Leadership Team Meeting – Monday March 12, 2012 – 8:15am
Answers to Questions
- Where are the undergraduate students located?
The traditional undergraduate students are located on the main campus. The Undergraduate Teacher Education Program (UGTE) at Cardinal Stritch University prepares teachers to impact student learning through research-based methodologies and strong, positive relationships. We approach teacher education as a reflective, rigorous process through which teacher candidates learn about themselves, their students, and educational practice so our graduates can make the decisions necessary to impact student learning positively across all contexts and with all students. The education of teachers is a joint venture of the University and the public and private schools that provide the vital laboratory settings for preparation. The program provides early and continuing experiences in public, private and professional development schools. The theme of “bridging knowledge, practice and service” connects and combines all elements of the programs, including course content in general education, specialty studies, professional studies, clinical experiences, human relations, assessment, and methods and modeling of instruction. Program outcomes are grounded in the Wisconsin Teacher Standards for licensure (Intasc).
Thenon-traditional undergraduate Early Childhood program courses are held at the City Center location.The early childhood program was developed to meet a critical need in the community to support culturally and linguistically diverse populations movingfrom associate’s degrees to bachelor’s degrees in order to meet the changing requirements for early childhood education. The program is offered in the evenings, in a cohort model and students are provided support through an integrated learning approach, additional writing support and classroom mentors. A major focus of the program is language and literacy development, an under-emphasized aspect of early childhood programs. This is a bachelor’s completion program for students who already possess an associate’s degree (or equivalent courses) in early childhood or education. The program is based on a cohort model and requires 8 semesters for completion. The courses are all offered in the evening and field experiences and student teaching can occur in the student’s present classroom. Courses are intentionally created to support candidates as they consider how to plan instruction for early learners. There is a heavy focus on literacy and knowledge of language development in the program as well as on bridging home and school language and culture. Five semesters include a field component (the last one serving as the full time student teaching semester) and candidates are scaffolded to transfer the knowledge from the college coursework to their classrooms.
- List of all facilities for 2009-2010 and 2010-2011 – The location of all COEL programs are presented in this table, which is found in the electronic exhibit room.
- Online programs: (1) Masters of Education in Teaching, Learning and Leadership; (2) Special Education – Extended Certification/Masters; and (3) Masters of Education in Instructional Technology.
- Professional and Pedagogical Knowledge Summary. All licensed teacher education programs are aligned to the INSASC standards, which were adopted by the State of Wisconsin. These standards present expected pedagogical and professional knowledge and skills. All course outcomes (confirmed in syllabi) are aligned to specific pedagogical and professional knowledge. Students are taught best practice research correlated to those standards, and assessed through multiple measures. To this end, the following reports document ( from electronic exhibit room) this at the program level and are summarized across programs:
State Program Reports (each state program report identifies the pedagogical and professional knowledge)
Graduate Survey (individual items in the Grad Survey address professional and pedagogical readiness)
Portfolios (by looking at individual portfolios, you can see specific types of tasks that students are asked to demonstrate)
Key Assessment Transition Points(summary of professional and pedagogical skills addressed across programs)
Key Assessment Graduate Tables (data describing the student level of achievement and relationship across various assessments that describe professional and pedagogical knowledge)
Performance Inventory Evaluation/INTASC Standards (used to assess students professional and pedagogical knowledge and skills as deployed in the classroom)
2009-2010
Cooperating Teacher on student:
University Supervisor on Student:
University Supervisor on Student
2010-2011
Cooperating Teacher on student:
University Supervisor on student:
- See additional handout – “Pre-Restructuring Brainstorming” - as evidence of restructuring process.
- Joan Wirth will answer in the Director of Clinical Programs interview. The number of students who study abroad is very limited.
Performance Data:
Disposition/Attitudinal Data:
- The new disposition tool was created because the old tool did not provide enough information in relation to the university’s mission. It did not address the kind of problems that our students were facing in the classroom. It did not address preparing students for the changing demographics, and ability to teach and assess issues of equity in cross cultural situations. The new disposition tool places a higher emphasis on cultural and linguistic differences that are currently found in classrooms.
