l
NCATE Board of Examiners Team:
Dr. Martha K. Ross
Dr. James L. Bowen
Mrs. Jodi L. Becker
Ms. Isabella M. Lindner
tia
Continuous Improvement Visit to:
State Consultant:
Ms. Christina Baumer
School of Education
Office of the Dean
Butterfield Hall 330
Edinboro, PA 16444
October 20-22, 2013
C
on
fid
NEA or AFT Representative:
N/A
EDINBORO UNIVERSITY OF
PENNSYLVANIA
en
State Team:
N/A
Type of Visit:
Continuing visit - Initial Teacher Preparation
Continuing visit - Advanced Preparation
(Confidential) Page 1
BOE Report for Continuous Improvement Pathway
(Updated May 2013)
Summary for Professional Education Unit
Institution Name:
Edinboro University of Pennsylvania
Team Recommendations on Meeting Standards:
Standards
Initial
Advanced
Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
Standard Met
Standard Met
Standard 2: Assessment System and Unit Evaluation
Standard Met
Standard Met
Standard 3: Field Experiences and Clinical Practice
Standard Met
Standard Met
Standard 4: Diversity
Standard Met
Standard Met
Standard 5: Faculty Qualifications, Performance, and Development
Standard Met
Standard Met
Standard 6: Unit Governance and Resources
Standard Met
Standard Met
Not Applicable = Unit not reviewed for this standard and/or level
Team Recommendations on Movement Toward Target:
Standards
Initial
Advanced
Standard 1: Candidate Knowledge, Skills, and
Professional Dispositions
Not Applicable
Not Applicable
Standard 2: Assessment System and Unit
Evaluation
Not Applicable
Not Applicable
Standard 3: Field Experiences and Clinical
Practice
Movement Toward Target
(developing or emerging)
Movement Toward Target
(developing or emerging)
Standard 4: Diversity
Not Applicable
Not Applicable
Standard 5: Faculty Qualifications,
Performance, and Development
Not Applicable
Not Applicable
Standard 6: Unit Governance and Resources
Not Applicable
Not Applicable
Not Applicable = Unit did not select this as a target standard
I. Introduction
I.1 Brief Overview of the institution and the unit.
Edinboro University is one of 14 universities in the Pennsylvania State System of Higher Education
(PASSHE). It has served the population of northwestern Pennsylvania for 155 years from its beginnings
as a teacher training institution. It is designated as a Master's I-Public university. It serves a unique role,
being one of the top five universities in the nation for service to students with disabilities and has more
wheelchair bound students than any other college in Pennsylvania.
With the arrival of a new president in 2012-13, the mission, values and vision statements were updated
and a five year strategic plan developed.
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Mission: Distinguished by its focus on individual attention to student success, commitment to diversity,
and responsiveness to the evolving needs of the broader community, Edinboro University provides the
highest quality undergraduate, graduate and co-curricular education.
Values: Edinboro University is committed to creating opportunities for intellectual and personal growth
in an inclusive environment. We value excellence, curiosity, respect, responsibility, and integrity.
Vision: Edinboro University will be the first choice among students, employers, and the community for
excellence in higher education.
The Academic Affairs division is comprised of five colleges/schools. Most of the unit programs are in
the School of Education and the School of Graduate Studies and Research. The speech-language
pathology, art and music education programs are housed in the College of Arts, Humanities and Social
Sciences. The dean of the SOE is designated as head of the unit.
I.2 Summary of state partnership that guided this visit (i.e., joint visit, concurrent visit, or an
NCATE-only visit). Were there any deviations from the state protocol?
A consultant from the Pennsylvania Department of Education was available for phone contact during the
visit, but no one from the state participated in the offsite meeting or onsite visit.
I.3 Indicate the programs offered at a branch campus, at an off-campus site, or via distance
learning? Describe how the team collected information about those programs (e.g., visited selected
sites, talked to faculty and candidates via two-way video, etc.).
A number of programs are offered on-line, but faculty and candidates came to campus for interviews.
I.4 Describe any unusual circumstances (e.g., weather conditions, readiness of the unit for the
visit, other extenuating circumstances) that affected the visit.
The fifth BOE member had to withdraw from the team right before the visit. The rest of the team
covered the standards that she was to write (Standards 4 and 5) and our interview schedule was not
affected.
