College of Education Fiscal Year 2005 Accomplishments
The 2005 accomplishments were in the following areas:
Provide State and National Leadership in Education
Maintain National Council for Accreditation of Teacher Education (NCATE) accreditation for teacher education and obtain national recognition and state approval of education programs at Illinois State University.
- College of Education (COE) provided campus-wide leadership to monitor NCATE and Illinois State Board of Education (ISBE) policy and maintain continued accreditation; COE, with Council for Teacher Education (CTE), hosted a national training workshop for 54 new NCATE Board of Examiners members.
Influence creation, revision, and implementation of state and national requirements and standards that impact teacher and administrator preparation and professional development.
- COE influenced state and national policy and practices regarding aspects of school administrator identification, selection, development, evaluation, and working conditions through leadership of the SAELP Grant, funded to Educational Administration and Foundations (EAF), Center for the Study of Education Policy, by Council for Chief State School Officers, and Wallace Foundation.
- COE influenced teacher preparation and professional development in Chicago Public Schools (CPS) through targeted programs (e.g. Chicago Teacher Pipeline, Future Educators of America, PDSs, National Board Certification, doctoral programs).
- COE influenced state policy regarding preparation of special education teachers through leadership of an Illinois State Board of Education invited team to study changes to special education teacher preparation in response to No Child Left Behind (NCLB) and Corey H lawsuit.
- COE influenced application of standards to quality of preparation programs by nominating individuals from the teacher education community (including ISU faculty and alumni) to serve as NCATE Board of Examiners members, ISBE accreditation team members, national SPA or state content area program reviewers, and state test development teams.
- COE Associate Dean Barbara Nourie served as President of Illinois Association for Career and Technical Education (IACTE) with IACTE and ISU supporting legislative rules changes that would require national accreditation for all teacher preparation programs.
- COE dean served as chair of the Illinois Association of Deans of Public Colleges of Education (IADPCE).
- COE dean testified on behalf of ISU and IADPCE and responded to legislator requests for information and expertise regarding proposed changes in legislation concerning certification. The legislation was blocked, as recommended by COE dean and IADPCE.
- The Special Education Department was the only program in the state to propose a Director of Special Education Certification program.
Demonstrate implementation of our IBHE mandate to provide statewide leadership in education through cohort development, a significant Chicago presence, and impact on emerging educational issues.
- Through leadership in the Department of Curriculum and Instructions (C&I), COE supported Chicago initiatives focused on teacher recruitment, preparation, and professional development: CPS teacher induction program, Future Educators of America, Multicultural Mentorship, urban bus trips, National Board for Professional Teaching, Professional Development School (PDS) at Haight School, and additional PDS sites in Chicago.
- COE will complete three doctoral cohorts in Chicago within the next 1-2 years.
- COE planned graduate cohort formation and scheduling on cyclical basis across the state, primarily from north of Springfield area.
- COE entered into a multiyear collaboration with the National Center for Educational Accountability and the Illinois Business Roundtable to study and publish achievement data and best practices of high performance schools with implications for local, state, and national policy.
- C&I began a doctoral cohort in Chicago this year.
- Department of Special Education (SED) continued providing LBS2 Technology cohort in Peoria.
Develop a national reputation in teacher and administrator education, education research, and education policy.
- COE leveraged membership in the National Network for Educational Renewal and Holmes Partnership to improve and expand school-based partnerships and preparation of teachers for hard to serve populations.
- EAF participated in University Council for Educational Administration efforts to influence national policy and practice regarding quality and integrity of educational administration programs.
- SED's Autism Spectrum Institute hosted a statewide conference for educators, teacher candidates, and parents.
- SED's Special Education Assistive Technology (SEAT) Center offered a series of workshops to teachers and administrators.
- The Dean was invited to present the ISU approach to teacher preparation and consult with national groups, including the Hunt Institute, Education Trust, and American Association of Colleges for Teacher Education (AACTE).
Utilize our centers to produce and disseminate nonpartisan research reports and publications to inform policy, legislation, and practice.
- The Center for the Study of Education Policy conducted conferences and workshops, submitted grants, and disseminated reports related to higher education and K-12 policy issues.
