AYA Social Studies

Ohio Board of Regents LS
Program Review and Development
30 East Broad St., 36 FL  Columbus, OH 43215


AYA SOCIAL STUDIES: Undergraduate and Post Baccalaureate
FORM A: Teacher PREPARATIONProgram
[Proposal for AYA Social Studies]

There are three common reasons why FORM A is required by the Ohio Board of Regents:

  1. to offer a NEW teacher preparation program in Ohio,
  2. to bring a program out of DORMANCY,
  3. to respond to an OBR request due to issues with the program, and
  4. when a program is not approved by a Specialized Professional Association and the institution needs state program approval.

NOTE: The Office of Academic Quality Assurance, Ohio Board of Regents, supports The Lumina Foundation’s important work defining the types of knowledge appropriate within Associate, Bachelor and Graduate level courses and programs. Please refer to the Foundation’s Degree Qualifications Profile(report pages 1 through 17) paying special attention to the Broad, Integrative Knowledge and Applied Learning areas. Note the differences between undergraduate and graduate program “knowledge” expectations as you conceptualize and create the program being proposed.

General Directions

  • We require the Dean or Director of the unit to electronically submit FORM A and the NEW:CURRICULUM MAP from her/his direct email account to .
  • If you are submitting scanned attachments, please clearly identify the attachment item by section name.
  • The fee for new program review ($1,000.00for non-public institutions) is to be mailed when your new program proposal is sent. The review will not begin until all fees are received. Checks should be made out to the Ohio Board of Regents, AQA. On the envelope, please add ATTENTION: Corey Posey.

Questions about the proposal process may be directed to

Section 1: general information
Date of Submission / August 19, 2012
Name of Institution / Lake Erie College
Dean or Director’s Name / Dale Sheptak
Dean or Director’s Email / .
Person Submitting Program / Carol P. Ramsay, Ed.D
Accreditation and Assessment Coordinator
Person with administrative authority for this program, if not submitter / Dale Sheptak
Program Administrator’s phone number and email / 440-375-7368
What month and year do you expect the proposed program will begin? / Program in progress
Proposed Program Name / AYA Social Studies
License Code #
(License Types and Teaching Field Codes) / 63-150004
If this licensure program sits within a degree, what degree program? / Bachelor of Arts
Program Level / x / Baccalaureate
x / Post-Baccalaureate [courses are at bachelor level]
Post-Baccalaureate [courses are at graduate level]
Graduate
Section 2: candidatequality and Success
Criteria for Program Admittance
(provide info for criteria you will use) / Have you set a score for acceptance into the program? Y/N? / If so, what score?
ACT / YES / Composite-22; Math-20; Reading-21; Writing-21
SAT / YES / Combined Reading and Math 1030
MAT / NO / NA
GRE / NO / NA
Admittance GPA (when?) / YES / Admission to the Education Program requires a GPA of 2.7 and completion of all requirements for Gate A, Teacher Education Handbook (2011) 25.
GPA end of Year 1 / YES / 2.7
Praxis 1 / YES / Reading-173; Writing-172; Mathematics-172
ACTFUL, or OPI / NO / NA
Additional criteria? Please describe: / YES / In addition to the above, students must apply to the program. Their application must provide evidence of passing EDC 201, Foundations of Education and EDC 225 Voices of Diversity with a grade of B- or better.
If your unit will accept candidates into the program on “conditional” status, please describe the system you have in place to support and monitor these candidates throughout the program.
Students are not accepted into the teacher preparation programs on conditional status.
Advising Candidates out of the Program
Identify the criteria that are established to counsel or remove candidates out of the program.
Students meet with their advisors each semester and review their progress through the program. Should the advisor find issues that would be problematic for the student, s/he will advise them to seek other majors and/or delay entrance until all criteria are met. At the conclusion of each semester, faculty together do a final review of the candidate and letters are sent to students from the Dean that indicate whether they may continue in the program or are dismissed.
Provide the name and title of the Americans With Disability Act (ADA) contact for this proposed program. What accommodations are available to students who need them?
Dr. John Spiesman, Director of the Student Success Center. Additional information regarding the work of the Center, ADA compliance and accommodations can be found at
What is your expected enrollment for the proposed program?
Year One / Year Two / Year Three
The AYA Social Studies Program is an ongoing program, not a proposed program. It generally enrolls about 5 new students each year. / The AYA Social Studies Program is an ongoing program, not a proposed program. It generally enrolls about 5 new students each year. / The AYA Social Studies Program is an ongoing program, not a proposed program. It generally enrolls about 5 new students each year.
Section 3: SYLLABI AND FACULTY INFO
Provide syllabi as scanned attachments. Syllabi must include:
Please see Attachment A for syllabi of Education courses required in this program. Course syllabi are a mixture of those submitted from 2010 to Fall 2012. At the time of the on-site visit syllabi will be bound and available in the evidence room as changes do occur each semester as faculty review and assess the previous semester.
  • Course description as listed in the catalog.
  • Course learning outcomes, name(s) of faculty teaching the course, course schedule, assignments, attendance policies, pre-requisites (if any), required books and other resource materials [hard copy and/or electronic], grading policies, other policies, and relevant institutional resources.
Provide vita for all faculty as scanned attachments.
Please see Attachment B for vitae of education faculty. Faculty vitae (resumes) include those who have taught and are teaching courses through Fall 2012.
Faculty Ranks/Titles
Provide your best estimate -- How many within each of the following ranks/titles will be involved in a teaching/ supervisory role within the proposed program?
First Year / Second Year / Third Year
Full professor / 0 / 0 / 0
Associate professor / EDC 340, EDC 225 / 0 / EDA 331, EDA 401, EDP 310
Assistant Professor / EDC 201, EDC 230 / EDC 330
Instructor
Adjunct (or part time) faculty
Other, please specify
Higher Ed Clinical Faculty [higher education faculty who primarily work within school districts with candidates] / (2)
Maria Surovy
Maureen Depenbrok
PK-12 Clinical Faculty [PK-12 teachers granted clinical faculty status by an institution of higher education] / 4
Section 4: Where/how will this program BE offered?
Locations and Types / Check all that apply
On-ground, Main Campus / Lake Erie College main campus
391 W. Washington Street
Painesville, Ohio 44077
Online [an online program is one in which most (80+%) of the content is delivered online, typically without face-to-face meetings] / NA
Hybrid/blended [a hybrid/blended program is one that blends online and face-to-face modes, with content also delivered online] / NA
Flexible or accelerated program [a flexible or accelerated program includes courses that do not meet during the institution’s regular academic term or courses that meet during the regular academic term but are offered in a substantially different timeline than a traditional fixed number of sessions.] / NA
On ground, other than Main Campus [include regional campuses and all other locations in Ohio or elsewhere]. Add more boxes, if needed.
SITE NAME / Address, City and State
N/A
Other. Explain:
Section 5: Field Experiences and Clinical Practice
Field experiences and clinical practice start when a candidate is admitted into the proposed education program and are grouped into three types: 1) initial/early field experiences, 2) more intensive field experiences and 3) Clinical Practice/Student Teaching. These experiences are to be aligned with the Ohio Standards for the Teaching Profession. Each grouping addresses minimum requirements.
For the purpose of this Program Review, OBR follows the definition for Clinical Practice and Field Experiences as found in the NCATE Glossary:
  • Clinical Practice. Student teaching or internships that provide candidates with an intensive and extensive culminating activity. Candidates are immersed in the learning community and are provided opportunities to develop and demonstrate competence in the professional roles for which they are preparing.
  • Field Experiences. A variety of early and ongoing field-based opportunities in which candidates may observe, assist, tutor, instruct, and/or conduct research. Field experiences may occur in off-campus settings such as schools, community centers, or homeless shelters.

