Accreditation, Accountability and Assessment in Arts and Sciences: Working Together to Prepare Quali

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Accreditation, Accountability and Assessment in
Arts and Sciences Working Together to Prepare
Quality Educators

• AACTE 2008Hilda Rosselli, Dean
• College of Education
• Western Oregon University

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Context

• Small public liberal arts comprehensive
  university (5000 students)
• Originated as a Normal School
• Home of Teacher Work Sample Methodology
• Forty-eight percent of the undergraduate
  candidates take all of their LACC and content
  courses through LAS College.
• LAS is a source for many MAT candidates who have
  a degree in a content area.

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Areas of Added Value

• Conceptual Foundations and Driving Values
• Advising
• Admissions
• Content Knowledge (Initial and Advanced)
• Curriculum and Program Design
• Data and Program Improvement
• K-20 Retention Efforts
• Professional Development and Scholarship

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Teaching in and of itself does not ensure student
learning.
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Founded on Common Foundational Values

• Democratic Ideals
• Educational Equity
• Cultural Sensitivity
• Intellectual Vitality
• Professionalism

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Typical Diversity Courses within LACC

• ANTH 370D Women in Cross-Cultural Perspective
• BA 392D Management of Diversity
• CJ 436D Minorities, Crime, Social Policy Social
  Control
• D170D World Dance
• EC 417D Problems of Economic Development of
  Nations
• ENG 389D Minority Literature
• GEOG 107D Introduction to Cultural Geography
• HE 465D International Health
• HST 467D Chicana/o History
• MUS 205D Music of the Black Heritage
• SOC 360D Sociology of Gender

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Advising Process

• LAS faculty share education advising
  responsibilities for these students during their
  early years.
• Codetermine the best courses for pre education
  to take in both LACC and content areas.
• Share in the refinement of advising materials and
  process.
• Discuss implications from state updates related
  to standards for K-12 education.

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Admission Process

• LAS faculty complete a recommendation form for
  each candidate entering the education program.
• Each candidate is personally interviewed by a
  team of LAS and COE faculty.
• Shared discussions help reinforce application of
  program standards, reinforcement of dispositions
  and CF values.

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Content Knowledge

• Courses are offered in LAS that emphasize
  strong pedagogy component as well as content
  knowledge.
• LAS faculty assist COE with transcript analysis
  on post baccalaureate candidates.
• Results from PRAXIS II exams (required of all
  middle and high school candidates by the end of
  their first term in the Ed program) are analyzed
  and shared with LAS faculty as well COE faculty.

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Advanced Programs

• In the MS in Ed, content knowledge is assessed
  by a written comprehensive examination with
  questions evaluated by LAS and COE faculty in
  both the professional core and respective content
  areas.
• Collaborative Reading Endorsement Program is
  taught by both LAS Linguistics and COE Literacy
  faculty.

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Curriculum and Program Design

• MAT design committee was comprised of COE
  faculty, LAS faculty, a student, a district
  personnel coordinator, a teacher, and school
  administrator.
• Signed Faculty agreements for Endorsement Areas
• All curriculum changes are approved by both COE
  and LAS faculty through first a Curriculum
  Committee and then by Faculty Senate.
• LAS Dean is a member of COE Consortium and
  reviews data from the units assessment
  activities.

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Data and Program Improvement

• Institutional Student Aspirations, Program
  Outcomes and Assessment Plans for each Program
• Rubrics and scoring guides
• Changes in curriculum-Linguistics
• EDSMART and data aggregation-PRAXIS II, exit,
  content specific TWS, and follow ups
• DARE and Assessment Coordinator

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K-20 Retention Efforts

• Bilingual Teacher Initiative
• Courses to be offered in Spanish
• International student support
• Psychology students working with local middle
  school students
• LAS/COE involvement with state High School
  Diploma changes
• Essential Skills
• Increased focus on Math and Science

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Shared Professional Development

• Intergenerational Poverty
• Global Migration Conference
• Ecojustice series
• Alignment between Oregons P-12 standards and
  teacher preparation efforts
• Boyers Scholarship of Teaching

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Statewide Writing Assessment Scoring

• An 8 hour day in which candidates learn how and
  practice scoring 4th, 7th, or 10th grade writing
  samples
• Required for all elementary and secondary teacher
  candidates
• Hosted by LAS and COE faculty with Oregon
  Department of Education

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Sample LAS faculty Scholarship and Service

• Dr. Lonnie Guralnick, Chair of Math and Science
  has twice been elected to the local school board.
  
• Dr Laurie Burton, coauthor of "Mathematics for
  Elementary Teachers An Activity Approach, used
  her sabbatical to work with local math teachers.
• Dr. Cornelia Paraskevas provides workshops on
  fluency and punctuation for local school
  district.

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Sample LAS faculty Scholarship and Service

• Drs. Bryan Dutton, Steve Taylor and Pete Poston
  sponsor Environmental Science Institutes for
  classroom teachers and help host the annual state
  Science Fair with a COE faculty member.
• Dr. Elaina Jamieson helps host annual Summer Art
  Institutes for classroom teachers.
• LAS and COE faculty grants--
• Oregon Collaborative for Excellence in
  Preparation of Teachers (OCEPT) from National
  Science Foundation.
• PT3, FIPSE, and Teacher Quality grants.

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Sample Undergraduate Student Research Focus

• Using Computers to Enhance Mathematics Learning
  at the Middle School Level by Gretchen
  Baumgartner
• Music, Movement, and Learning Basic
  Multiplication Facts A Phenomenological Study by
  Daniel Gilmore