II. Conceptual Framework
The conceptual framework establishes the shared vision for a unit’s efforts in preparing educators
to work effectively in P–12 schools. It provides direction for programs, courses, teaching, candidate
performance, scholarship, service, and unit accountability. The conceptual framework is knowledge
based, articulated, shared, coherent, consistent with the unit and institutional mission, and
continuously evaluated.
II.1 Provide a brief overview of the unit's conceptual framework and how it is integrated across
the unit.
The unit's conceptual framework focuses on preparing candidates to be Effective Facilitators of
Learning and was originally developed in 2003-2004. It has been reviewed, revised and updated several
times since then to ensure that the SOE prepares highly qualified teacher candidates and related
professionals who possess the necessary knowledge, skills and dispositions to positively impact the
learning of students in a diverse and global society. It is aligned with national standards, Interstate
Teacher Assessment and Support Consortium (InTASC) and the National Board Professional Teaching
(Confidential) Page 3
Standards (NBPTS) as well as NCATE standards; state standards (the Pennsylvania Department of
Education's Chapter 354 General Standards and Specific Program Guidelines for State Approval of
Professional Educator Programs); and local standards (the university mission and vision statements, the
School of Graduate Studies and Research mission statement, the School of Education's mission
statement, and the unit's knowledge, skills and dispositions at the graduate level).
The vision is defined by 10 belief statements that serve as the foundation for the curriculum and clinical
experiences:
* Accept the requirement to build a civil society that focuses on respect and embraces diversity.
* Demonstrate pedagogical skills built on a solid foundation of discipline-specific content, reinforced by
a broad liberal arts education and supervised clinical experiences.
* Effectively utilize community resources to support the educational and personal growth of learners
* Engage in a professional learning community, committing themselves to excellence, continual study,
practice, reflection and self-improvement.
* Exhibit continual informed decision-making, planning and facilitation of learning based on knowledge
of research, best practices, state and national student performance standards, and ethical standards of the
profession.
* Give back to the community through civic action.
* Lead and monitor all student learners using motivational and management skills.
* Recognize the importance of technology and are able to utilize current and appropriate technology for
instruction, administration, and facilitation of learning.
* Strive for congruence of professional and interpersonal dispositions to interact, communicate, and
collaborate effectively with students, families, colleagues, and the community.
* Utilize personal creativity, flexibility, and skill in assessing, creating and adapting instruction that
provides opportunities for every student to be successful.
From the belief statements the unit developed 12 exit outcomes for use in creating assessments that
reflect the CF. Beginning in the fall of 2011 unit candidates reflect on the vision and belief statements
for their entire program in light of every belief statement. Undergraduate candidates reflect at the
beginning, midpoint and the end of their program and include all of the belief statements in their
reflections. Graduate candidates reflect only at the beginning and the end of their program.
Verification that candidates demonstrate the professional dispositions identified in the unit's CF is
achieved by use of the CF Reflection Assessment. The rubric for this assessment contains the criteria
that candidates demonstrate a belief in fairness and that all students can learn.
The Conceptual Framework provides the philosophical foundation for all programs and each course in
unit programs is aligned with the framework. In addition, assessments have been aligned with elements
of the conceptual framework to provide internal and external measures of effectiveness. Beginning in
2006, a reflection assignment was implemented that required candidates to reflect on the belief
statements. This assignment and its rubric has been revised over the last several years and in its current
form, initial candidates reflect on their program at the beginning, midpoint and end of their program;
graduate students reflect at the beginning and end of their program.
III. Unit Standards
The following pages contain a summary of the findings for each of the six NCATE unit
standards.
Standard 1
Standard 1. Candidate Knowledge, Skills, and Professional Dispositions
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Candidates preparing to work in schools as teachers or other school professionals know and
demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and
professional knowledge and skills, and professional dispositions necessary to help all students learn.
Assessments indicate that candidates meet professional, state, and institutional standards.
1.1 Overall Findings
What did the evidence reveal about the unit continuing to meet this standard?
