College of Education Fiscal Year 2006 Accomplishments
The 2006 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 maintained continued accreditation; also provided leadership with Council for Teacher Education to streamline continued accreditation practices in the state.
- COE worked with other higher education institutions in the state to attain state Teacher Certification Board approval for a process to reduce redundancy and paperwork.
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, Center for the Study of Education Policy, Council for Chief State School Officers, and Wallace Foundation. Illinois Senate Bill 2825 was submitted with recommendations made by the IL-SAELP committee for consideration in this legislative session.
- COE influenced teacher preparation and professional development in Chicago Public Schools (CPS) through targeted programs (e.g., Chicago Teacher Pipeline, Future Educators of America, Professional Development Schools, National Board Certification, and doctoral programs) along with the newly established partnership with the Little Village Community Development Corporation.
- COE influenced state policy regarding preparation of special education teachers through leadership by Drs. Thompson and Lawson of an ISBE-invited team to study changes to special education teacher preparation in response to NCLB and Corey H lawsuit.
- COE influenced application of standards to quality of preparation programs by nominating individuals from the teacher education community (including Illinois State University faculty and alumni) to serve as NCATE Board of Examiners members, ISBE accreditation team members, and national SPA or state content area program reviewers.
- COE joined with other public Colleges of Education to increase congressional awareness of Illinois universities' excellence in teacher preparation. In November 2005, the Illinois Association of Deans of Public Colleges of Education (IADPCE) released the results of a statewide teacher graduate survey in collaboration with the 12 of the public universities to legislative guests and media.
- COE joined with other Illinois institutions and the IADPCE to oppose legislation aimed at eliminating testing requirements for candidates in teacher preparation programs. Although the legislation was passed, the IADPC Deans have agreed to maintain the requirements in their programs reflecting a commitment to maintaining standards for teacher candidates entering the field.
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.
- COE lead a significant Chicago initiative in the Little Village area of Chicago. Initiatives focused on teacher recruitment, preparation, and professional development: Chicago Public School (CPS) teacher induction program, Future Educators of America, Multicultural Mentorship, urban bus trips, National Board for Professional Teaching Standards, and increasing the number of PDS (Professional Development School) sites in Chicago.
- A Teacher Quality Enhancement grant was awarded to continue the work of recruiting and retaining teacher candidates in Little Village. Working in conjunction with many partners including CPS, CCC, and Golden Apple, COE will continue to affect educational change using an innovative school-community-university partnership model.
- COE formed several cohorts across the state, primarily in the areas north of Springfield. In Department of Special Education (SED), 4 of 7 doctoral students graduated in 2005. In Department of Curriculum and Instruction (C&I) all students are at or near dissertation. In Department of Educational Administration and Foundations (EAF), all students are currently completing dissertations.
- Twenty-four students completed the SED LBS2 Technology cohort in Peoria.
- SED continues the Director of Special Education certificate program.
- The Center for the Study of Education Policy continues work with the IBHE's school-college partners to provide assistance with meeting NCLB requirements.
Develop a national reputation in teacher and administrator education, education research, and education policy.
- COE continued membership in the National Network for Educational Renewal to improve and expand school-based partnerships and preparation of teachers for hard to staff schools.
- EAF participated in University Council for Educational Administration efforts to influence national policy and practice regarding quality and integrity of educational administration programs.
- Autism Spectrum Institute hosted a statewide conference for educators, teacher candidates, and parents which attracted over 200 participants and offered teaching assistance to over 30 school districts. ASI technical assistance projects continue in Dixon, Normal, Bloomington, Naperville, and Chicago.
- SEAT Center offered a series of workshops to over 500 educators.
- The Dean continues to represent Illinois State on the IADPC, Council of Academic Deans for Research Education Institutions (CADREI), Teacher Quality Distribution Task Force with the Education Trust, National Commission on Teaching and America's Future (NCTAF), Wallace Foundation, Illinois State Action for Education Leadership Project (IL-SAELP), and Illinois State Teacher Certification Board.
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, workshops, submitted grants, and disseminated reports regarding school leadership. The Center continues to develop workshops and contracts to provide professional development for school leaders through ITLC.