- Table 4 for 2009-2010
Table 4 for 2010-2011:
Enrollment data can be found in Tables 2 and 3 for 2009-2010 and 2010-2011.
Process confirming opportunities for advanced candidates to work with diverse students.
- Descriptions from advanced programs.
- New disposition tool (the new tool focuses on how candidate dispositions manifests themselves as observable behaviors in both the college classroom and in the field. It also focuses on the spoken word, actions, and written language.)
In the MEL program, it is stipulated that each candidate will complete as part of the field experience at least one leadership activity requiring engagement with a diverse audience. The assessment is completed by the school based supervisor and is found in the MEL School Based Supervisor Practicum Guide.
In the Masters of Education Program we offer cohorts of students a variety of formats in which to take the courses: online, blended and face to face. When working with the face to face students, instructors are able to bring in real life scenarios and speakers that help facilitate the discussions around diversity. Students are able to talk about their real life experiences in serving diverse populations, and get prepared for possible future diverse populations that they may encounter later in their teaching careers. When we offer the courses in an online format, the program is static, which can make it more difficult to be flexible in assignments to specifically touch on their respective populations. However, we have been strategic in creating and embedding assignments where students are asked to seek out different populations. For example, in the EDME 565 course- 21st Century Learners, students are asked to post discussions about how they encourage collaboration within their classrooms when dealing with diverse populations. They also complete an assignment where they create a lesson plan that focuses on the application of how to intentionally foster collaboration and diversity.
There is a required practicum as part of the Literacy program. In the past teachers worked with a student from their classroom; however, in the last year we have moved to all teachers in the Milwaukee area completing the practicum at the City Center location. Since the students who receive services at the City Center location represent the diversity of the city of Milwaukee, we ensure that literacy teachers work with a diverse set of students. During this practicum, teachers assess students individually and plan instruction based on student's needs considering culture, language and academics.
The following is portion of a description of a Doctoral assignment that has been modified in recent years to ensure that 1) all doctoral candidates engage in learning experiences in diverse environments, 2) as doctoral students engage in organizational visits in order to do a variety of assignments related to identifying leadership behaviors, planning processes, and engaging in a leadership audit of an organization, they do so in a.) a diverse environment, b.) they do so in an area of compelling need as related to social justice, c.) they utilize the results of their placement as a catalyst to engage in research as service. In the previous iteration of this assignment, items 1 as well as 2a,b, nor c were required components of this assignment. Additionally, note that program outcome: 3. Demonstrates understanding and analysis of diverse cultures, global issues, and the competencies needed by interacting effectively in a multi-cultural setting. (A) was added last academic year.(March 12, 2012 T. Frontier)
EDU 724
Criteria for the Issue to be Explored (Identified by out-going Learning Year students)
1) The complex issue to be explored will be identified by the outgoing Service Year Cohort. This issue will be left as a legacy from the third year students to the care of the students who are continuing in the program. This issue is complex in that it exists because of multiple forces and factors, is already being addressed by multiple organizations and institutions, yet still persists. This could be an issue such as infant mortality, early literacy, poverty, etc. where marked differences in philosophies and approaches to define, let alone address, the problem may exacerbate the complexity of efforts to address the problem.
Criteria for Sites for the March Institute and June Field Experience (Identified by current Learning
Year students and carried into their Service Year)
2) There are a diverse range of sites in the Milwaukee metro area that are a) serving individuals affected by this issue. “Diverse” includes organizational purpose (business, education, for-profit, not-for-profit, higher education), geographic location (the City of Milwaukee, suburban, rural), individuals served (children, adults, elderly, race, religion, ethnicity, etc.), and have a variety of perspectives on the issue (e.g. conservative, liberal, fiscal, social, public health, legal, education).