Through discussions and evidence reviewed during the onsite visit, it is confirmed that 12 programs are
nationally recognized through the programs individual national specialized associations. Mathematics is
now fully recognized as of August 2013. Science has resubmitted their reports in Septmember 2013
under Option A of the 2012 standards. Health and Physical Education has integrated a new Instructional
Assessment Plan which is aligned with impact on student learning and is used during a candidate's
capstone experience. Health and Physical Edcuation has submitted its report in September 2013 for
professional review. These new assessment plans were available during the onsite visit and official
notice of national recognition is expected in March 2014. World languages programs are in moratorium
due to low student enrollment.
At the onsite review, survey data results from alumni, employer, and clinical faculty has been completed
and data was shared with the unit on September 27, 2013, as well as with EU's Educational Partner
Advisory Council on September 20, 2013. The majoritity of the respondents from these surveys indicate
that candidates art well prepared or thoroughly prepared in the area of necessary content knowledge.
Interviews with student teachers, clinical faculty, alumni and employers all indicate that EU teacher
candidates are well prepared in content knowledge and know the subjects they are teaching. Interviews
with liberal arts faculty also indicate that teacher candidates perform well in content specific courses and
they feel that teacher candidates know their academic content. Teacher candidates affirm their ability to
understand the content they are teaching and have the ability to create lessons that connect content to the
needs and relevancy of P-12 students.
Overall, teacher candidates in the initial teacher preparation programs complete a rigorous general
education curriculum, a well developed professional education sequence, major specific coursework,
structured and well supervised field experiences and a clearly designed student teaching experience
which prepares candidates to meet the needs of today's diverse classrooms. Courses are aligned to
program, state and professional standards as well as to the unit's conceptual framework. Data supports
candidate's content knowledge, pedagogical content knowledge and skills, and professional dispositions
necessary to meet the needs to help all students learn and achieve. Interviews with faculty, principals,
candidates, and clinical faculty confirmed that teacher candidates at the initial level are strong in the
afore mentioned attributes.
Expectations for advanced candidates' dispositions are assessed throughout the advanced program.
Advanced program candidates are informed of these dispositional expectations through course syllabi,
advisement, Graduate Catalog, Candidacy Application, course assignments and clinical experiences.
Online students are assessed concurrently when the student reflects on the Conceptual Framework at the
beginning and at the conclusion of each program--one example is through web based course
discussions.This process is similar to the assessment process used in face-to-face courses. All programs
in the initial and advanced programs, have disposition policy statements and are on all course syllabi so
that the student is continually aware of the expectations. Survey data from 2012 indicate most candidates
that are well prepared or thoroughly prepared to teach students who come from diverse backgrounds. If
a concern arises regarding a student's disposition, this concern is addressed with the candidate and if
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necessary, a plan is established to monitor behavior. At the beginning of a candidate's program
candidates make substantive introductions and during this time, the disposition assessment process
begins. Formative disposition assessments occurs throughout the program and faculty see any concerns,
the faculty speaks with the student and documents the discussion. Candidates in both the advanced and
initial programs complete a Diversity Proficiency Survey and complete Conceptual Framework
assessments which contains value statemtents for analysis. A group comparative study of the results of
the Diversity Survey are utilized by the unit to see if changes or improvements should be made within
programs. Interviews with faculty indicate that these surveys have provided them with good insight into
sound decision making regarding program improvement and the monitoring of teacher candidate
professional behaviors.
1.2 Moving Toward Target or Continuous Improvement
Please respond to 1.2.a if this is the standard on which the unit is moving to the target level. If it is
not the standard on which the unit is moving to the target level, respond to 1.2.b.
1.2.a Movement Toward Target.
Based on the criteria for Movement Toward Target, provide a summary of the unit's performance.
N/A
1.2.b Continuous Improvement.
What activities and outcomes demonstrate that the unit has been engaged in continuous
improvement?
Interviews with unit administrators, faculty, and P-12 personnel, Edinboro's teacher preparation program
is engaged in continuous improvement and are working collaboratively to provide schools with highly
effective and knowledgeable educators. Assessments across programs include surveys and rubrics which
are aligned with appropriate standards. These assessments are continually reviewed, refined and revised
as needed, to provide solid data for use by unit faculty and adminstrators. One example of a recent
revision occurred during the 2011-2012 year, when all major Reading program assignments and rubrics
were revised on a course-by-course basis after reviewing data for the Program Assessment Review
(PAR) report. Another example is in the School of Psychology where the use of internship site
supervisor feedback influenced a change in internship placement. Data continues to be disaggregated
and analyzed and past data indicate teacher candidates make impact on P-12 student learning.
