a part of the CBA and begins when more than 12 credits in a semester or more than 24 credits in the academic year are assigned. Cal U is in compliance with the CBA regarding workload of all faculty members. Part time faculty members typically work less than a full workload, but if they exceed the limits set in the CBA, overload compensation is provided just as it is provided with regular full time tenured/tenure track faculty members. Finally, student teaching supervision is also governed by the CBA which states 5 student teachers is equivalent to a 3 credit course, or each student teacher supervised is .6 credits. That allows for a total of 20 student teachers in a semester and 40 for the academic year before the faculty member is in an overload situation. Cal U complies with the stipulations of this part of the CBA. In all cases, overload is avoided. [Collective Bargaining Agreement see Standard 6.4.h]
When possible, university supervisors are assigned student teachers in proximity of their residence or Cal U so they have reasonable access to provide high quality supervision as required. In addition, in many cases multiple students are placed in one school where university supervisors have the opportunity to meet with more students within a single travel day. Four (formal observations) with up to two additional (paperwork/conferencing) visits are planned during the student teaching experience and more are added if necessary.
Standard 6.4.a Governance & Unit Operation
Standard 6.4.b Clinical & Field Experience Faculty Qualifications
Standard 6.4.c Counseling & Advising Students
Standard 6.4.d Candidate Recruitment & Admission
Standard 6.4.e Academic Catalogs, Calendars, & Publications
Standard 6.4.f Unit Budget
Available During Site Visit
Standard 6.4.g Comparison Budgets
Available During Site Visit
Standard 6.4.h Faculty Workload
Standard 6.4.i Classrooms, Labs, & Libraries
Standard 6.4.j Distance Learning