- The Center for the Study of Education Policy disseminated "Best Practice" information about Illinois schools for the NCEA grant.
- The SEAT Center published the quarterly professional journal, Assistive Technology Outcomes and Benefits in conjunction with ATIA.
- The Center for the Study of Education Policy provided professional development for school leaders through ITLC.
Increase Diversity Among Faculty, Students, and within Professional Experiences
Recruit diverse staff, faculty, and students.
- COE sponsored the TEAM project to bring CPS sophomores and juniors with an interest in teaching as a career to campus. Appropriate faculty, staff, and administrators completed diversity leadership training.
- Development Director continued implementation of the COE Minority Scholarship for Future Teachers.
- COE expanded professional development schools in Chicago and Springfield.
- COE collaborated with IBHE, ICCB and other universities to develop an Associate of Arts in Teaching, designed in part to provide increased access by minorities to the teaching profession.
- COE led development of the IBHE funded Chicago Teacher Pipeline, a collaborative effort of ISU, Chicago Public Schools, and Chicago City Colleges.
- COE developed the Bowman Fellows program to provide minority teacher candidates with an opportunity to gain valuable skills in the role of mentors to local middle and high school students.
- Through leadership in C&I, COE supported Chicago initiatives focused on teacher recruitment, preparation, and professional development: CPS teacher induction program, Future Educators of America, Multicultural Mentorship, urban bus trips, National Board for Professional Teaching, PDS at Haight School, and additional PDS sites in Chicago, and a cohort of field experience students.
- COE was awarded $880,000 in funding by State Farm Insurance Companies Foundation to establish a teacher education partnership with a Chicago neighborhood.
- COE expanded our partnership with Peoria District #150 through doctoral programming, Special Education, PDP, a cohort of field experience students, and a middle level PDS.
- C&I with assistance from an IBM grant engaged in an effort to increase interest in urban teaching among students.
- C&I considered the diversity of Holmes Scholars when filling open positions.
Provide professional field experiences with students from diverse populations and in diverse settings.
- COE worked with Institutional Research and Council for Teacher Education to create a database to analyze teacher education candidates' exposure to and experiences with diversity.
- C&I continued to work with Peoria Schools to offer students partnership opportunities in highly diverse schools.
- Staff from the Chicago Pipeline Project worked with SED and C&I to identify potential field placements in Chicago.
- EAF expanded Professional Practice opportunities in Chicago, Springfield, Peoria, Joliet, and in suburban and rural areas.
- The SEAT Center provided passport training in Tech Standard #9 regarding teaching and learning for special education students for all teacher education majors.
Extend and continue to develop international partnerships and collaborations that are consistent with and contribute to the College mission.
- COE examined, improved and reconsidered programming with England, Thailand, Japan, and Mexico, while exploring new relationships in collaboration with Office of International Studies. A memorandum of understanding was signed with Busan National University of Education in Korea.
- COE reorganized to explore and enhance international opportunities on behalf of teacher education.
- COE co-sponsored and supported faculty participation in the Making Educational Reform Happen: Learning from the Asian Experience and Comparative Perspectives international conference in Bangkok, Thailand.
Provide Excellence in Teacher Education
Cultivate opportunities for additional endowed chairs.
- COE leadership, fund-raising steering committees, and the Development Director continued to build relationships and seek funding for an additional endowed chair.
Develop partnerships through programs and projects that promote collaboration throughout teacher education—across departments, between majors, between faculty and faculty associates, and between University faculty and faculty in our partner schools.
- COE continued the Chicago Teacher Pipeline projects with our CPS and CCC partners.
- COE continued leadership in statewide movement to create an associate of arts in teaching degree (AAT) at selected community colleges through the Chicago Teacher Pipeline and leadership within IBHE and ICCB.
- Laboratory School faculty and administrators taught courses and supervised as appropriate in all three departments.
Provide diverse, extended, and meaningful field experiences in schools.
- TEC launched a campus-wide discussion about purposes and products of effective field experiences.
- C&I revised the elementary education clinical experiences in collaboration with Metcalf and other partners.