Faculty in the Science and HPE department are enthusiastic about the new assessment design being used
and are waiting to hear from their program specialized associations regarding program recognition.
1.2.b.i Strengths.
What areas of the standard are being addressed at the target level?
N/A
Criteria for Movement Toward Target
NO EVIDENCE
Clear, convincing and
MOVING TOWARD TARGET
EMERGING
DEVELOPING
Clear, convincing and Clear, convincing and
AT TARGET
ATTAINED
Clear, convincing and
(Confidential) Page 6
sufficient evidence was sufficient evidence
sufficient evidence
sufficient evidence
not presented to
demonstrates that the
demonstrates that the
demonstrates that the
demonstrate that the unit unit is performing as
unit is performing as
unit is performing as
is performing as
described in some aspect described in some aspect described in all aspects
described in any aspect of the target level rubric of the target level of the of the target level rubric
of the target level rubric for this standard.
rubric for this standard. for this standard.
for this standard.
OR
AND
AND
AND
There are plans and
There are plans and
There are plans and
There are no plans and timelines for attaining timelines for attaining timelines for sustaining
timelines for attaining and/or sustaining target and/or sustaining target target level performance
level performance as
target level performance level performance as
as described in the unit
described in the unit
as described in the unit described in the unit
standard.
standard.
standard.
standard.
[BOE specifies which is
present and which is not
in their findings.]
1.3 Areas for Improvement and Rationales
1.3.a What AFIs have been removed?
AFI
AFI Rationale
N/A
1.3.b What AFIs are continued from last visit?
AFI
AFI Rationale
N/A
1.3.c What new AFIs are recommended?
AFI
AFI Rationale
N/A
1.4 Recommendations
For Standard 1
Level
Recommendation
Initial Teacher Preparation
Met
Advanced Preparation
Met
Target Level
Level
Recommendation
Initial Teacher Preparation
Not Applicable
Advanced Preparation
Not Applicable
Standard 2
Standard 2: Assessment System And Unit Evaluation
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The unit has an assessment system that collects and analyzes data on applicant qualifications,
candidate and graduate performance, and unit operations to evaluate and improve the performance of
candidates, the unit, and its programs.
2.1 Overall Findings
What did the evidence reveal about the unit continuing to meet this standard?
The unit's assessment system has been in operation since 2003 and was designed to reflect the unit's
conceptual framework of Effective Facilitators of Learning. More recently the unit has implemented a
structure by which they can promote data collection that can be used to inform program change by
providing regular and comprehensive information on candidate qualifications, proficiencies, graduate
competence, as well as unit operations. To oversee the collection, review, and analysis of the unit, it
developed a group of Continuous Improvement Committees (CICs). A CIC was created for each of the
following areas: conceptual framework, dispositions, clinical experiences, diversity, faculty vitality, and
governance. Each of the chairs of the CICs form a group called the Continuous Improvement Team
(CIT). This group meets regularly with the Accreditation Coordination Council (ACC) which is
comprised of the dean, associate dean, current unit accreditation coordinator (UAC), past UAC, and the
management technician responsible for data collection support. The CIT discusses unit assessment
issues. It began the regular review of unit operations in 2006 to consider revisions to the assessment
system, governance structure, and unit-wide data such as exit surveys, diversity data, and the Teacher
Candidate Performance Profile (TCPP). Evidence was provided of six meetings since December 2009.
However, the minutes and interviews with CIT members during the on-site visit did not indicate that
improvements to programs and the unit were the result of decisions based on data analysis. Although the
makeup of these groups does not include stakeholders from outside of the unit, meeting minutes and
interviews indicate that faculty and staff from across the campus are routinely invited to present
information on certain topics of discussion. Input from outside of the university is provided by the
Educational Partners Advisory Council (EPAC) which was started in fall 2011. This group, which
consist of 17 superintendents and administrators from area school districts, meets once a semester at the
university to discuss important topics affecting partnerships, clinical experiences, and impact of
programs on P-12 student learning.
