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Master’s Degree in EducationWith
Secondary Teaching Certification:
A Proposed Collaborative Online Program
Between
Lewis-Clark State College and the University of Idaho
DRAFT of Conceptual FrameworkEdited By Wayne Carroll and Lana Elliott
for theCollaborative LC/UI M. Ed. Program Planning Committee
APRIL 14, 2009
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Table of Contents
I. INTRODUCTION.................................................................................................................... 5Brief Description............................................................................................................................... 5Rationale.............................................................................................................................................. 5Program Plan...................................................................................................................................... 7
II. CONCEPTUAL FRAMEWORK: STANDARDS.................................................................8Purpose and Strategy....................................................................................................................... 8Program Goals.................................................................................................................................... 8Assumptions Underlying the Conceptual Framework..........................................................8
Constructivist Theory and Performance...............................................................................................8Educators As Scholars....................................................................................................................................9Development of Professional Values.......................................................................................................9
Discussion of Goals and Assumptions......................................................................................10Program Standards........................................................................................................................ 11Program Knowledge Base............................................................................................................13
1. The Dedicated Professional (DP).......................................................................................................132. The Knowledgeable Professional (KP)............................................................................................143. The Content Specialist (CS).................................................................................................................154. The Educational Facilitator (EF)........................................................................................................155. The Educational Evaluator (EE).........................................................................................................176. The Scholar-Practitioner (SP).............................................................................................................18Alignment With Professional and State Standards.........................................................................20Summary........................................................................................................................................................... 22
III. CONCEPTUAL FRAMEWORK: PROGRAM ASSESSMENT AND EVALUATION 23Program Goals and Standards.................................................................................................... 23Development and Description of the Assessment Plan.....................................................24Pre-Program Assessments...........................................................................................................26The Four Phases: During Program Assessment....................................................................26Phase I................................................................................................................................................. 27Phase II............................................................................................................................................... 28Phase III.............................................................................................................................................. 29Phase IV.............................................................................................................................................. 29Post Program Assessments..........................................................................................................31Aspects Addressing Program Operations...............................................................................25
Summary.................................................................................................................................. 31
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I. INTRODUCTION
Brief Description
The proposed cooperative Master’s Degree in Education with Secondary Teaching Certification targets highly qualified non-traditional post-baccalaureate students who desire to earn a Master’s Degree with Idaho Secondary Teaching Certification. Because of personal circumstances, these individuals cannot attend regular on-campus classes. The proposed program adheres to a conceptual framework, curriculum model, and assessment plan shared by Lewis-Clark State College and the University of Idaho. Candidates are organized into cohorts and must meet existing University of Idaho graduate admission requirements. Candidate advising, instruction, observation, and group seminars utilize asynchronous Blackboard online instruction and Internet web camera technology. The program totals 48 semester credits. As a final requirement for the degree, candidates must successfully participate in a non-thesis oral defense before a faculty committee during which they showcase their Professional Webfolio containing evidence they have met all the Program Standards.
Rationale
The teacher preparation programs of Idaho state institutions of higher education have a responsibility to help assure that Idaho’s youth have highly qualified and well-prepared teachers in adequate numbers to service the state’s urban, suburban, rural, and remote schools. Many schools have difficulty in filling critical teaching positions. As baby boomers retire, these shortages can be expected to increase, and it is possible that traditional campus-based teacher education programs will not be able to provide sufficient graduates to fill these positions.
There is growing demand for online programs that provide opportunities for non-traditional students with valuable life experience to earn teaching certification, especially in critical areas like science, mathematics, and foreign language. This clientele includes midlife career changers, military veterans, and individuals who have worked in the schools as support personnel and now want to become certified teachers. Often these individuals are very well prepared in their proposed content teaching fields. Given the time and expense of earning teaching certification, many of these individuals have inquired about the possibility of earning an online Master’s Degree as part of their studies for certification. This proposed program encourages more highly qualified individuals to enter the teaching profession and helps alleviate anticipated shortages. It also provides opportunities to expose these individuals to more advanced pedagogical course work commensurate with their maturity and life experience.
The teacher education faculty of Lewis-Clark State College and University of Idaho are aware of the needs of non-traditional students for opportunities to earn
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teaching certification through distance learning and want to provide these opportunities. The University of Idaho is authorized to deliver graduate level degree programs, has a staff knowledgeable in applied educational research, and experience in distance learning through a variety of outreach programs. Lewis-Clark State College has a highly successful national award-winning online teacher education program, PACE (Pathways for Accelerated Certification and Endorsement), targeting non-traditional students. Most of the faculty members who would be involved in this cooperative program have earned doctorates and have teaching and administration experience in K-12 schools. The teacher education programs of both institutions are accredited by NCATE.
In this era of scarce resources for higher education, a collaborative partnership maximizes fiscal resources, takes advantage of respective strengths, and most effectively and efficiently utilizes personnel. Competition and duplication can and ought to be avoided. This cooperative entrepreneurial approach to serving the needs of the State of Idaho, its citizens, and students can serve as a model for higher education as we work to adapt to changing circumstances in Idaho and the nation.
It is appropriate that teacher educators take the lead in developing high-quality distant learning programs. Utilizing opportunities provided by its PT-3 and Transition To Teaching grants, Lewis-Clark State College has gained experience in effective ways to deliver non-traditional online instruction and provide pre-service and induction year support for teacher candidates. The University of Idaho provides the research-support and reputation of a land grant institution to continuously improve this program. The experience gained in this partnership may be applied to other programs and disciplines and offers a promising area for academic research supported through private and public funding.
The two institutions have cooperated in a variety of joint ventures in the past ranging from strengthening educator literacy skills to improving Indian education and instruction in mathematics. An interesting example of a current joint venture, now in its sixth year, is work on the Federal Teaching American History grants. In addition, faculty members from the respective institutions often serve on joint regional and state committees and cooperate in other professional activities. This proposed program provides opportunities for and encourages even closer collaboration between the Lewis-Clark State College and the University of Idaho. The synergy created through increased interaction holds potential to better serve the educational needs of the State of Idaho and heralds a new and significant approach by both institutions to the way we do the business of education in Idaho.
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Program Plan
Candidates will be organized into cohorts and pass through the program in four phases. See Figure 1.
