SVSU College of Education

Evidence Supported Annual Report (ESAR)
2013-2014

Goal #2: Ensure that the EPI has the capacity to prepare teachers effectively and demonstrate continuous improvement related to MDE specific priorities.

Prompt 8

Identify and describe how you support and appropriately advise all candidates in the program.  Additionally, in the narrative please provide a clear action plan outlining implementation strategies to recruit, support, advise, and retain a diverse candidate population utilizing your definition of diversity AND the MDE identified target populations (i.e. racially under-represented groups and socio-economically disadvantaged groups).  As indicated above, you will need to develop a definition for what your EPI utilizes for diverse learners if it differs from the state.  If you are providing an additional definition, please explain how this definition relates to regional or institutional diversity or needs of the region.  Finally, provide a summary/plan for continuous improvement for this area.  This plan must include current data regarding diverse students in the program and a one year analysis of how your programs will improve in this area and data indicators/benchmarks that indicate continuous improvement one year from now.

COE collaborates with Admissions and Academic Advising to support and advise candidates.  COE advisors routinely visit feeder community colleges to consult with and up-date prospective candidates.  They hold “Pre-Admit” seminars ten times yearly to review undergraduate programs and to assist pre-candidates schedule classes, and they regularly meet with TE 100 pre-candidates.  Candidates are encouraged to visit/e-mail faculty, Department Chairs, Program Coordinators, the Dean for assistance.  Our two COE-dedicated advisors’ schedules are consistently filled with student appointments.  An example of how seriously COE takes advising follows: Fall 2014, the Elementary Program will change. 12/3 & 4/13 advisors, faculty, and the Dean held two information sessions followed by a four-hour, faculty-run advising session. Twice annually, COE and CPs hold MTTC Workshops to provide candidates with MTTC test preparation.  In light of October 2013’s MTTC scores, these efforts will be intensified.  Secondary has developed a red flag system (327kB): after periodic reviews of their candidates’ progress, faculty flag and mentor those having difficulties. The candidates, then, meet with the Chair to develop an improvement plan. Its conditions must be met prior to student teaching. Elementary is devising a similar plan. All elementary candidates belong to one of three faculty-advised, pre-professional organizations; TEMS is constructing a Future Teachers organization.  These provide candidates with support- groups and out-of-class/office access to faculty. The 35+ COE scholarships (516kB) awards yearly lend financial support.

Recruiting candidates from racially underrepresented groups is on-going; 8.7% of candidates match that definition.  From socioeconomically disadvantaged groups, COE has 24% of candidates who are Pell (918kB) eligible; 73% who receive financial aid.  SVSU’s Office of Diversity’s Mission Statement defines diversity as collaboration with individuals “whose experiences; whose cultural, racial, or religious backgrounds; or whose orientation and perspectives may differ from one’s own.”  Thus, SVSU’s discussion of diversity is more inclusive and more experiential than MDE’s.  Evidenced by its recent HEED Award Interior (261kB) “in recognition of outstanding commitment to diversity and inclusion” and by the fourteen committees/services listed on its “Assessing and Evaluating and Inclusion Initiatives” page, SVSU solidly supports diverse learners.   COE contributes by: participating in the aforementioned activities; ensuring  diverse field experiences and diversity education; awarding, this past year, eight scholarships from a COE fund targeting candidates from underrepresented populations; recruiting  147 local students for its candidate-lead “Science Math Extravaganza (561kB) for Kids”: 54% from racially underrepresented and/or socioeconomically disadvantaged populations; and with the Office of Multicultural Services, creating a pool of possible COE student employees.