The unit's conceptual framework (CF) was developed in 2003-2004 using the national standards,
Interstate Teacher Assessment and Support Consortium (InTASC) and the National Board Professional
Teaching Standards (NBPTS) as well as NCATE standards; state standards (the Pennsylvania
Department of Education's Chapter 354 General Standards and Specific Program Guidelines for State
Approval of Professional Educator Programs); and local standards (the university mission and vision
statements, the School of Graduate Studies and Research mission statement, the School of Education's
mission statement, and the unit's knowledge, skills and dispositions at the graduate level). The CF
consists of 10 belief statements about what constitutes a successful professional educator. The belief
statements collectively describe the Effective Facilitator of Learning. From the belief statements the unit
developed 12 exit outcomes for use in creating assessments that reflect the CF. Beginning in the fall of
2011 unit candidates reflect on the vision and belief statements for their entire program in light of every
outcome. Undergraduate candidates reflect at the beginning, midpoint and the end of their program and
include all of the belief statements in their reflections. Graduate candidates reflect only at the beginning
and the end of their program.
The assessment systems for both the initial and the advance programs use five transitions points at
which data are collected from various assessments to make decisions about candidate performance.
These include: admission to the university, candidacy, clinical experience and pre-student teaching,
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student teaching/graduation, and first-year professional. Data from the admission to the university
transition point includes SAT scores, demographics, high school deciles, and math and writing
placement scores. Candidacy transition data includes cumulative GPA, Pre-service Academic
Performance Assessment (PAPA) scores, technology survey results, and scores from standards-based
assessments. From the clinical experience and pre-student teaching transition the unit collects
cumulative GPAs, disposition survey results, diversity survey results, more scores from standards-based
assessments, TCPP assessment, and classroom observations. The TCPP is a 53-item assessment based on
INTASC standards and includes the categories of planning and preparation, classroom environment,
instruction and professionalism. The unit provided TCPP data for 2009 through 2012. For the student
teaching transition point the unit again collects cumulative GPAs, the Praxis/Pennsylvania Educator
Certification Test (PECT) scores, TCPP assessment, Instructional Assessment Plan (IAP) scores,
disposition survey results, diversity survey results, classroom observations, and PDE 430 scores. The
unit furnished data for the dispositions surveys for fall 2009 through fall 2012 and for the diversity
survey for fall 2010 through fall 2012. The IAP is an assessment that reflects candidate knowledge,
skills, and dispositions. In the plan candidates must justify their practice based on data collected through
pre- and post- instructional assessment and analysis. Completion of this assessment requires teacher
candidates to provide evidence of impact on student learning. The unit furnished data from the IAP for
fall 2009 through fall 2012. The PDE 430 is a statewide assessment used to evaluate student teachers in
four categories of performance. Individual performance is rated on the form from unsatisfactory to
exemplary. As this is a relatively new instrument there are only data for spring 2010 through fall 2012.
In the assessment system for advanced programs, five transition points are identified: admission,
candidacy/GRIP (graduate requirements in progress), clinical experience, graduation, and first year
professional. For the admission to the program transition, the unit collects candidate demographics and
undergraduate GPA. At the candidacy/Grip transition it collects standards-based assessments results,
candidate first-year GPA, and disposition and diversity survey results. Standards-based assessment
results are again collected at the clinical experience transition point. At the graduation transition,
candidate cumulative GPA is collected along with Praxis II scores and diversity survey results. For the
first-year professional transition, the unit collects data on placement rates, results from graduate and
employer surveys, and certification information.
An interview with CIT members revealed that the unit has taken steps to ensure that unit and program
assessments are unbiased, reliable, and valid. These steps include: programmatic discussion during the
development of each assessment and rubric; posting of assessments and rubrics for candidate viewing
prior to the submission of assignments; regular discussion of assessment results in unit meetings;
development and implementation of the Program Analysis Report (PAR); the posting of all data on D2L
from all assessments for review by all faculty; alignment of all rubrics to relevant
SPA/INTASC/NCATE standards; and development of surveys using input from the professional
community. The PAR was developed in spring 2012 to ensure that available data are viewed and
discussed regularly. All programs are to review the most current data and make recommendations for
change with specific implementation dates. The PAR was recently revised to include goals and standards
in order to ensure alignment. It should provide an appropriate process for data-based decision making.
However, the review of related documents and interviews with CIT members verified that since it is
relatively new there has not been sufficient time to validate the process.