Figure 1. Master’s of Education Degree With Secondary CertificationProgram Plan
Phase I (Certification): Summer Semester
Course Credits Foundations of Education 3Educational Psychology 3Media and Technology(599) Technology support
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TOTAL CREDITS 10
Phase II (Certification): Fall Semester
Course Credits
Phase III (Certification): Spring Semester Course Credits
Internship 10Internship Seminar599 Non-thesis support
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TOTAL CREDITS 12
Phase IV (M.Ed.): Fall Semester Course Credits
Intro to Research/Action Research599 Webfolio Defense
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Understanding the American Curriculum 3Measurement and Evaluation 3Elective 3TOTAL CREDITS 13
Total Credits for Certification and M. Ed. Degree 48
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Professional Strategies for Teaching & Assessment w/ Service Learning Component
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Diversity/SPED 3Content Methods 2Classroom Management Seminar 1Reading in the Content Area 3TOTAL CREDITS 13
II. CONCEPTUAL FRAMEWORK: STANDARDS
The Conceptual Framework communicates our shared mission and explains how curriculum, instruction, assessment and evaluation are related. It provides the program’s theoretical construct for the Secondary Certification with the M.Ed. Degree by articulating conceptual meanings and generalizations, the policies and procedures, and the actual activities and processes that systematically relate how the physical, natural, social, and human realities are aligned into a coherent whole.
Purpose and Strategy
The primary purpose of this program is to help improve the education of children, adolescents, and adults in Idaho. The strategy in support of this mission is to bring together resources of Lewis-Clark State College and the University of Idaho in order to provide an online M. Ed. Degree with Secondary Certification or an emerging clientele. This clientele is composed of highly qualified individuals with at least a Bachelor’s Degree from an accredited institution of higher education who would like to earn a master’s degree and become certified to teach in Idaho secondary schools (grades 6-12), but whose personal situations make it difficult or impossible to attend traditional on-campus classes.
Program Goals
The goals of this cooperative program are to:
1. Prepare caring professionals who teach for understanding in communities of learning;
2. Develop professionals who are people-centered, reflective scholar-practitioners, advocates for diversity, and life-long learners.
3. Equip teachers with the knowledge and skills to be critical consumers of educational research.
Assumptions Underlying the Conceptual Framework
Constructivist Theory and Performance
Certainly the successful teacher will use a variety of instructional methods and models, but we assume that our candidates will embrace in large measure a constructivist philosophy for teaching that is grounded in cognitive learning theory (Gagnon and Collay, 2006; Marlowe and Page, 2005, 1997; Zahorik, 1995), where learners raise questions and construct personal models and strategies through experience and education. In addition, the interaction of past, personal, and new
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experiences is influenced by the social context which affects and further negotiates meaning (Loughran, 2002; McKay, 1993). This examination is often accomplished through critical social discourse in which learners collectively reflect on and problem-solve ideas (Cruickshank, 2001; Villegas & Lucas, 2002). As state sponsored institutions, this proposed partnership is also guided by state and national standards and their concomitant performance-based philosophy. The colleges view this philosophy as a scaffolding guide to creating a framework for teacher and learner expectations in the proposed program (Otis-Wilborn, 2000). It is through these beliefs that the colleges derive the roles for professional educators and the standards and dispositions they are expected to meet.
Educators As Scholars
We believe teacher educators and teachers are scholars. In the design, delivery, and evaluation of coursework, we attempt to model the knowledge, skills, and dispositions we teach to our candidates at a level of sophistication appropriate to their maturity and life-experiences (Lunenberg, Korthagen and Swennen, 2007; Bjerkan, 2006). Our syllabi to the extent possible reflect research-based best practice and include assignments correlated to our standards, the use of a variety of performance-based assessments, and activities to reinforce the sense of the interactive professional community. To strengthen teacher education, we actively engage in research, service, and outreach to facilitate solutions to educational, developmental, and social problems (Kincheloe, 2002). We complete self-assessment activities to learn how we can improve our instruction and to provide evidence of our commitment to maintaining strong programs that prepare highly qualified teachers to serve the state and nation.
Development of Professional Values
We believe strong professional values are a necessity for success in a teaching career (Lieberman, 2008; Beerens, 1999; Carr, 1999; Goodlad, Soder, and Sirotnik, 1993). Our courses reflect these values through provision of dispositions candidates are to demonstrate. We envision the purposes of education for participants to include development and strengthening of these values:
sense of responsibility by preparing to join the work force and profession; thinking and reflecting critically, making informed decisions, and achieving
intellectual potential; as advocates of diversity actively striving towards and defending the rights
and opportunities of all members of society; awareness of professional ethical issues; understanding of one’s role and responsibility as a member of a democratic
society; and becoming lifelong learners who adapt and keep current with the constant
changes in our society.
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Discussion of Goals and Assumptions
We seek to graduate scholar practitioners who pursue best practices, facilitate both learning and human development, support collaborative ventures, and are advocates for diversity.
The term caring as used in our goals emphasizes our commitment to preparing teachers who recognize the importance of relationships in the teaching-learning process and who are committed to creating inclusive, safe, and supportive learning environments for all students. The caring teacher is people-centered, values and appreciates diversity, respects students’ varied talents and abilities, and uses an understanding of individual and group motivation techniques to encourage positive interaction, active engagement, and self-motivation. By training and disposition, they recognize the biological and developmental uniqueness of each individual person across race, ethnicity, disability, socio-economic status, sexual orientation, age, and gender. We seek to foster multicultural competencies (awareness, understanding, and skills) in our teacher candidates to interact successfully with inclusive attitudes and practices.
The term professional emphasizes our commitment to preparing teachers who are knowledgeable, dedicated to the profession and reflective in their practice. Knowledgeable teachers are aware of varied philosophical and curricular orientations and other factors that impact decisions about what knowledge is of most worth and what instructional approaches yield best results. Knowledgeable professionals are content area experts who understand the interaction of subject matter and effective teaching strategies in helping students learn. They are dedicated individuals who understand that teaching and learning extend beyond the classroom, that professional growth is critical and that it is an on-going life-long process. Personnel evaluation and student assessment reflect the desire and intent to measure the knowledge, skills and attitudes being taught. They know that the assessment-evaluation process improves instruction and promotes new knowledge about teaching, learning, and human development. In addition, professional educators recognize the necessity to be critical consumers of educational research and know the value of reflection in the teaching-learning process. We seek to prepare teachers who see teaching and learning as an interactive process that develops collaboration, teaming, and sharing in a cooperative, caring atmosphere across all levels of education, both within the colleges, the university and in the community.