3) There need to be enough sites to accommodate all students in the doctoral institute. (Probably 6-8 organizations)
4) During the summer, students from all of the cohorts will visit a site during the field experience day (working to address the identified issue) that is different from their own professional/personal context. (e.g. a K-12 Educator might go to an Assisted Living Facility for the Elderly, a Business person who works in a largely white, corporate culture might go to a not-for-profit agency that serves Hmong families in Milwaukee, etc.)
Alignment to Program Outcomes
Learning Organization Institute (724) / Field Experience (all cohorts)700, 701, 702 / Case Study (all cohorts)
700,701,702
Leadership
1.Values leadership as influence to achieve a goal (D)
Learning
2.Is able to engage others in effective planning processes to align organizational mission, vision, and purpose in an organizational context. (A)
2.Applies research skills to investigate the coherence among articulated values, mission and purpose and actual organizational practice.(A)
Service
3.Is able to critically and
comprehensibly analyze issues of service through the lens of social justice (S)
3. Demonstrates understanding and analysis of diverse cultures, global issues, and the competencies needed by interacting effectively in a multi-cultural setting. (A)
Research
4.Able to analyze and interpret research related to leadership, learning, and service to inform practice (S) / Leadership
1.Values leadership as influence to achieve a goal (D)
Learning
2.Is able to engage others in effective planning processes to align organizational mission, vision, and purpose in an organizational context. (A)
2.Applies research skills to investigate the coherence among articulated values, mission and purpose and actual organizational practice.(A)
Service
3.Is able to critically and
comprehensibly analyze issues of service through the lens of social justice (S)
3. Demonstrates understanding and analysis of diverse cultures, global issues, and the competencies needed by interacting effectively in a multi-cultural setting. (A)
Research
4.Able to analyze and interpret research related to leadership, learning, and service to inform practice (S) / Leadership
1.Values leadership as influence to achieve a goal (D)
Learning
2.Is able to engage others in effective planning processes to align organizational mission, vision, and purpose in an organizational context. (A)
2.Applies research skills to investigate the coherence among articulated values, mission and purpose and actual organizational practice.(A)
Service
3.Is able to critically and
comprehensibly analyze issues of service through the lens of social justice (S)
3. Demonstrates understanding and analysis of diverse cultures, global issues, and the competencies needed by interacting effectively in a multi-cultural setting. (A)
Research
4.Able to analyze and interpret research related to leadership, learning, and service to inform practice (S)
Task for Learning Year Students: Design and conduct an institute that: a) describes the nature and merits of a learning organization and b) responds to four questions (i.e., questions 1-4 above) about each of five learning disciplines associated with learning organizations AND models the use of the targeted disciplines in the design and presentation process.
1. What is the nature of the discipline of _(systems thinking, personal mastery, etc.?)
2. What would the discipline of ___ look like in the context of:
- An organization?
- My organization?
- Our cohort?
- An organization?
- My organization?
- Our cohort?
Expanding on your March institute, bring colleagues from years 1 and 2 to a location that was visited during your March institute that expands their understanding and awareness of different organization’s efforts to address an area of compelling need in the Milwaukee metropolitan area.
Task for Leadership and Learning students visit an organization working to address an area of compelling need in the Milwaukee metropolitan area to gain insights into
1. How a specific organization defines their mission and purpose.
2. How a specific organization defines an area of need.
3. How a specific organization’s efforts address that need.
4. How leadership guides these efforts.
5. How those organizations build capacity to address the area of need. / Task for Service Year Students: Expanding on the Field Experience, provide resources, questions, and frameworks that further your colleagues efforts to understand the area of need.
Task for Leadership and Learning Year Students
1) Understand the complexity of the area of compelling need.
2) Understand some of the data that describes the area of need and some of the research/theories utilized to address the need.
3) Ask questions that clarify efforts for leadership to build capacity to address the identified need.
Click here to view information on recent efforts to add faculty that increase various aspects of diversityin the electronic exhibit room.