1 Annual Report 2012-13 104 Joyce Collin Furman Hall, Corvallis, Oregon 97331-3502 T 541-737-4661 | F 541-737-8971| http://oregonstate.edu/education Oregon State University Professional Teacher & Counselor Education Unit Teacher and Counselor Education Licensure Programs Annual Report Submitted to Teacher Standards and Practices Commission OAR 584-010-0050 September 30, 2013
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Oregon State University Professional Teacher & Counselor ...Science and Math Education and the College of Education and encompasses a broad vision for professional teacher and counselor
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Annual Report 2012-13
104 Joyce Collin Furman Hall, Corvallis, Oregon 97331-3502 T 541-737-4661 | F 541-737-8971| http://oregonstate.edu/education
Oregon State University
Professional Teacher & Counselor Education Unit
Teacher and Counselor Education Licensure Programs
E: PTCE Unit Assessment Org. Chart………………………………………………………94
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Annual Report 2012-13
Teacher and Counselor Education Licensure Programs
Annual Report to TSPC
Oregon State University
September 2012
Mission, Plans, and Goals of Unit The unit shall identify:
2.a Changes to your mission statement and how it relates to the mission of the college
or university. In May 2012, the Faculty Senate of Oregon State University approved a Category I Proposal that
merged the Department of Science and Math Education (housed in the College of Science) with
the College of Education. The Conceptual Framework adopted in 2009 remains, while the
Mission, Vision and Goals of the College of Education have been expanded to accommodate the
new merger (see below).
Oregon State University is currently re-writing it’s strategic plan, and the College of Education
will begin reforming its mission statement and Conceptual Framework to complement the
University’s new strategic plan. The College of Education Strategic Planning Committee has
this as an ongoing agenda item for the 2013-14 academic year.
Conceptual Framework
The current conceptual framework for the PTCE Unit (as described in Appendix A) represents an
extensive shared process of review and refinement on the part of faculty in the PTCE unit that is
being reviewed in concert with the University and College strategic plan before the next NCATE
visit in 2015. The development process will be led by the Strategic Planning Committee and
reviewed by the Licensure Executive Committee.
This 2011-12 draft of the Vision, Mission and Goals statement of the college reflects the merger of
Science and Math Education and the College of Education and encompasses a broad vision for
professional teacher and counselor education preparation at OSU.
Vision
The College of Education is an international leader in innovative research and the preparation of
scholars and lifelong learning leaders in two signature areas critical to an increasingly complex
and global society: science, technology, engineering, and mathematics (STEM) and cultural and
linguistic diversity. Through our research and professional preparation, we contribute to the
development of a literate citizenry prepared to be engaged, reflective, creative, and caring
members of their communities, as well as the world.
Mission
The College of Education, in association with a College of Science partnership, develops multi-
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Annual Report 2012-13
culturally competent researchers, scholars, learning leaders and practitioners who make a
difference by promoting innovation, social justice, and lifelong learning with a focus on STEM
and cultural and linguistic diversity. Our research and professional preparation foster
scholarship, intellectual stimulation, openness, flexibility, and a sense of community.
Values and Beliefs
We believe that the discovery, dissemination, and application of knowledge in STEM
disciplines must be situated in a context of social justice that acknowledges and embraces
cultural and linguistic diversity.
We value a collaborative, interdisciplinary approach to research and to teaching learners
of all ages and cultural and ethnic backgrounds.
Our programs are informed by research and our research is informed by our practice as
educators.
Goals
Conduct research that fosters a deeper understanding of STEM learning across the
lifespan.
Conduct research that furthers our understanding of the impact of cultural and linguistic
diversity in a global society.
Work with the Cascades Campus and in partnership with colleagues across the campus
including those in OSU’s proposed Center for Research in Lifelong STEM Learning,
Western Center for the Study of Community Colleges, and Center for Teaching and
Learning, to infuse our research and academic programs with interdisciplinary and
multicultural approaches to learning.