The phrase teaching for understanding emphasizes in-depth learning, generative topics, understanding goals, performances of understanding, and on-going assessment. Learners are able to demonstrate that they know more than rote-level material. Learning facts is an important aspect of understanding, but learning facts is not sufficient. Students must be able to connect information in meaningful ways and be flexible in applying their knowledge to a variety of situations and settings. In
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addition to a good repertoire of knowledge, students must have well-developed skills and an understanding of the meaning, significance, and use of what they have studied. Good teachers use a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. Using research-based best practices, these teachers foster active inquiry, collaboration, and supportive interaction in the classroom.
Finally, the phrase communities of learning addresses our belief in the importance of establishing community, both in the classroom and beyond the classroom, and of maintaining professional partnerships and collaborations. Communities of learning include all those with an interest in the education of children, adolescents, and adults such as teacher candidates, faculty, on-site teacher educators, administrative and support personnel, parents, and laypersons. We believe that continual interaction and shared responsibility between and among members of the community of learning are essential in the preparation of highly qualified teachers. Learning is an active process where faculty and staff, parents, students, patrons, business leaders, and administrators seek to promote the central idea that all people can develop and learn. Every activity in which educators engage should add quality and value to the products and services received by students and clientele. Faculty members are committed to creating caring communities of learning not only for teacher candidates, but also for the students of K-12 schools. We especially value the involvement of on-site teacher educators (cooperating teachers) who provide opportunities for our teacher candidates to apply their formal pedagogical knowledge and skills in actual classroom settings.
Program Standards
To ensure the continuous intellectual, social, and physical development of all learners, the qualified teacher candidate performs several roles. In preparing for these roles, teacher candidates must demonstrate knowledge, skills, and dispositions related to six main areas of professional competence that constitute the Professional Standards for our program:
1. Dedicated Professional - appropriate and caring conduct as a professional including:
Knowledge of professional ethics and potential conflicts of interest; Demonstration of appropriate professional dispositions including among
others academic honesty, commitment, and personal responsibility; and Attainment of requisite academic skills to be a teacher.
2. Knowledgeable Professional - knowledge of the foundations of the professionincluding:
Philosophical, historical, social and cultural context of education; How children, as individuals and in groups, learn and develop;
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Different curricular orientations as to how instruction can be provided to support the intellectual, social, and personal development of all types of learners;
Reflection and related self-assessment specific to collaboration, instruction, and learning;
The role of diversity in the classroom; and Schools as organizations within the larger community context and the
laws and norms that guide their operation.
3. Content Specialist - expertise in all subjects taught including: Ability to demonstrate one’s content knowledge; Continuous efforts to maintain currency in the field; Knowledge of the history and structure of the discipline; Knowledge of common scope and sequence patterns; and Ability to integrate content knowledge with other disciplines.
4. Educational Facilitator – the knowledge and ability to design and facilitate effective
instruction including: Articulation with national, state and local goals and standards; Identification of learning objectives; Selection and sequencing of appropriate multiple instructional strategies; Adapting instruction to individual needs; Grade-level appropriate content; Improving literacy in the content area; Ability to make the content meaningful for students. Demonstrating effective techniques for motivation and classroom
management; Utilizing a variety of effective communication skills; and Effective integration and implementation of multiple technologies into
instruction.
5. Educational Evaluator – the knowledge and ability to: Create and use formative and summative assessments techniques; Analyze and adjust instruction based on classroom-authored assessment
measures; Interpret standardized assessment and measurement instruments; Provide proof of effect on learners; and Use assessment data to improve instruction.
6. Scholar-Practitioner – the knowledge and ability to: Identify and use research-based best practice; Read and understand professional literature and research material; Plan, conduct, and evaluate action research; Demonstrate effects of plagiarism and unethical practices upon the
profession;
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Reflect on one’s own praxis; and Engage in professional collaboration and service.
Program Knowledge Base
1. The Dedicated Professional (DP)
Dedicated professionals conduct themselves in a manner that shows care and concern for children and their learning, as well as a commitment to the profession of education. They exhibit high ethical and professional standards. They foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning. Dedicated professional are advocates for diversity both within and without the classroom.
Ryan and Cooper (1998, 153) have written about three important attitudes that good teachers possess, including “realness or genuineness, valuing the learners, and empathetic understanding.” They discuss the teacher’s attitudes toward peers, parents, and the subject matter. Morrison (1997) describes the daily professional behaviors associated with teaching, and highlights additional characteristics including adhering to professional ethics, basing practice on educational research, and commitment to career-long development of knowledge and skills. Hessong and Weeks (1991) list ten characteristics of ideal teachers. Among these are honesty, patience, being a role model, being well groomed, and having good personal hygiene. Noddings (1992, 1988), Westheimer and Kahne (1993), and Wehlage (1989) have written about the importance of teachers building safe and caring learning communities that are able to foster collaboration while addressing the individual student problems. Maton (1990) and Timm (1993) have described situations in which teachers who are empathetic to student problems and who are disposed to intervene with and on behalf of students can foster a more positive classroom climate and significantly influence student behavior. This attention to concern for children, motivation, and commitment continues throughout the program and is reflected on course evaluation and program evaluation instruments.
Advocators for diversity believe that it is important to respect, value, and attend to individual differences and to provide experiences for students to interact with others who represent diverse ethnic, racial, gender, language, socioeconomic, exceptionality, and religious groups (Adans, Bell, and Griffin, 2007). They are able to accommodate the needs of the individual student, including students who are physically or intellectually challenged, and to provide instruction that is appropriate for each situation. In addition, they are sensitive to the ethnic and cultural backgrounds of their students and to the communities in which they teach (Wlodkowski and Ginsberg, 1995). As advocates for diversity, professional educators promote a global perspective and establish connections between
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communities and cultures. They advocate education as a means for positive and critical change in society. They communicate effectively with diverse learners and structure learning activities with them. Advocators for diversity understand the need for highlighting the uniqueness and interdependence of the diverse aspects of learning communities Clauss-Ehlers, 2006). They reflect upon their own cultural perspectives and guard against personal cultural bias in interactions with others. Ethnic and cultural diversity are to be recognized and celebrated for the invaluable contributions they make toward the enrichment of personal growth and the enjoyment of life for all members of society.
2. The Knowledgeable Professional (KP)
Knowledgeable professionals have a formal grounding in the philosophical, historical, social and cultural context in which formal education has evolved. They have knowledge of how children, as individuals and in groups, learn and develop. They know about different curricular orientations as to how instruction can be provided to support the intellectual, social, and personal development of all types of learners. They understand schools as organizations within the larger community context and the laws and norms that guide their operation.