Prompt 8 Continuous Improvement Plan (CIP):

  • 11/2013 and on-going:  Dean convene a COE/Content Partner committee to suggest and implement strategies to improve MTTC scores.  Committee report to President by 3/2014.  Effect implementation.  Document results.
  • To increase the number of candidates from underrepresented groups, COE will:
    • Track students who attend COE orientation and pre-admit sessions and TE-100; faculty will contact persons from racially underrepresented populations to encourage COE application; document contacts: 12/2013-ongoing.
    • COE faculty and Dean work with Admissions and the Special Assistant to the President for Diversity to plan strategies to recruit potential candidates from underrepresented groups to COE: Winter 2014.
    • Publish results; carry out plan; document efforts and results: 3/2014-ongoing

Prompt 9

Provide evidence demonstrating that clinical experiences are authentically woven throughout the program as a way to connect practice, theory, and content.  Additionally, in the narrative provide evidence (i.e. data, artifacts) demonstrating the use of a tiered or step oriented approach, in which placements are deliberate and field experiences are purposeful, emphasize guided reflection, and are aligned with the goals and core teaching practices of the program.  Please describe utilizing supporting evidence (i.e. data, artifacts) that shows how candidates are supported during field experiences (i.e. high quality supervision).  In addition, please describe how candidates’ practices and knowledge are assessed at specific points within the continuum, in order to evaluate/make decisions about their readiness to advance throughout the program.  Finally, provide a summary/plan for continuous improvement for this area.  This plan must include a one year analysis of how your programs will improve in this area and data indicators/benchmarks that indicate continuous improvement one year from now.

Fieldwork (183kB) is a critical component of the COE program, with increasing hours and in-field assignments starting in TE-100 and extending through Student Teaching. For example, 80 hours of classroom observation are required in TE-100, completed before admission to the program.  Pre-Education candidates journal their observations, answering key questions which are reviewed by former successful school teachers trained by faculty.  In the professional course sequence, the content knowledge and pedagogical skills required for each field placement are specific to that professional course, and faculty work with the Clinical Experiences staff to arrange placements in area schools that match specific field diversity requirements (See prompt 5).  For example, Secondary candidates have their first field experience in an urban middle school (in their minor area) and a second placement in a suburban or rural high school (in their major area.)  Lesson plans, unit plans, and reflection assignments are introduced and practiced in the professional courses, with expectations for actual teaching increasing with each subsequent field placement.  Elementary Education requires a total of 111-115 hours of supervised field experiences; Secondary Education requires 46-50 hours; and Special Education requires the field hours of either Elementary or Secondary plus 24 hours.  Secondary majors also observe and facilitate virtual lessons coordinated by COE faculty and Michigan Virtual University faculty. In each field placement, candidates are supported and evaluated by faculty and University Field Supervisors (56kB) who have teaching experience at that level.

Student teaching is required for 14 weeks for all elementary and secondary candidates (except for early childhood minors and K-12 art, music, physical education, and world language majors who teach for 16 weeks). Special Education candidates complete a 12-week student teaching assignment in addition to the required 14 weeks. Partner districts have signed an agreement (25kB) indicating their understanding that SVSU expects host teachers to be rated either Effective or Highly Effective by their district. University Supervisors responsible for observing and monitoring student teachers are carefully selected, successful K-12 teachers who are trained by faculty and the Associate Dean in 5 intensive seminars yearly.  Teach Like a Champion, by Doug LeMov, is a required text for student teaching and is the basis of 4 required seminars conducted by the University Supervisor for his/her 6-8 student teachers.  Student teachers also attend three large group seminars focused on critical teaching skills.

Pivotal assessments include: TE 100 Final Evaluation (218kB), assessments of candidates’ lessons (116kB) for P-12 students in professional sequence field placements, Professional Behavior (61kB) assessments, and mid-term and final student teaching evaluation (3,849kB).  At the end of each semester, Secondary faculty monitor course work and field performance data to determine if each candidate moves on to the next course, performs additional coursework or field assignments, or re-takes a course.


Prompt 9 Continuous Improvement Plan (CIP):

  • Winter 2014: Design and pilot consistent forms for TE and TEMS methods classes’ field observations. 
  • Fall 2014:  Implement an Elementary Transition Points Support Plan similar to TEMS’
  • Fall 2014:  Explore possibilities of having COE and Content Faculty observe student teachers.

Prompt 11

Demonstrate how the EPI is addressing the preparation of candidates in the shortage areas.  In the narrative, please discuss how you are using the state definition of shortage area, or both the state definition and a broadened definition, based on local or regional needs.  If you have expanded the shortage area definition, please provide an explanation regarding how you determine shortage area and data that supports your definition of shortage area.  Also, please discuss how you are advising and informing candidates regarding the current employment opportunities in their related areas of study (Elementary Education, Special Education, Secondary English, etc.).  Finally, provide a summary/plan for continuous improvement for this area.  The plan includes a one year analysis of how the EPI’s program(s) will continuously improve in preparing candidates to meet shortage area needs, and data indicators/benchmarks that indicate continuous improvement one year from now.