1)Initial/Early Field Experiences
1. Observations
2. Supervised experiences
3. Method of earning hours (embedded, course base)
4. Documentation of candidate performance by university supervisors, and/or P12 teachers
5. Explain benchmarks or gateways
Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included.
Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included.
Students completing Gate A and receiving provisional acceptance to the Teacher Preparation Program at Lake Erie College are eligible to take EDA 312, Field Experience I for 2 semester hours credit. Catalog description of EDA 312 is: The initial clinical hours of this experience are exploratory. Students will observe in schools, tutor students and assist teachers or other school personnel. They will become aware of the sociological environment of the school, center or agency as it interrelates to communities and families. Students should attend school/community events and participate as permitted. The remaining hours of the experience are focused and students will demonstrate appropriate developmental instructional methods and strategies for teaching across the curriculum. The prerequisite to this course is EDC 201 Foundations of Education. Students are assigned a campus supervisor who supports them throughout the experience with visits to the school, observations of lessons taught, and by conducting on campus seminars for instructional purposes. Students are required to spend 75-100 clock hours in the field experience. Both cooperating teachers (P-12) and campus supervisors evaluate lessons taught using the LEC evaluation form. Data collected is utilized in decision making regarding program improvement. For further information regarding Field Experience I see the student field handbook
2)More Intensive Field Experiences
  1. All experiences are supervised
  2. Experiences during methods block should be at least 60 hours.
  3. Additional hours should range between 10-30 hours.
  4. Must include documentation of how hours were earned.
  5. Documentation of candidate performance by university supervisors and P12 teachers
  6. Documentation that experiences are within the reading core, including AYA and multi-age programs.

Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included.
Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included.
Students successfully completing EDA 312, Field I may enroll in EDA 412, Field Experience II. The catalog description for EDA 412 is: This field is an intensive experience through which students will demonstrate their abilities to plan and execute lessons in social studies, science, reading, language arts, and mathematics.They will demonstrate the use of technology in teaching and learning episodes. Students should be given the opportunity to practice in inclusive clinical settings that reflect culturally, linguistically and academically diverse systems. Students are assigned a campus supervisor who supports them throughout the experience with visits to the school, observations of lessons taught, and by conducting on campus seminars for instructional purposes. Students are required to spend 75 clock hours in the field experience. Both cooperating teachers (P-12) and campus supervisors evaluate lessons taught using the LEC evaluation form. Data collected is utilized in decision making regarding program improvement. For further information regarding Field Experience II see the student field handbook
3)Clinical Practice/Student Teaching
  1. All experiences are supervised
  2. Minimum of twelve weeks, including at least four consecutive weeks of full-time teaching responsibility (planning, implementing, learning, activities, assessments)
  3. Includes a minimum of three face-to face observations by university supervisors using Ohio Standards for the Teaching profession assessments reflecting on the cycle..
  4. Documentation of 3 observations of candidate performance by university supervisors and cooperating teachers.
  5. Additional specific assessments determined by the proposed program (action research, case study, teacher work samples)

Describe how the proposed program will meet these minimum expectations and indicate what if any, additional initial field experiences will be included.
Teacher candidates enroll in clinical practice in their final semester. They are required to spend 15 weeks in an appropriate setting according to their licensure area. Candidates are placed with cooperating teachers assigned by the school district with collaboration from the Lake Erie College Field Director. Although candidates may vary in their readiness to take on the entire classroom responsibilities, they begin by teaching one or two areas/courses and building until they are teaching the full load no later than the fourth week of their experience. The candidate continues teaching the full load until the end of the semester. Campus supervisors and cooperating teachers use the same criteria for evaluating performance. Campus supervisors make a minimum of 8 visits and complete 8 evaluations. Cooperating teachers also conduct 8 evaluations. Campus supervisors assist students in understanding the expectations of the Teacher Performance Assessment which includes action research, case study, and teacher
work samples. For further information regarding the Lake Erie College Clinical/Student Teaching Program, please review the student teaching handbook at
Field Experiences and Clinical Practice Hours
Must have 100 hours during these two areas
Initial/Early Field Experiences / More Intensive Field Experiences / Clinical Practice/Student Teaching [12 wks]
PROVIDE THE ACTUAL NUMBER OF HOURS IN THESE TWO TYPES OF FIELD EXPERIENCES / 75-100 / 75
INDICATE WITH A CHECKMARK WHETHER THE TOPICS BELOW ARE ADDRESSED WITHIN ANY OR ALL OF THE THREE CATEGORIES OF FIELD EXPERIENCES AND CLINICAL PRACTICE COLUMNS
Academic Language /  /  / 
Aligning Content Standards & Instruction /  /  / 
Assessing Student Learning /  /  / 
Classroom and School Diversity /  /  / 
Classroom Management /  /  / 
Content Methods /  /  / 
English Language Learners /  /  / 
Learner Growth and Development /  /  / 
Lesson Planning /  /  / 
Professional Growth /  /  / 
Reading Instruction /  /  / 
Subject Specific Pedagogy /  /  / 
Technology Instruction/Integration /  /  / 
Qualifications of Mentor Teachers
How does the proposed program ensure that all candidates have qualified and diverse clinical educators, coaches and mentors during field experiences and clinical practice? Explain the criteria you use [in addition to these minimum requirements: three years of successful teaching focused in the field and the recommendation and/or approval by a building administrator] to ensure mentors are well prepared.
Lake Erie College submits requests for mentor teachers to the school districts. Usually one person in the district offices is designated to work with Colleges and University in placing students. Our expectations include: highly qualified, Master’s Degree, successfully completed the requisite number of years in AYA. Lake Erie College offers an orientation for all mentor teachers at the beginning of the semester and a wrap-up session at the conclusion of the semester. Campus supervisors who are well acquainted with the expectations of the program make frequent visits and are available “on-call” should problems arise. Lake Erie College employs a full time faculty member as Field Director who interacts with the community and is responsible to work with the schools to place students in appropriate places in both public and approved private schools. In addition to that, Lake Erie College employs a full time faculty member to oversee the campus supervisors, oversee implementation of the Teacher Performance Assessment (TPA), guide the seminar curriculum, work with students in the field, and connect with teachers and administrators.
Student Teaching Placements
How are student teachers placed? Describe the criteria you will use when selecting a school district and your criteria for selecting cooperating teachers.
Lake Erie College employs a full time faculty member as Field Director who interacts with the community and is responsible to work with the schools to place students in appropriate placements in both public and approved private schools. In addition the field director oversees the campus supervisors, plans orientation and professional development for cooperating teachers and campus supervisors, oversees implementation of the Teacher Performance Assessment (TPA), guides the seminar curriculum, works with students in the field, and connects with teachers and administrators.
Lake Erie College submits requests for mentor teachers to the school districts. Usually one administrator in the district offices is designated to work with Colleges and University in placing students. Our expectations for cooperating teachers include: highly qualified teachers with a Master’s Degree and appropriate licensure and those who have successfully completed the requisite number of years teaching AYA Social Studies
LEC provides opportunities for students to work in a variety of schools. The College is located in Lake County which includes populations that are diverse ethnically, culturally, racially, economically, and socially. The schools reflect this diversity offering LEC students a wide variety of classroom environments. In addition to Lake County LEC also places students in Ashtabula, Geauga, and parts of Cuyahoga County. These counties also reflect a wide variety of families from all socio-economic levels.

Attachment A