It is important for future teachers to have some grasp of the philosophical and historical context in which education has developed. Gutek warns that lacking this context, American educators “often fall victim of an all-consuming ‘presentism.’ They are ‘culturally illiterate’ in the great ideas and heritage of their own profession” (1997, 5). Parkay and Stanford write that theories about learners and learning guide the decision making of professional teachers (2004, 41). These teachers not only know that a certain strategy works, but they also know why it works. In the faculty’s desire to teach for understanding, it is important that teacher candidates understand why a strategy or technique works. Cooper observes that teachers who are ignorant of scientific concepts contained in a variety of foundation topics “interpret the events of their classrooms according to popularly held beliefs or common sense. Although common sense often serves us well, there is ample evidence that teachers who habitually rely on it will too often misinterpret the events in their classrooms” (1998, 4). The importance of teachers’ thorough understanding of the nature of intelligence and learning has been the focus of much of the discussion about school reform (Vygotsky, 1986, 1978; Case, 1992; Gardner, 1991, 1993, 1999; Wiske, 1998; Elmore, 2004).
Teachers prepared in a graduate program should possess the knowledge that will help them to reflect deeply upon their practice. They should be able to design instruction that can be explicated with reference to the major curricular orientations that inform contemporary teaching and learning (Flinders and Thor, 2004). The ability to rise above the mundane of daily instruction and to conceptualize the content area and pedagogical techniques empowers teachers to be better analyzers and evaluators of their teaching (Schiro, 2007). With this added
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insight the components of instruction – designing, facilitating, and evaluating instruction are more consistent with the educational orientations and practical demands of the teachers or the schools in which they work. Knowing about differing views of what should constitute a curriculum and therefore what knowledge and skills are thought to be most important for teachers to teach and students to learn, and about different approaches to teaching this knowledge and these skills provides the teacher with options and alternatives from which to select so that teaching and learning can be more effective and efficient (Tanner and Tanner, 2006).
3. The Content Specialist (CS)
Content specialists understand the central concepts, tools of inquiry, and structures of the discipline(s) she or he teaches. The teacher maintains currency in knowledge of the content area(s) and skills of the discipline.
Parkay and Stanford write, “With the title of teacher comes an assumption of knowledge” (1998, 36). In recent years there has been vigorous consideration of specific content area knowledge and related performance standards across the curriculum (Kendall and Marzano, 1996). Teachers who are well prepared in their content field(s) “have a rich understanding of the subjects(s) they teach and appreciate how knowledge in their subject is created, organized, linked to other disciplines and applied to real-world settings” (NBPTS, 1991, 13-14). Clearly, teachers must have sufficient knowledge of the content or subject matter to be able to decide and defend what knowledge is of most worth. Welton and Mallan remind us that while content or subject matter may be the “stuff” of instruction, it is not an end unto itself, but rather a “‘vehicle’…to help teachers and students move toward educational destinations” (1999, 200). The destination may be, for example, self-knowledge, conceptual understanding, critical thinking, or tolerance.
4. The Educational Facilitator (EF)
Educational facilitators plan and create learning experiences based upon knowledge of subject matter, students, the community, and curriculum goals to make central concepts, tools of inquiry, and structures of the discipline(s) she or he teaches meaningful for students. The teacher designs and develops learning opportunities which are congruent with how children learn and develop, which utilize well-selected instructional strategies and learning resources, and which are appropriately adapted to diverse learners. Educational facilitators utilize a variety of instructional strategies and resources, effective classroom organizational and management skills, and effective communication techniques to establish and facilitate engaging and meaningful learning environments that support the intellectual, social, and physical development of students. They foster active inquiry, collaboration, and supportive interaction in the classroom. They use an understanding of individual and group motivation and
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behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Candidates are taught that teaching consists of cyclical phases including assessing the learner(s), designing for instruction, the facilitating of instruction, and the evaluation of instruction. During the design phase candidates should consider the needs of the learners, societal needs, the subject matter content, and the learning environment (Gunter, 1999, 3-10), as well as curricular commonplaces (Schubert, 1986, 302-305) and the conditions of learning (Gagné, 1985).
Instructional design is informed by cognitive science research so that candidates utilize such strategies as chunking, concept mapping, use of advance organizers, rehearsal, mnemonics (West, Farmer, and Wolff, 1991), process writing (Graves, 1994), and literature-based reading (Routman, 1994). Candidates are exposed to theories of the transactional nature of communication and, following Bruner’s thinking (1966), advised that the most effective instruction proceeds from direct experience to abstract representation. This range of experience is represented by Dale’s Cone of Experience (Dale, 1969). Candidates communicate the purpose of their instruction through objectives that include description of condition, behavior, and criteria (Mager, 1975). Candidates are taught that student achievement is greater in situations where teachers communicate their intentions in more specific rather than broader terms (Cooper, 1999, 32).
Candidates are exposed to a variety of teaching models including, but not limited to, the ASSURE model (Smaldino, Lowther, Russell, 2008, 84), mastery teaching (Hunter, 1982), and implicit and explicit models (Rosenshein, 1986). The curriculum for teacher candidates includes instructional models and best practices that emphasize active, constructivist learning (Borich, 2000; Zemelman, Daniels and Hyde, 2005). Models and strategies include individual and large group instruction and cooperative learning groups (Johnson, Johnson and Holubec, 1988).
The utilization of media and technology is not considered separately from teaching methodology. In teaching methods courses, candidates learn that the incorporation of media and technology is an integral part of instructional design and implementation. In a similar way, candidates learn that classroom management is related to teaching methodology. Effective methodology promotes, among other things, positive classroom management. During their internships candidates apply the methodology they have studied online. Candidates are required to reflect upon the effectiveness of their endeavors.
Successful educational facilitators utilize a variety of instructional models, strategies, and techniques, and are able to successfully manage learning environments. The need for teachers to have a repertoire of effective teaching strategies that support what is known about human learning has been given considerable attention (Meier, 1995; Zemelman, Daniels & Hyde, 2005; Wiske,
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1998). Teacher candidates learn about a variety of instructional formats (Borich, 2000; Cooper, 1999; Hunter, 1994; Rosenshein, 1988, 1992 April) and develop skills in a variety of instructional strategies including, but not limited to, direct instruction, concept attainment, concept development, jurisprudence, discovery and inquiry, cause and effect, discussion, questioning (Gunter, Estes, and Mintz, 2006; Short & Harste, 1996), literature-based reading (Gambell and Almasi, 1996; Routman, 1994), and process writing (Graves, 1994).