Work collaboratively with colleagues across Oregon and the nation in school districts,
community colleges, free-choice learning institutions, community-based organizations,
and other national centers such as the Center for the Advancement of Informal Science
Education (CAISE) based in Washington, DC.
Expand our capacity to meet the needs of learners of all ages who are from culturally and
linguistically diverse backgrounds.
2.b.1 Long Term Strategic Plans The PTCE Unit embraces the following long term plans:
a) Increase number of talented Oregon State University students who are STEM focused
and literate in cultural and linguistic diversity and are prepared to teach in high-need
areas, including math, science, and ESOL/bilingual education.
b) Increase diversity of faculty and students in licensure programs.
c) Use program and graduate data to support our own reflective practice and continuous
program improvement.
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Annual Report 2012-13
d) Strengthen collaborative partnerships with P-12 partners, other institutions, as well as
other departments, programs and colleges at OSU.
e) Clarify cultural competency goals and continue working to achieve these goals.
f) Increase the infusion of research-based practices across licensure programs.
2.b.2. Short Term Strategic Plans
The PTCE Unit is prioritizing these short term goals:
a) Implement new data collection system (Taskstream) to facilitate assessment and
reporting.
b) Align all program syllabi to INTASC standards.
c) Provide professional development for faculty that focuses on a variety of technical
applications, including assessment, instruction, and program communications.
d) Simplify all student teaching processes for better university-school partnerships.
e) Provide statewide professional development for teacher educators focused on
research-based ambitious teaching.
f) Develop proposal for Dual Immersion Licensure Program.
g) Continue to develop faculty and staff collaborations that further integrate the new
focus on Science and Math Education and Cultural & Linguistic Diversity into
existing PTCE Licensure Programs.
h) Continue to use annual report data and feedback from TSPC/NCATE reviews as a self-
study for evaluating and assessing our practice and programs and; to continue building a
“culture of evidence” for data-driven decision making for continuous program
improvement.
i) Continue to document all licensure-related faculty meetings (including the TSPC
Consortium) that include discussion of data from the assessment system both at the
program and unit level.
j) Provide access to “real time” information on OSU graduates employed in Oregon schools
from the TSPC database to the College of Education database that will provide additional
avenues for graduate follow-up.
Part 3: Evidence of Continual Review of Programs
All OSU PTCE unit programs provide annual program reports (effective 2008) to the
Director of Education Licensure and the Assessment and Accreditation Coordinator at the
end of spring term to provide greater alignment with NCATE and TSPC requirements.
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Annual Report 2012-13
Individual program data is shared with all licensure faculty and the TSPC Consortium.
Beginning in 2011-12, each program submits a list of three-to-five goals for annual
improvement based on current year data. TSPC and NCATE performed a complete
program review in 2009.
3.1 Reflecting on the degree of accomplishment in meeting the goals through student
performance in course work, field studies, and work samples. Beginning with the 2011 data report, Program Leads from each Licensure program met with the
Director of Education Licensure and the faculty member charged with Assessment to review
data and commit to three-to-five goals for continuous improvement. Individual program
reports from licensure programs are included in Appendix B. Program goals, including
supporting data, and goals for improvement are also included in Appendix B.
Unit-wide strengths are demonstrated in individual reports, and include:
High GPA in content area
Earlier passing rates on licensure exams
Plans to improve placement processes
Integration of technology
Commitment to diversity through hiring and content
Alignment with INTASC standards
Annual program reviews based on NCATE and TSPC standards data is collected and analyzed
each spring by all Program Leads. A n e w t e m p l a t e f o r t h i s p r o c e s s w a s
i n t r o d u c e d i n t h e s p r i n g o f 2 0 1 3 i n p r e p a r a t i o n f o r t h e
u p c o m i n g N C A T E v i s i t . This new process provides a systematic approach to
the collection and analysis of data at the program level and supports analysis and summary of
data at the unit level. The aggregated data is provided to Licensure faculty and Consortium
members. Follow-up meetings and communication throughout the year focus on the findings
from these reports and how this data can be used for continuous program improvement.