- Laboratory Schools developed video segments to supplement on-site clinicals at University High School.
Develop and implement Illinois State University models of school partnerships and professional development schools.
- C&I continued work on a plan to expand the partnership experience for all teacher education candidates.
- COE, in collaboration with CTE, initiated the IMPACT Action Council to strengthen partnership development and to conduct research on partnerships.
- Refine the role of the Laboratory Schools in teacher education.
- Laboratory Schools engaged in dialogues to place student teachers/interns in schools.
Use data from the performance-based assessment system to guide program-related decision making.
- University-wide teacher education assessment committee gathered and monitored assessments across programs at the unit level.
- TEC implemented an orientation program for new teacher education candidates on the PBA system.
Expand the Alternative Route to Teacher Certification to prepare teachers for high needs content and geographic areas, especially in Chicago.
- C&I and TEC focused candidate selection on high needs areas.
- C&I and TEC established connections with schools/districts to determine high content needs among teachers.
Implement the pipeline of recruitment and increase the number of Illinois State University teachers entering the Chicago Public School system and other urban areas.
- TEC placed field and clinical experience students in Peoria and Chicago teaching placements.
- COE received state and private funding for the continuation and enhancement of the Chicago Teacher Pipeline.
- Create a pipeline of recruitment and preparation (including field experiences and student teaching internships) with partner schools.
- COE collaborated with Bloomington-Normal Education Alliance (BNEA) to enhance community education, including implementation of standards-aligned classrooms, recruitment and retention of diverse faculty, provision of continuing professional development opportunities for teachers, and state-of-the-art technological innovations for classrooms at all levels.
Recruit and admit the most promising students into teacher education.
- COE recruited students with 26+ ACT scores.
- C&I recruited transfer students with a 3.0 GPA into Elementary Education and freshmen students with 23+ ACT.
Establish a Chicago site for coordination of Chicago-based programming.
- COE entered into a partnership with State Farm, CPS, LISC, and Little Village Community Development Corporation to focus ISU-Chicago teacher preparation and school improvement in the Little Village neighborhood. LISC will provide low interest loans to LVCDC to design and build a facility that will include an ISU Chicago site complete with living and meeting space for ISU students and faculty.
- COE has submitted a federal initiative and multiple grants to support the Chicago Teacher Pipeline.
Manage admissions of native and community college students to address teacher supply and demand trends.
- COE worked with Admissions to establish admissions standards and admit high achieving internal and external transfer students with a focus on high needs fields.
Serve as a State and National Leader in Graduate and Continuing Education
Maintain national recognition for our graduate programs.
- COE doctoral program rated in the top third by US News and World Report.
Implement the long-range plan for statewide delivery of graduate programs.
- COE departments continued implementation of the coordinated five-year plan for off-campus graduate cohorts.
Serve as a state and national leader in preparation of teachers for National Board Certification.
- COE served as a National Resource Center for NBPTS. The National Board Resource Center will coordinate the work of 35 NBCT leaders to recruit and train 300 NBPTS candidates and 140 NBCT mentors throughout Illinois, with special emphasis on Chicago, Peoria, and the NBPTS rural initiative.
- The Laboratory Schools increased the number of faculty associates achieving National Board Certification.
Integrate National Board standards into graduate programs.
- C&I expanded its program offerings in the NBPTS-based masters in Elgin.
- The SAELP project is examining a "seamless" transition for National Board teachers to go into principalship programs.
Provide a statewide, comprehensive continuing education program, capitalizing on expertise with faculty associates and our partners in professional development schools.
- EAF, with funds generated through the Gates Foundation held in a 51 account, extended the grant's sustainability by providing continuing education for educational leaders.
- COE (including collaborative efforts of the Laboratory Schools) worked with the Conferencing Unit to offer professional development opportunities (CPDU's) for teachers.
Support and Extend Research Endeavors
Establish a self-supported, centralized College office to provide support services for funded research (e.g. seeking funding sources; providing pre-award incentives; establishing and facilitating teams of faculty, faculty associates, and partner schools; and advising on budget preparation).