The faculty emphasizes behaviors associated with teaching for understanding such as thinking, doing, and being, and methods for addressing the multiple intelligences (Wiske, 1998; Gardner, 1999, 2006). Candidates acquire specialized pedagogical knowledge such as efficient ways to obtain students’ attention, the need to give very clear directions, the concept of wait time, the use of silence and location, the need for a predictable and established classroom routine, the importance of organizing materials and supplies, the integration of audio-visual devices, the effects on learning and management caused by the placement of desks and tables, and other factors that help to facilitate learning.
Candidates gain knowledge about general classroom management strategies with consideration of the work of Kohlberg (1984) and Gilligan (1982) and how their theories of moral reasoning and development might impact classroom management tactics. In addition, they learn about general principles of behavior modification including theories of reinforcement and the relative effectiveness of rewards and punishments. These are supplemented through consideration of the work of scholars such as Nel Noddings (1992, 2005) who advocate for building and maintaining caring communities of learning. Character education has always been a topic of discussion in the teacher education programs and in recent years has been the object of renewed interest at the local, state and national levels. This renewal of interest lends vitality and creditability to faculty admonitions that both extrinsic and intrinsic motivational factors need to be considered in classroom management. Teaching for understanding emphasizes that, as much as possible, students need to know the reasons for certain procedures, mores, rules, and regulations so that they are attended to by the students with a minimum of formal extrinsic reinforcement. In this way students might develop an internalized, life-long self-discipline based as much as possible on humane and ethical considerations (Sizer and Sizer, 1999).
5. The Educational Evaluator (EE)
Educational evaluators understand and use appropriate formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. They perform appropriate, comprehensive assessments of the process of instructional design, facilitation, and evaluation. The teacher plans, adjusts, and refines instruction based upon informed analysis.
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Classroom assessment should provide information that assists teachers in making better educational decisions. To the extent that the results of assessment improve the quality of the decisions that are made about instruction and students, assessment is well worth the effort (Popham, 1995, vii). Assessment serves both diagnostic and prescriptive functions. Gathering information about a student’s prior knowledge, skills, and attitudes, learning styles, and the forms through which intelligences may manifest themselves are diagnostic (Gardner, 1995).
Assessment as an on-going process takes formative and summative modes. Given clear learning objectives and an understanding of the requisite knowledge and/or skills for the achievement of a particular objective, candidates should be able to organize and sequence instruction and assessment based on students’ prior knowledge and in a way that allows for remediation as the teaching-learning process progresses (Bloom, Hastings, and Madaus, 1971). Assessment is conducted for a variety of purposes ranging from institutional reporting requirements to use as a teaching strategy. Student-centered assessment has the potential to dramatically affect daily classroom instruction (Stiggins, 2007). Assessment within the program is largely authentic and performance-based. Candidates demonstrate through their products and performances their ability to meet specified knowledge, skill, and disposition objectives.
6. The Scholar-Practitioner (SP)
Scholar-practitioners continuously strengthen their knowledge of the content areas they teach and the pedagogical strategies and techniques they employ. Scholar-practitioners know of and can access the major sources of content and educational research data, critically assess and evaluate data derived from research, are continuously on the alert for research-driven data that may help improve teaching and learning, and know how to conduct action-based research in the classroom. Scholar-practitioners continually reflect and evaluate the effects of their choices and actions on others (students, parents, and other professionals in the learning community). They actively seek out opportunities to grow professionally.
Scholar-practitioners are continuously engaged in activities that will broaden their knowledge and understanding of the subject they teach and the instructional methods they use. They participate in workshops and professional conferences, plan activities that will broaden their knowledge of the content, conduct self-evaluations, analyze data obtained from assessments of their students, have a formal reading program that includes textual materials and professional journals, mentor or assist others teachers, participate in grant opportunities with schools, colleges and universities, and other educationally related entities, and complete
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formal course work. They model the knowledge, skills, and dispositions they teach their students. They have the knowledge to find pertinent educational data and to judge the potential value of educational research to their teaching or to education seen in a larger context (Sweet, 2008). They accept the value of action research and regularly undertake action research in their classrooms and schools (Mills, 2006; Hubbard and Power, 2003). They have a sufficient knowledge of mathematics and statistics to analyze and interpret action research and to make judgments about the research of others.
Socrates admonished, “The unexamined life is not worth living.” Dewey (1933) differentiated between “routine action” (action that takes the definition of social reality for granted) and “reflective action” (action, persistent and careful consideration of any belief or supported form of knowledge in light of the grounds that supports it). Schon (1993, 1987) provides a contemporary version of Dewey’s reflective action and argues for a new epistemology of practice where professional growth, competence and artistry are framed by an individual’s ability to reflect-in-action (thinking about what they are doing while they are doing it). He proposes a dialogue between coach and student in a reflective practicum for a new exemplar in epistemology. Reflection is most crucial when it occurs in the crucible of action (Friere, 1983; Reimann & Parramore, 1993; Sprinthall, Reimann, and Thies-Sprinthall, 1993). Nolan and Huber (1989) have reviewed the literature of instructional supervision as it relates to reflection. These highlights include: “1) engaging the teacher in the process of reflective behavior while 2) fostering critical inquiry into the process of teaching and learning, thereby 3) increasing the teachers’ understanding of teacher practice and 4) broadening and deepening the repertoire of images and metaphors the teacher can call on to deal with problems” (1989, 129). Schubert (1991) individually and together with Ayers (1992), has written at length about the value of reflective narrative for understanding praxis and effecting changes in the curriculum.
Teacher candidates are often asked to reflect on their studies and field experiences. Frequently they are required to reflect in writing on a lesson they taught or on a situation they observed on campus or at a practicum site. They occasionally share their reflections in class or during professional seminar. The focus of their reflection is as much about the students they observe and teach as it is about themselves. They are encouraged to think about the short and long term effects of their actions, their successes, and behaviors and activities that result in less than satisfactory consequences. Candidates are motivated to think about how they can document the positive effects of their presence during field experiences upon the students with whom they work.
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Alignment With Professional and State Standards
Our conceptual framework, as reflected in the standards, is aligned with the Idaho State Department of Education Ten Core Standards for Teacher Preparation Program Approval (2007) and with the Four Domains of Charlotte Danielson’s Professional Practice: A Framework for Teaching (2007). The state standards were developed by an eclectic group representing teachers, parents, administrators, business people and state certification personnel and are based on the NCATE Standards. See Figure 2 for the Alignment of the standards for the proposed program with LCSC Standards, UI Outcomes, Idaho Core, NCATE Standards, and Danielson Domains.