As a result of trends observed in work sample assessment data, efforts have been made to increase
inter-rater reliability through both personnel shifts and professional development. Contracted
student teacher supervisors have been replaced with faculty hires that integrate instruction with
supervision. This reduces the number of work sample reviewers and offers greater opportunity
for work sample assessment alignments. It also allows all instructional faculty the opportunity to
combine classroom observations with instructional strategies for pre-service teachers. Beginning
in 2013-14, Supervisors and Cooperating Teachers will participate in Program Development
designed to share course objectives and overarching program goals with anyone participating in
student teaching observations.
3.c.1 Reflecting on the degree of accomplishment in meeting goals through follow-up with
recent grads.
Candidates are surveyed as they complete their program each year. As indicated in Table 1
below, the number of candidate survey responses have increased more than enrollment since
2010. Student data for 2012-13 shows consistency, and even improvement, in student perception
of their preparation in all five of the proficiencies surveyed. After 2008-09, all scores were
above 3.0. Follow up communication is, thus far, anecdotal at best. We are looking forward to
the results of the statewide survey being developed by OACTE. In the meantime, we see an
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Annual Report 2012-13
upward trend in our candidate survey data that is consistent with program improvements as
articulated in annual reports.
Table 1: Student Survey Data for 2008-13
Year Planning
for
Instruction
Creating A
Classroom Climate
Conducive to
Learning
Engaging Students
in Planned
Learning Activities
Evaluating
Student Progress
Exhibiting
Professional
Behaviors.
2008-09
(N=53)
3.1 3.2 3.2 3.0 3.5
2009-10
(N=47)
3.3 3.4 3.4 3.4 3.6
2010-11
(N=190)
3.4 3.4 3.5 3.4 3.6
2011-12
(N=125)
3.3 3.3 3.4 3.3 3.5
2012-13 (N=104)
3.5 3.5 3.6 3.5 3.7
Note: The revised scoring guide for work samples enables us to more clearly identify specific areas of strengths
or areas for improved based on the TSPC expectations and proficiencies and see how they are aligned with
candidate survey data.
Goals outlined in the 2011-12 TSPC Annual Report are as follows. Indicators show how those
goals were addressed. Goals for 2013-14 are outlined in section 3.c.1.
2012-13 Goal 1: Continue strategic discussions at licensure meetings around data-driven decision
making and refining of assessment and evaluation processes for a more unified and systematic
approach.
Indicators: A College-wide assessment committee was convened and Taskstream was
chosen for assessment and reporting from amongst several vendors.
Indicators: Sustained the 0.25FTE Assessment (Sue Helback) position to continue to
provide data for the unit in this process. Kristin Kinman has been given .5 FTE to be our
liaison with Taskstream.
Indicators: Minutes of licensure meetings documenting discussions. Continuation of
across-program data in 5-6 key areas of assessment. Licensure executive committee met
quarterly to develop the new licensure reporting template (see Appendix **).
2012-13 Goal 2: As re-organization of departments and programs is implemented at OSU,
processes will be aligned to allow for continued improvement of assessment systems.
Indicator: Forms are continuously updated to accommodate minor adjustments to program
information
Indicator: College-wide assessment committee now provides oversight and strategic
planning for assessment.
Indicator: Technology grant acquisitions (Ipads, cameras, etc.) and accompanying check-
out system will increase the use of technology and applications in pedagogy course work.
2012-13 Goal 3: Continue with work around cultural competence.
Indicator: New tenure-track and fixed-term faculty have been hired, representing
underrepresented minorities and dedicated to developing programs in ESOL/Bilingual
competencies.
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Annual Report 2012-13
Indicator: A Cultural and Linguistic Diversity Work Group meets monthly and will
continue to solicit membership. The group is committed to self-examination around issues
of bias and will continue to make curricular recommendations.
Indicator: Infusion of cultural competency and technology goals into various programs and
into all assessment materials.
Indicator: Annual meetings are held for faculty teaching DPD and/or Cultural Competence
classes where new materials are shared and disseminated face-to-face and via Blackboard.