- COE continued to seek funds for a .5 FTE grant writer.
- The College implemented additional writing groups and a lending library of grant and professional writing references.
Extend our school partnerships to include more collaborative research among faculty, faculty associates, and public school faculty.
- C&I faculty, through IPLP and other grant activities, conducted research projects in Wheeling, Pekin, Peoria, Chicago, and Elgin PDSs.
- The College Research Committee hosted book discussions, writing workshops, professional writing groups, and a College-wide Day `o Research.
- The College of Education published and disseminated Research Reports.
- The College of Education awarded an IMPACT grant and three research team grants to support teacher/leader education research.
Seek significant grant and campaign resources to provide funding sources for each of the Centers.
- Center for the Study of Education Policy, the Center for Reading and Literacy, the Autism Spectrum Institute, and the SEAT Center received state, federal and private monies.
- Development Director worked with University Advancement via the Campaign to seek external funds to promote each of the Centers.
- SEAT Center Advisory Group developed a uniform fund-raising plan for the Center.
Develop capacity for expanding research through workshops, speakers, conferences, or study groups as appropriate.
- The College Research Committee hosted campus-wide workshops, panels, and events to support researchers.
Develop Technological Support for Recruitment and Instruction
Conduct ongoing needs assessment to provide for the technology needs of faculty, staff, and students.
- COE continued implementation of a long-range technology plan.
- University High School continued to experiment with course delivery models that rely heavily upon technology.
- EAF integrated appropriate technology support for its on- and off-campus classes through video conferencing and web-based instruction.
Develop a Web-presence to meet the needs of multiple audiences.
- The COE implemented year two of the three-year technology plan.
Support our College Community through Governance, Staffing, Facilities, and Endowments
Increase integration of faculty associates into College governance, curriculum, instruction, research, and service.
- C&I continued to collaborate with Metcalf to revise elementary education clinical experiences.
- C&I faculty continue to collaborate with faculty associates at U-High to deliver secondary clinicals in a more efficient manner.
- Laboratory Schools initiated dialogue regarding student teacher/intern placements in the schools.
Increase the percentage of full-time, tenure-track faculty in teacher education.
- COE converted selected NTT positions to TT positions as funding was available.
- Provide professional development and recognition for non-tenure track faculty.
- Chairs conducted professional growth opportunities for NTT faculty each semester.
- Chairs included NTT in faculty meetings not specifically addressing TT policy issues.
Provide additional support for faculty and students by increasing the endowment in the College.
- COE received notification of a planned gift to the University Campaign for the benefit of teacher education.
- COE received a total of $557,330 in contributions to endowed accounts, non-endowed scholarships, and other restricted funds between January and December 2004.
- Development Director assisted in support of fund-raising advisory boards for the COE and for the Laboratory Schools.
- Development Director worked with each administrative area within the College to identify, cultivate, solicit and steward donors for the creation and maintenance of endowed scholarships, fellowships, and funds.
- Development Director worked closely with the COE Fund-Raising Steering committee to implement new fund-raising initiatives for the COE.
- Development Director worked closely with the Laboratory School Fund-Raising Steering Committee to continue the implementation of the overall Laboratory School campaign.
- Development Director facilitated the establishment of new endowment/scholarship/grant funds for various areas within the COE.
Manage admissions of native and transfer students so that College resources support on- and off-campus programs.
- C&I established regular meetings with Admissions to stay current with student admission status.
- C&I modified an existing job description to include management of Admissions.
- C&I worked with admissions and University Data Administration to develop a protocol and formula to project numbers in majors based on admission decisions.
- SED worked collaboratively with the ISU Admissions Office to monitor applications and manage enrollment.
- EAF admits traditional on-campus students and off-campus cohorts.
Position the College for the development of an Education Commons as described in the Campus Master Plan.
- Development Director, the Dean, and Chairs worked collaboratively to cultivate, solicit, and steward donors.
- Development Director informed alumni and friends of fund-raising activities and opportunities, via each of the College's several publications and newsletters.
Continue to improve facilities to meet the needs of faculty, staff, and students.
- The COE explored possible uses for currently underutilized spaces.