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Figure 2. Alignment of Source Standards With the Conceptual Framework
Proposed Program
-6-
LCSC
-7-
U of IM. Ed.
-7-
Idaho StateCore-10-
NCATE Danielson
Dedicated Professional
Dedicated Professional
Dispositions Standard 9: Professional Commitment & Responsibility
1g. Professional Dispositions
Domain 4: Professional Responsibility
Knowledgeable Professional
Knowledgeable Professional
Philosophy & Foundations
Standard 2: Knowledge of Human Development & Learning
1c. Professional and Pedagogical Knowledge
Domain 2: Classroom Environment; Domain 3: InstructionDomain 4: Professional Responsibility
Content Specialist
Content Specialist
Subject Knowledge
Standard 1: Knowledge of Subject Matter
1a. Content Knowledge
Domain 1: Planning and Preparation
Educational Facilitator
Educational Designer
Curriculum Standard 3: Adapting Instruction for Individual NeedsStandard 7: Instructional Planning
1b. Pedagogical Content Knowledge
Domain 1: Planning and PreparationDomain 3: InstructionDomain 4: Professional Responsibility
Educational Facilitator
Instruction Standard 4: Multiple Instructional StrategiesStandard 5: Classroom Motivation & ManagementStandard 6: Communication Skills
1b. Pedagogical Content Knowledge
Domain 1: Planning and PreparationDomain 2: The Classroom EnvironmentDomain 3: Instruction
Diversity Standard 3: Adapting Instruction for Individual Needs
1g. Professional Dispositions
Domain 2: Classroom Environment;Instruction
Educational Evaluator
Educational Evaluator
Assessment & Evaluation
Standard 8: Assessment of Student Learning
1d. Student Learning
Domain 1: Planning and InstructionDomain 3: Instruction
Scholar- Practitioner
Reflective Professional
Research Standard 9: Professional Commitment & ResponsibilityStandard 10: Partnerships
1c. Professional and Pedagogical Knowledge
Domain 4: Professional Responsibility
Research 1c. Professional and Pedagogical Knowledge
Domain 1: Planning and Preparation
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Summary
Because there is growing demand for online programs that provide opportunities for non-traditional students with valuable life experience to earn teaching certification, especially in critical areas like science, mathematics, and foreign language, we are proposing a collaboration between Lewis-Clark State College and the University of Idaho to offer an online program leading to an M. Ed. degree with secondary teaching certification. We are uniquely qualified to cooperate in offering this program due to close proximity between the two campuses, facilitating communication, and accessibility. In addition, we have cooperated in a variety of successful collaborative ventures throughout the years. Our purpose is to graduate scholar practitioners who pursue best practices, facilitate both learning and human development, support collaborative ventures, and are advocates for diversity.
Thus far, we have discussed our conceptual framework that centers around three major goals and six related program standards. We aligned them with standards from each of our institutions, including the Idaho State Department of Education Professional Teaching Standards, NCATE Content Standards, and Danielson’s four domains. Our program goals are to: 1) prepare caring professionals who teach for understanding in communities of learning; 2) develop professionals who are people-centered, reflective scholar-practitioners, advocates for diversity, and life-long learners, and 3) equip teachers with the knowledge and skills to be critical consumers of educational research. We aligned our program standards with the goals and defined them in the context of six roles of professional competence teacher candidates must demonstrate. They are: Dedicated Professional; Knowledgeable Professional; Content Specialist; Educational Facilitator; Educational Evaluator; and Scholar-Practitioner.
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III. CONCEPTUAL FRAMEWORK: PROGRAM ASSESSMENT AND EVALUATION
Program Goals and Standards
Our three program goals and six standards as addressed in the conceptual framework provide the structure for our assessment plan (See Figure 3). To ensure coherence and consistency of teacher candidate performance, we have aligned our assessments with the goals and standards in conjunction with four phases. Candidates’ progress toward attainment is documented throughout the program as we collect and analyze data to determine eligibility and progress as well as evaluate knowledge, skills, and dispositions during their tenure. Results from pre-program, during program, and post-program assessments determine continued eligibility during each phase. As part of a cohort, candidates can complete their certification with M.Ed. in four semesters. A comprehensive database provides updated information regarding each teacher candidate.
Figure 3. Program Goals and Standards
PROGRAM GOALS
Dedicated Professional
Knowledgeable Professional
Content Specialist
Educational Facilitator
Educational Evaluator
Scholar-Practitioner
STANDARDS
Development and Description of the Assessment Plan
The assessment plan is designed to select and monitor the development of the best possible candidates to work with secondary school students. It provides current and planned data collection activities and a description of current and planned processes for using the data for program improvement. It was designed with six objectives in mind:
Alignment with the mission, conceptual framework, and the state standards for teacher education;
Based on input concerning elements of the system from faculty, professional community members, and advisory professionals;
Where possible, integrated with existing, valid, and reliable instruments and procedures;
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Anchored with multiple, validated instruments and procedures explored in pilots before installation;
Systematic and flexible to allow examination of unique program goals; Focused for program development and improvement.
It involves important points in each candidate’s program and includes assessments, timelines, plans for creation of future instruments, integration of technology such as the Professional Webfolio, and reporting of student achievement regarding standards and dispositions. In addition, the plan identifies six main transition points or benchmarks at the program level:
1. Admissions2. Completion of Course Work 3. Field Experience 4. Teaching Credential 5. Master’s Program Exit6. Employment
The technological tool for maintenance of the assessment system is the University’s administrative computing system, Banner, the UI College of Education’s assessment system for standards and dispositions, and the Professional Webfolio system housing signature assignments and student remarks. These systems offer many currently existing and possible future ways to maintain data. Most recently, a Internship Placement System has been developed and is ready for use in the UI College of Education’s assessment system. In addition, the global rubrics in the Professional Webfolio system permit examining candidate progress on specific competencies through responses to signature assignments that are linked to the conceptual framework, program goals and standards.