In the fall of 2012 the unit developed a system to document formal candidate complaints. An inspection
of files in the Dean of Education's office and a conversation with the dean and assistant dean verified
that the system is functioning appropriately. It records the candidate's name, the date and type of the
complaint, and the resolution to the complaint. The information is stored on a secure server and is used
to inform the SOE regarding areas of concern. During the 2011-2012 academic year adjustments were
made to the protocol for registering complaints. A specific e-mail address was created for this purpose. If
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a candidate has contacted the instructor, advisor, and/or chair of the department and not resolved the
issue, s/he may submit the complaint to the e-mail. The email inbox is checked daily by a representative
of the dean's office who records the complaint/concern in the database and creates a plan to resolve it.
The protocol is fully described in the undergraduate catalog. These initiatives were formally approved by
an assessment CIC in November 2012 and implemented during the end of the fall 2012 semester.
For the purposes of data collection and analysis the unit uses the College of Education Information
System (CEIS) which was created in 2005. This data warehouse is comprised of elements extracted from
the university's student information system, Banner, and other sources. The system makes use of a
professional report writing application (Crystal Reports). CEIS allows the SOE to use a flexible range of
criteria to track candidate progress. To track the progress of the larger population of all its students, the
university created a second database called RBASE based on the CEIS model. Due to a need to utilize
information from beyond the SOE the unit began to incorporate elements of RBASE with CEIS. The
university plans improvements as it implements a comprehensive data warehouse in 2013-2014 which
will replace the RBASE/CEIS system. Candidates receive feedback regularly and systematically through
the use of LiveText, the unit's accreditation support platform. The submission and evaluation of key
assessments on this platform allows candidates to see results quickly to determine if they are meeting the
standards of the assessment. Similarly, rubric scores, comments, and overall grades can be seen by the
candidates as soon as an evaluation is completed. Also, the unit uses the Learning Management System
(LMS) Desire to Learn (D2L) platform, to distribute unit and program data to all unit faculty. Any
member of the unit can access D2L and see the latest data available for all programs and for the unit.
The information submitted in LiveText is collected, aggregated by the UAC, and disseminated using
D2L. Therefore, all members of the SOE have full access to the data, both program and unit, at all times.
Verification that candidates demonstrate the professional dispositions identified in the unit's CF is
achieved by use of the CF Reflection Assessment. The rubric for this assessment contains the criteria
that candidates demonstrate a belief in fairness and that all students can learn. University supervisors
also assess dispositions of teacher candidates at the conclusion of the student teaching experience
through the PDE 430 instrument. The unit recently developed a School of Education Disposition Policy
to support program and department disposition policies. The policies serve to identify issues related to
dispositions in the early stages of the candidate's program of study. Policies include a procedure for
documenting and remediating issues of concern.
2.2 Moving Toward Target or Continuous Improvement
Please respond to 2.2.a if this is the standard on which the unit is moving to the target level. If it is
not the standard on which the unit is moving to the target level, respond to 2.2.b.
2.2.a Movement Toward Target.
Based on the criteria for Movement Toward Target, provide a summary of the unit's performance.
NA
2.2.b Continuous Improvement.
What activities and outcomes demonstrate that the unit has been engaged in continuous
improvement?
There have been several agents of change for the unit since the last NCATE visit. Evidence provided
indicate that these changes were not driven by data analysis. For example new legislation by the state, as
(Confidential) Page 10
well as a change in leadership in the SOE, led to significant changes to the assessment system and to the
unit. The unit states that these changes have improved the effectiveness of the assessment system, and
thus, have led to candidate and program improvement. In May 2007 the Pennsylvania State Board of
Education approved an amended version of Chapter 49-2 which required teacher education programs in
the state to make substantive changes to their teacher certification programs to reflect a focus on Early
Childhood, Middle and Secondary education, and an integrated approach to Special Education and ELL.
The unit faculty took this change as an opportunity to revisit the assessment system in place at that time.
The unit revised the admission criteria for initial programs to reflect changes in the certification
requirements. Beginning in spring 2012, Praxis I tests, developed by ETS and used for many years, were
replaced by the Pre-service Academic Performance Assessment (PAPA) test, developed by Pearson. The
Pennsylvania Educator Certification Tests (PECT) was developed as exit exams, in place of the Praxis
II, for the Early Childhood, Special Education, and Middle Level candidates.