Indicator: Dr. Karen Thompson, PhD Linguistics, Stanford University, 2012 is our newest
tenure-track faculty member and has been significant contributions to both state
partnerships and publications and research dedicated to cultural competence to help us
further our impact both locally and statewide in cultural and linguistic diversity.
2012-13 Goal 4: Improve collaboration and build on existing P-12 partnerships.
Indicator: While the partnership development for the Chalkboard grant: “Preparing the
Next Generation of Teachers” with Lebanon, Corvallis, Albany and Philomath School
Districts was not funded, offshoots of this work, such as the Mentoring Grant and continued
meetings with district personnel to improve partnerships, have become standard operating
mechanisms.
Indicator: Email and web site communications disseminated to P-12 partners quarterly.
Indicator (d): Consortium meetings and minutes held and posted quarterly.
Indicator: Professional Development opportunities offered on OSU campus for field
partners in both fall 2012 and fall 2013 have provided opportunities for faculty and field
partners to build on common themes such as technology, working with families, and
observation techniques.
3.c.2 Statement of future goals for next academic year with the indicators to be used
for measurement of accomplishment. Goal 1: Continue strategic discussions at licensure meetings around data-driven decision
making and refining of assessment and evaluation processes for a more unified and systematic
approach.
Indicators: The College’s largest licensure program, the Double Degree, will
transition to the Taskstream assessment and reporting system during the 2013-14
academic year. Other licensure programs will begin this transition in 2014-15.
Indicators: Sustain the 0.25FTE Assessment (Sue Helback) position to continue to
provide data for the unit in this process. Sustain a minimum of .5 FTE for the
Assessment Manager (Kristin Kinman).
Indicators: Final NCATE program reports will be written during the 2014-15,
providing opportunities for faculty to engage in long-term planning based on an entire
accreditation cycle. Goal 2: As re-organization of departments and programs is implemented at OSU, processes will
be aligned to allow for continued improvement of assessment systems.
Indicator: A l l forms will be transitioned to on-line/Taskstream format for
better reporting.
Indicator: The Dean’s Council for the College will work with the Strategic
Planning Committee to renew the Conceptual Framework in concert with the
College’s and University’s strategic planning process.
Indicator: College-wide assessment committee continues to meet quarterly to provide oversight and strategic planning for assessment.
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Annual Report 2012-13
Indicator: Increased communication with registrar to align our program data with OSU database.
Goal 3: Continue with work around cultural competence.
Indicator: Submit proposal for new Dual Immersion program for internal and
external review.
Indicator: .5 FTE faculty position has been added to increase communication and
impact for internal and external partners.
Indicator: Annual meetings are held for faculty teaching DPD and/or Cultural
Competence classes where new materials are shared and disseminated face-to-face and
via Blackboard.
Indicator: The ESOL program enrollment has increased significantly. While there
were 50 completers between 1999 and 2009, current enrollment is 65.
Indicator: Ellis Williams has been added to ESOL/Bilingual faculty and will be helping to develop a Dual Immersion program.
Goal 4: Improve collaboration and build on existing P-12 partnerships.
Indicator (b): Partnership in a Mentoring Grant, along with follow up activities
developed during preparation of Chalkboard’s TEACHOregon proposal formation.
Indicator (c): Substantive overhaul of the College of Education Website, with 1.0 FTE (.5
x 2) designated for web and marketing outreach. Additionally, .5 FTE was added
specifically for outreach to underrepresented groups. The latter was added to the Head
Advisor position.
Indicator (d): Consortium meetings and minutes held and posted quarterly.
Part 4: Unit Changes 4.a Any deviations from approved programs.
None
4.b Modifications of existing programs.
4.b.1 Double Degree:
Category II proposals have been submitted to change some of the course numbers from
graduate level to undergraduate level to reduce costs for students.
A cohort model has been approved to be introduced in 2015-16 in order to increase the
length of the practicum experience and improve the student teaching placement
process. ESOL standards will be integrated into all coursework.
A formal request was sent to TSPC for approval of the Social Studies endorsement at the
graduate level. This endorsement was approved for undergraduates in 1990.