Aspects Addressing Program Operations
Program operations are addressed at each benchmark. Selected information is used to assess candidates and candidate outcomes. The plan addresses a number of concerns including:
Quality of instruction Effectiveness of field supervision Candidates’ and graduates’ perceptions of the quality of their preparation Employers’ evaluations of graduates in terms of the overall program quality
in comparison to graduates of other institutions Employers’ evaluations of graduates in terms of program goals and the
conceptual framework
The plan includes a variety of data collected on an established schedule. The data are generally collected either by semester or annually, and reviewed annually. Full
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implementation of this process of feedback and use of data is ongoing. Data from candidates’ course evaluations is used to monitor the quality of instruction. Program administrators and faculty review each set of evaluation forms and “red flag” instructors who are not maintaining high instructional quality. Assistance is provided where needed. The assessment design specifications provide common procedures and guidelines for the collection, analysis, summarization, and use of the assessment data. Multiple assessments are used throughout the program in order to ensure program quality, high standards, consistency, and clear procedures.
The system serves four functions:
1. To determine the quality of applicants for appropriate fit to the program;2. To determine the quality of candidates throughout their programs in terms
of expected knowledge, skills and dispositions inherent in the conceptual framework;
3. To determine whether candidates have met the standards set by the State of Idaho Department of Education; and,
4. To continually improve the quality of our Program and Unit performance. The assessment system is also used for division and college monitoring and improvement. It includes embedded data sources and information obtained from graduates and employers.
Pre-Program Assessments
Admissions data are generally collected annually because the program admits teacher candidates each summer (see Figure 4). The instrument for assessment is a common Personal Statement Form and includes potential candidate’s reflections on the tenants found in the conceptual framework, Professional Letters of Recommendation Forms, and Admissions Rating Rubrics that evaluate an applicant’s entire admission package. Passing scores on the appropriate Praxis II Exams are required. There are common procedures and guidelines for the collection, analysis, summarization, and use of the assessment data.
Figure 4. Pre-Program AdmissionSpring Semester Application and Action
Assessment Activity Assessment Evidence
Schedule Instrument(s)
Verification of GPA with 3.0 GPA or higher
Transcripts, Admissions Checklist and data base
Annually Admissions Checklists
Verification of BA/BS or MA/MS Transcripts, Admissions Checklist and data base
Annually Admissions Checklists
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Professional Experiences Initial Interview Annually Admissions Checklists Initial Advisement interviewsPersonal Statement Form
Professional Recommendations Forms in prospect’s admission files, Admissions Checklist and data base
Annually Admissions Checklists Professional Letter of Recommendation Forms
Personal Interview Interview forms and rubric Admissions Checklist
Annually Initial Interview Forms
Prepared Writing Sample Candidate Writing Evaluation Form
Annually Overall Rating From Writing Sample Rubric
Passed PRAXIS II ETS score Annually ETS resultsExceptions to Admission Criteria Explanation written
by Department ChairAnnually Admission Evaluation
FormFinal Admissions Decision Admission Checklist
ScoreAnnually Program Admissions
Rating Rubrics
The Four Phases: During Program Assessment
The program consists of four phases. Each of the phases prepares candidates for the next phase. Phases I, II, and III prepare candidates to meet requirements for a secondary teaching certificate and to gather data necessary to earn the M.Ed. (See Figures 5a, 5b, 5c). Phase IV includes course work and a non-thesis defense in preparation to successfully complete requirements for the M.Ed. requirements. (See Figure 5d). All course work must be completed with a B or higher.
Phase I
During Phase I, the first summer semester in the program, (Figure 5a.) candidates participate in an on-campus orientation and workshop and complete course work. They are evaluated using assessment tools for course completions with a B or higher for each course, signature assignments with instructors’ evaluations, and advisor checklist. Upon successful completion of Phase I, candidates enter Phase II.
Figure 5a. Four Phase Program Assessments and Transitions
Phase I Summer Semester 1
Admission to Phase I
Candidates apply two semesters in advance for admission to the institution and then admission to the program. This allows ample time for candidates to remediate insufficient content
Assessment ToolsTranscript Evaluation,
Minimal GPA,PRAXIS II results, Letter of Intent, Personal Interview,
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course preparation. Cohorts are organized by summer, attend a required orientation, and begin program course work in the summer. Should the number of applicants exceed the available slots, those completing the application process and with the highest GPAs are admitted first.
and Confidential References; Attendance at Required
Orientation to the Program.
Program Standard Courses Credits Assessment Tool1. Dedicated Professional2. Knowledgeable Professional
Foundations of Education 3 Course completed with 3.0 or higher; signature assignment score; advisor program checklist
1. Dedicated Professional2. Knowledgeable Professional
Educational Psychology 3 Course completed with 3.0; signature assignment score; advisor program checklist
1 Dedicated Professional2. Knowledgeable Professional
Media and Technology(599) Technology support
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Courses completed with 3.0 or higher; signature assignment score; advisor program checklist; webfolio and general rubrics
TOTAL CREDITS 10
Benchmark Transition to Phase II Assessment ToolsUpon successful completion of Phase I courses: a) Candidate passed all course work and related signature assignments with a B or higher ;b) Candidate completed Professional Webfolio requirements;c) Attended required orientation;d) Student admitted to Phase II.
a) Transcript on file; b) rubric evaluation of Professional Webfolio uploaded on the WEB; c) Orientation attendance on file;d) admission letter on file.
Phase II
During Phase II (Figure 5b.), candidates must complete all course work with a B or higher in each course and signature assignments with instructor evaluations. An advisor checklist monitors progress. Candidates successfully complete a progress conference that includes their webfolio in preparation for entrance into Phase III.
Figure 5b. Phase II: Fall Semester Program Standard Courses Credits Assessment Tool
1. Dedicated Professional3. Content Specialist4. Educational Facilitator5. Educational Evaluator
Professional Strategies for Teaching & Assessment w/ Service Learning Component
4 Course completed with a B or higher; signature assignment score; advisor checklist.
1. Dedicated Professional2. Knowledgeable Professional
Diversity/SPED 3 Course completed with a B or higher; signature assignment score; advisor checklist.
1. Dedicated Professional Content Methods 2 Course completed with
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3. Content Specialist4. Educational Facilitator
a B or higher; signature assignment with instructor evaluation; advisor checklist.
1. Dedicated Professional2. Knowledgeable Professional4. Educational Facilitator
Classroom Management Seminar
1 Course completed with B or higher; signature assignment with instructor evaluation.
1. Dedicated Professional2. Knowledgeable Professional4. Educational Facilitator
Reading in the Content Area
3 Course completed with a B or higher; signature assignment with instructor evaluation.
TOTAL CREDITS 13
Benchmark Transition to Phase III Assessment ToolsUpon completion of Phase II courses, teacher candidates apply for intent to intern and to obtain certification in partial fulfillment of the program.a) All required course work successfully completed;
b) Successful completion of progress conference that includes the Professional Webfolio;
c) Application and location for internship approved by Program Director.
a) All courses completed with a B or higher /transcript; related signature assignments completed with accompanying evaluations by course instructors; advisor checklistb) Document indicating successful completion of progress conference which includes rubric evaluation of webfolio; c) Field Study Approval Forms; application to intern approved.