- The Center for the Study of Education Policy continues collection and dissemination of NCEA "Best Practice" information about Illinois schools.
- The SEAT Center published two editions of the professional journal, Assistive Technology Outcomes and Benefits in conjunction with ATIA.
- The Center for Reading and Literacy continued to seek additional funding sources and prepared a case statement for funding. A new Web site was developed.
Increase Diversity Among Faculty, Students, and within Professional Experiences
Recruit diverse staff, faculty, and students.
- New Professional Development Schools have been established in Chicago and Springfield.
- A new Chicago Teacher Education Program and Partnership Web site has been created.
- The C&I doctoral program began holding classes at Infinity High School in Little Village and school improvement projects were initiated with the new Special Education PDS in Peoria District #150.
- COE sponsored the TEAM project and brought 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. Eight students were awarded the scholarship for FY06 and have the opportunity for renewal for FY07.
- 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. The COE has been actively engaged in the development of the AAT statewide with a focus on removing barriers for minority students pursuing careers in education.
Provide professional field experiences with students from diverse populations and in diverse settings.
- Little Village area initiatives include the placement of eight PDS interns, eight student teachers, employment of a recent Illinois State graduate, and the development of additional Future Educator of America chapters in the Little Village area.
- C&I continued to work with Peoria Schools to offer students opportunities in highly diverse schools.
- Staff from the Chicago Pipeline Project worked with TEC, SED, and C&I to identify potential field placements in Chicago.
Extend and continue to develop international partnerships and collaborations that are consistent with and contribute to the College mission.
- COE continues programming with England, Thailand, Japan, Korea, and Mexico. Expansion of potential partnerships include South Africa.
Provide Excellence in Teacher Education
Cultivate opportunities for additional endowed chairs.
- COE leadership, fundraising steering committees, and the Development Director, continued to build relationships and sought funding for two endowed faculty.
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 partnered with Milner faculty and other programs across campus to implement the American Mind project.
- COE partnered with Milner faculty and to develop a library certification curriculum and delivered the first course in spring 2006.
- COE implemented 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 associates mentored teacher and administrative interns and continued to teach courses/supervise as appropriate in all three departments.
Provide diverse, extended, and meaningful field experiences in schools.
- TEC worked with programs to clarify the purposes and products of effective field experiences.
- C&I revised the elementary education clinical experiences in collaboration with Metcalf and other partners.
Develop and implement Illinois State University models of school partnerships and professional development schools.
- C&I began planning to provide a University-K-12 partnership experience for all teacher education candidates by 2008.
- In conjunction with the Council for Teacher Education, COE expanded IMPACT partnership activities and presented at regional and national conferences and workshops.
Refine the role of the Laboratory Schools in teacher education.
- Laboratory Schools continued engaging in dialogues regarding placement of student teachers/interns in the schools.
- Laboratory Schools seeks placement of four student teachers in Metcalf and U-High by FY07.
Use data from the performance-based assessment system to guide program-related decision making.
- TEC continues to deliver a Teacher Education orientation program for new teacher education candidates on the PBA system.
- TEC and University Teacher Assessment Subcommittee evaluated PBA data and made recommendations for revisions to multicultural and literacy assessment rubrics.
- The SEAT Center provided passport training in Tech Standard #9 for all teacher education majors.
- The TEC collected clinical descriptors from all departments that offer clinical experiences and will facilitate dissemination for NCATE planning team.
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 on candidate selection on high needs areas.
- C&I revised alternative certification opportunities for people seeking teaching opportunities in high need areas.
Implement the pipeline of recruitment and increase the number of Illinois State University teacher education candidates entering the Chicago Public School system and other urban areas.
- TEC increased the number of field and clinical experience students in Peoria and Chicago teaching placements; 20 students in Peoria and 25 students in CPS.
- COE led development initiatives to secure additional private and federal funding to support recruitment of diverse students. The COE was awarded a three-year $2.5 million TQE grant. The Department of C&I was also awarded a HECA grant for a project which focuses on the planning and design of an early childhood certification program.