In addition to the MDE Educator Shortage Areas for Employment of Retirees list (2013-2014), COE adds the following, based on national STEM efforts and on state need according to “The March 2013 Report of The U.S Department of Education”*:  English as a Second Language, Chemistry, Physics. The chart below specifies the numbers/percent of total COE candidate enrollment in each high need area and reveals that the % of students enrolled in high-need programs has, for the most part, stayed essentially the same, or, more often, increased.

Shortage Areas Chart

 

CONTENT AREA

 

FALL

2012

Enrolled

FALL

2012

% of Enrolled

 

FALL

2013

Enrolled

FALL

2013

% of Enrolled

Biology Education

29

4.5%

18

3.5%

Chemistry Education

18

2.8%

12

2.3%

English as a Second Language

10

1.5%

15

2.9%

Early Childhood Education

177

16.4%

141

16.4%

Instructional Technology

75

22.8%

57

22.4%

Integrated Science Elementary Education

86

13.3%

84

16.4%

Mathematics Elementary Education

128

19.7%

106

20.7%

Mathematics Secondary Education

59

9.1%

47

9.2%

Music Education (K-12)

12

1.8%

15

2.9%

Physics Education

0

0.0%

6

1.2%

Spanish Education

29

4.5%

26

5.1%

Special Education Programs

Autism Spectrum Disorders

35

3.2%

35

4.1%

Cognitive Impairment

66

6.1%

41

4.8%

Emotional Impairment

20

1.8%

22

2.6%

Learning Disabilities

37

3.4%

36

4.2%

General Master of Arts in Teaching Degree in Special Education

117

27%

75

21.5%

Note: Totals are based on the number of Teacher Education Program candidates, the number of certified teachers seeking to add an endorsement, and/or graduates enrolled in the areas reported for Fall Semesters 2012 and 2013.

COE addresses the preparation of teachers in high need areas by offering majors, minors, and endorsements in these areas.  All content and COE programs are assessed for continuous improvement as addressed in Prompt # 3, and COE programs are also assessed via lesson and unit plans and field assessments.  Currently, all K-12 COE undergraduate candidates can seek certification in ESL and/or an endorsement in Special Education with specializations in CI, EI, and ASD.  COE graduate students can obtain a Masters in Special Education with specializations in CI, EI, ASD, and LD, or they can elect to complete the endorsement alone.  In 2011, MDE changed the ZA, Early Child Education (ECE) endorsement, to the ZS endorsement: Early Childhood Education (General and Special Education).  COE includes a MDE-approved ZS endorsement program for undergraduate and graduate level candidates; thus, beginning fall 2013, all ECE candidates will receive a ZS endorsement.

Pre-candidates and newly admitted COE candidates are apprised of the advantages of selecting a high need area at a freshman orientation session (Fresh Start), in pre-admit sessions, in TE-100, wherein the instructor reviews local, state, and national teaching opportunities in various disciplines, and in the admittance meeting that directly precedes their first semester as candidates in COE.  In addition, representative faculty from high needs areas, particularly Special Education, Early Childhood Education (ECE-ZS), and ESL make presentations to TE 100 students to encourage them to consider these fields. 


Prompt 11 Continuous Improvement Plan (CIP): 

  • Winter 2014:  Revise the CI Program to strengthen, update, and make more attractive to prospective students.  Add an undergraduate LD endorsement to Elementary Education. Catalogue language will be ready for approval at the November 2014 Curriculum Ratification meeting.   
  • Winter 2014:  Invite ESL, ECE, and SP. Ed. faculty to pre and new admit meetings so they can promote their programs.
  • Spring 2014:  Disseminate the Follow-Up Program Completer Survey and follow-up with emails and phone calls to increase return rate—data compiled to be used to construct job placement/discipline charts by Fall 2014 to show candidates and pre-candidates relationship between  discipline and employment.