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Annual Report 2012-13
4.b.2 M.A.T. and MS Programs:
Cascades has now been formally authorized (by the OSU faculty senate) to offer the MAT
in Social Studies Education at the Graduate level, which offers language arts and social
studies endorsements, and, as of this summer 2012, offers the MAT in Advanced
Mathematics Education and the MAT in Integrated Science Education. The rationale for
program expansion is a result of expanding graduate coursework in the appropriate
content areas. Cascades now offers four endorsements in their MAT program, all under
the auspices of OSU faculty senate. While currently located at the Cascades campus,
these content areas were approved at the PTCE unit level.
Formal approval for the Social Studies endorsement separate was forwarded to TSPC in
2012-13. 4.b.3 ESOL Endorsement Programs
On July 24, 2013, ESOL officially became a TSPC approved undergraduate program, not just a
graduate program. This is a better match to our actual candidate enrollment.
During spring term 2013, ESOL successfully completed a Category II process to assign our
Linguistics for ESOL/Bilingual Teachers course with a permanent number. Starting in fall 2013, it
will be available as bothTCE 479 and TCE 579. We are now working on revising all of our course
outcomes and creating 400-level sections for TCE 572, TCE 573, and TCE 576. TCE 522, which is
currently only offered for Ecampus candidates, will not need a 400-level section. We began offering
the ESOL/Bilingual Internship as TCE 410, not just TCE 510, in 2012-13.
There will be no changes to course credits or delivery (e.g., face-to-face, hybrid, online) in 2012-13.
We will be offering the Ecampus sections of TCE 576 in the summers only, as opposed to twice a
year, due to lower online enrollment.In 2012-13, we were able to further reduce our adjunct faculty
hiring. This was primarily due to the hiring of a new assistant professor and an instructor.
4.c Any changes in the liaison officer.
No Changes.
4.d Off-campus programs or courses
The College of Education is reviewing the Elementary Education M.A.T. and counseling
licensure programs. The e-campus based Immersion and Two-year M.A.T. programs are
currently under review and not accepting applications:
From the 2011-12 report: “The Elementary Education MAT program is an “Immersion” program and held
off campus in either a bilingual school in Salem or an inner city in Portland. Most of these classes are held
on-site and students are encouraged to live near their host schools. Experiences and classes in both
communities are built into the program as are most of the requirements for an ESOL/Bilingual endorsement
and master’s program. This program is offered through Extended Campus.
The Elementary Education Two-Year MAT program is offered through Extended Campus. Classes are held
on weekends on the OSU campus, and students do their practica and internships in their home areas.”
4.g Evidence that the Consortium meets regularly and has reviewed evaluation results and
made recommendations for improvement of program design and operation.
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Annual Report 2012-13
Minutes of all 2012-13 consortium meetings have been provided to all consortium members and
are attached in Appendix D. It is notable that several of the 2010-12 Consortium members
whose terms have expired have requested that they extend their membership in order to continue
to provide feedback on assessment data and influence the relationship between teacher
preparation and P-12 teaching.
4.h Total Program Completers The total number of graduates from licensure programs in the last three academic years is as
follows:
2009-2010: 189
2010-2011: 233
2011-2012: 175
2012-2013: 169
Table 3: Licensure and Authorization: summarizes the number of candidates applying for
Initial, Transitional, Out-of-state, Add-on, Continuing, Basic, and Standard license by
the authorization level, early childhood, elementary, middle, and high school. I n s o m e
c a s e s , t h e s e n u m b e r s r e p r e s e n t m o r e t h a n c u r r e n t p r o g r a m
c o m p l e t e r s a s c a n d i d a t e s d e l a y a p p l i c a t i o n s f o r l i c e n s u r e
a n d / o r a d d e n d o r s e m e n t s . Comparing these numbers to the numbers over the past
five years shows a steady but moderate increase in elementary teacher education candidates, and
in the undergraduate double degree programs, especially from candidates from the Human
Development and Family Science and Liberal Studies programs. All other areas of authorization
and endorsement indicate little change over the past five years.