Create a pipeline of recruitment and preparation (including field experiences and student teaching internships) with partner schools.
- COE continued collaboration with 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.
- C&I targeted elementary education recruitment to transfer students with a 3.0 GPA and freshmen students with 23+ ACT.
- COE capped admission to elementary education, admitting only the most talented freshmen, external transfers, and internal transfers.
Establish a Chicago site for coordination of Chicago-based programming.
- COE acquired funding for the Chicago Teacher Pipeline as one component of a comprehensive Chicago plan, with emphasis on funds and initiatives that support the Little Village partnership.
- Chicago Teacher Pipeline program hired two administrative professionals to staff the Chicago Partnership Office.
Manage admissions of native and community college students to address teacher supply and demand trends.
- COE worked with Admissions to further refine 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 programs remains in the top third of the US News and World Report rankings.
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 continues to serve as a National Resource Center for NBPTS. The National Board Resource Center coordinated the work of NBCT leaders to recruit and train candidates and 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 for Professional Teaching Standards into graduate programs.
- C&I worked on expanding program offerings in the NBPTS-based masters in Elgin.
- C&I continues to develop alignment of the M.S. Ed. Program with the core propositions of the National Board.
Provide a statewide, comprehensive continuing education program, capitalizing on expertise with faculty associates and our partners in professional development schools.
- COE offered 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 hired a an AP staff member to assist the college community with grant writing and budget preparation.
- COE endeavors to provide support for funded research and expanded the role of the Assistant Dean in this area.
Extend our school partnerships to include more collaborative research among faculty, faculty associates, and public school faculty.
- C&I faculty 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.
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, and the SEAT Center applied for state, federal, and private monies.
- Development Director worked with potential donors to seek external funds to promote each of the Centers.
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 continues implementation of a long-range technology plan.
- University High School continues 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 three 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 continues to work with Metcalf to provide elementary education clinical experiences.
- Laboratory Schools initiated dialogues regarding placement of student teachers/interns in the schools.
- TEC utilized faculty associates in leadership and mentoring experiences.
Increase the percentage of full-time, tenure-track faculty in teacher education.
- COE considered plans to convert selected NTT positions to TT positions.
Provide professional development and recognition for non-tenure track faculty.
- Chairs conducted professional growth opportunities for NTT faculty each semester.
- EAF appointed each NTT a faculty mentor/advisor.
- Chairs included NTT in faculty meetings that did not specifically address TT policy issues.
Provide additional support for faculty and students by increasing the endowment in the college.
- Development Director assisted in support of fund-raising advisory boards for the COE and for the Lab 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 provided specific assistance to the Reading Recovery Program, the Center for Reading and Literacy, the National Board Resource Center, SED, EAF, C&I, and the Lab Schools in relation to the identification, cultivation, solicitation, and stewarding of donors.
- Development Director worked closely with the Lab School Fund Raising Steering Committee to continue the implementation of the overall Lab School Campaign totaling nearly $800,000, including the Seat Campaign for Stroud Auditorium.
- Development Director facilitated the establishment of new endowment/scholarship/grant funds for various areas within the COE totaling approximately $2,500,000.
- Development Director continued to inform alumni and friends of fundraising activities and opportunities via each of the College's several publications and newsletters.
- Development Director continued to work with Alumni services and the ISU Telefund to increase to enhance the success of the campaign.
Manage admissions of native and transfer students so that college resources support on- and off-campus programs.
- COE meets regularly with Admissions to discuss data used in admissions decisions, monitor application status, and manage enrollments into programs.
- EAF continues pursuit of nontraditional off-campus cohorts.
Position the college for the development of an Education Commons as described in the Campus Master Plan.
- Development Director, Dean, and Chairs worked collaboratively to cultivate, solicit, and steward donors for the creation of an Education Commons.
- COE began implementation of the Education Commons idea by installing tables and benches in the DeGarmo plaza.
Continue to improve facilities to meet the needs of faculty, staff, and students.
- The College completed Phase 2 of the construction of the Teacher Education Center and remodeled office space for the EAF department. C&I renovated five faculty offices and installed new window treatments in the classrooms.