Phase III
In Phase III (Figure 5c.), candidates complete internship, a support seminar, and a webfolio support course. Teacher candidates are eligible for certification upon successful completion of their student teaching. Candidates participate in a Student Teaching Exit Conference that includes a review of their webfolio.
Figure 5c. Phase III Spring Semester
Program Standard Courses Credits Assessment Tools1. Dedicated Professional2. Knowledgeable Professional3. Content Specialist4. Educational Facilitator5. Educational Evaluator6. Scholar-Practitioner
Internship 10 Internship file which includes cooperating teacher, supervisor, and self-assessment and Fieldwork Evaluation Forms.
1. Dedicated Professional2. Knowledgeable Professional6. Scholar-Practitioner
Internship Seminar599 Non-thesis support
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Each course completed with a B or higher; signature assignment with instructor
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evaluation; advisor checklist
TOTAL CREDITS 12 Total Credits for Certification: 34
Benchmark Transition to Phase IV Assessment ToolsUpon successful completion of Phase III internship and course work, teacher candidates apply for certification and acceptance in the final phase of the program to complete their M.Ed. with certification. a) TSAP Eckhart assessment (candidate reflection and needs assessment);b) Courses and intern field experience completed;
c) Candidates complete an Exit Interview which includes a Professional Webfolio defense;
d) Final verification of all requirements for certification.
a) TSAP Eckhart score on file;b) All courses completed with a B or higher and P/F for internship signature assignments completed with accompanying evaluations by course instructors; advisor checklist; transcripts;c) Exit Interview Rating Forms; Professional Webfolio rubric; application for certification and entrance into Phase IV;d) Credential Application Checklists.
Phase IV
Phase IV (Figure 5d.) requires additional course work along with a non-thesis defense in conjunction with the completed Professional Webfolio. Upon successful completion of Phase IV, master’s candidates are awarded an M.Ed.
Figure 5d. Phase IV: Summer Semester 2
Program Standard Courses Credits
1. Dedicated Professional6. Scholar-Practitioner
Intro to Research/Action Research599; Professional Webfolio Defense
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1. Dedicated Professional2. Knowledgeable Professional4. Educational Facilitator
Understanding the American Curriculum
3
1. Dedicated Professional5. Educational Evaluator6. Scholar-Practitioner
Measurement and Evaluation 3
Elective 3TOTAL CREDITS 13
Total Credits for Certification and M. Ed. Degree 48
Benchmark Transition for Program Completion Assessment ToolsUpon successful completion of Phase IV, teacher candidates apply for M.Ed. with certification.a) Courses completed;b) Candidates complete non-thesis defense which includes Professional Webfolio;
a) All courses completed with a B or higher; signature assignments completed with accompanying evaluations by course instructors; advisor checklist;
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c) Candidates complete Exit Survey;d) Graduation check of all program requirements;e) Successful candidates receive M.Ed. diploma.
transcripts ;b) Evaluative rubrics for defense and Professional Webfolio; c) Exit Survey on file;d) Program Advisement Sheets;e) LCSC/UI diploma.
While in coursework, candidates are assessed through signature assignments and activities anchored in the conceptual framework, goals and our standards for the teaching profession. In addition, candidates use the Professional Webfolio system. Within the webfolio, the candidates receive rubric scores on specific criteria as well as rubric scores on signature assignments. The signature assignments within courses are linked to the conceptual framework and program goals.
During field experiences, all candidates are evaluated in two to three levels of participation in schools. For example, during these experiences, the site supervisor (a cooperating teacher or administrator) and the college/university supervisor complete candidate evaluations using program-specific mid-point and final evaluations. The field experiences have a specified number of clock hours and types of activities that candidates must complete.
At the end of Phase IV, candidates present their Professional Webfolios for final examination and defend it before a joint Lewis-Clark State College and University of Idaho faculty committee. The webfolio and its defense are evaluated as a whole using a rubric to assess attainment of program goals and standards.
Upon completion of the internship, all candidates are assessed using the Exit Interview Rating Forms for the attainment of program goals and standards. The Credential Analyst makes a final check of all required application materials using the Credential Application Checklists. Exit Survey Forms are used to obtain candidates’ perceptions of the program quality and their level of preparation related to our conceptual framework, program goals, and standards.
Post Program Assessments
Figure 6. At Employment
Program Standards Assessment Instrument1. Dedicated Professional2. Knowledgeable Professional3. Content Specialist4. Educational Facilitator5. Educational Evaluator6. Scholar-Practitioner
Completion of Alumni Survey Alumni Survey
1. Dedicated Professional2. Knowledgeable Professional3. Content Specialist
Survey from LCSC/UI Department of Education
Employer Surveys
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4. Educational Facilitator5. Educational Evaluator
6. Scholar-Practitioner
Summary
This collaboration between Lewis-Clark State College and the University of Idaho is designed to provide secondary teacher candidates a quality online education leading to a M.Ed. with teaching certification. Entwined throughout the program are our three goals which are to: 1) prepare caring professionals who teach for understanding in communities of learning; 2) develop professionals who are people-centered, reflective scholar-practitioners, advocates for diversity, and life-long learners; and, 3) to equip teachers with the knowledge and skills to be critical consumers of educational research. In line with our goals, we have developed related standards designed to support and guide the development of highly qualified scholar-practitioners who are dedicated and knowledgeable professionals, content specialists, and educational facilitators and evaluators.
We believe an online program of this nature meets the needs of non-traditional students who have valuable life-experiences they can share with students in the classroom. As baby boomers retire, traditional, campus-based teacher education program may not be able to provide sufficient graduates to fill these positions. Although many demonstrate strong knowledge of their content area, they know they are lacking in pedagogical knowledge. Thus, they seek certification and graduate programs that are commensurate with their lifestyles as most can continue
full time employment while seeking certification and a graduate degree.
The proposed program substantiates the commitment of both Lewis-Clark State College and the University of Idaho faculty and administration to collaborate in order to provide program offerings that prepare highly qualified teachers to serve Idaho and the nation.
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