Also as a part of the change in structure of the assessment system, the Educational Partners Advisory
Council (EPAC), as indicated earlier, was started in fall 2011. Feedback from the EPAC group was used
in the development and dissemination of an Employer Satisfaction Survey, creation of a 7-12 Special
Education program, revision of field experiences, and the appointment of a full-time director to oversee
all field and student teaching placements.
The Early Childhood Education program, which has just completed a major program revision including
reconfiguration of courses devoting more time to the development of lesson plans utilizing Backward
Design, refining field experiences to include both embedded field into methods courses as well as
creating a three week intense field experience in the core content specific methods courses, and adding
ECED 380, a course in data driven decision making. Documentation of an analysis made of candidate
performance data, faculty analysis of the curriculum, and feedback from candidates on class discussions
was not provided. Also, the Special Education Option II program adopted the advanced CEC standards
and developed five assessments in the spring of 2012. These assessments were utilized beginning in the
summer 2012. Full implementation of these assessments was completed in spring 2013 and data from
some assessments is already being analyzed for effectiveness of the change. The unit reports that these
changes in programs have made use of data analysis. However, documents and minutes reviewed by the
team did not indicate a review and analysis of the data leading to decisions for change.
A new Report of Supervision form has been adopted for all Secondary Science initial certification
programs. This form is used by all university supervisors of student teachers and field candidates during
their clinical experience. The unit reports that results indicated that there was a lack of feedback on
candidates' ability to function successfully in a laboratory environment. This instrument now requires
supervisors to observe at least one lesson in a laboratory setting or one lesson that includes an
experimental procedure. In this way, supervisors will be assured of the candidates' ability to plan for and
implement proper instructional techniques, classroom management, and safety procedures. The analysis
and evaluation of the data received from the instrument was not provided.
To meet National Association for Sport and Physical Education (NASPE) standards, the Health and
Physical Education initial certification program began using the technology survey – a unit assessment.
Use of the survey revealed some areas of weakness in HPE 384, Technology Integration in Health and
Physical Education. Though the data demonstrated that candidates were comfortable with mainstream
technologies such as word processing, internet applications, PowerPoint, spreadsheets, etc., they
indicated that candidates felt inadequately prepared in both knowledge and application of legal, ethical,
and privacy issues. The discussion and evaluation of these topics have now been added as an objective to
the HPE 384 course, to be implemented in spring 2013.
2.2.b.i Strengths.
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What areas of the standard are being addressed at the target level?
Criteria for Movement Toward Target
NO EVIDENCE
MOVING TOWARD TARGET
AT TARGET
EMERGING
DEVELOPING
ATTAINED
Clear, convincing and Clear, convincing and Clear, convincing and Clear, convincing and
sufficient evidence was sufficient evidence
sufficient evidence
sufficient evidence
not presented to
demonstrates that the
demonstrates that the
demonstrates that the
demonstrate that the unit unit is performing as
unit is performing as
unit is performing as
is performing as
described in some aspect described in some aspect described in all aspects
described in any aspect of the target level rubric of the target level of the of the target level rubric
of the target level rubric for this standard.
rubric for this standard. for this standard.
for this standard.
OR
AND
AND
AND
There are plans and
There are plans and
There are plans and
There are no plans and timelines for attaining timelines for attaining timelines for sustaining
timelines for attaining and/or sustaining target and/or sustaining target target level performance
target level performance level performance as
as described in the unit
level performance as
standard.
as described in the unit described in the unit
described in the unit
standard.
standard.
standard.
[BOE specifies which is
present and which is not
in their findings.]
2.3 Areas for Improvement and Rationales
2.3.a What AFIs have been removed?
AFI
AFI Rationale
NA
2.3.b What AFIs are continued from last visit?
AFI
AFI Rationale
NA
2.3.c What new AFIs are recommended?
AFI
AFI Rationale
1.Initial and advanced – The unit does not involve the professional
community in the development and evaluation of its assessment
system regularly and systematically.
1.The membership of key decision-making groups does not include
stakeholders from outside the unit.
2.Initial and advanced – The unit does not systematically analyze
candidate performance data to improve candidate performance,
program quality, and unit operations.
2.Limited evidence was provided to show that identified changes in
the unit and programs were driven by analysis of data.
2.4 Recommendations
For Standard 2
(Confidential) Page 12
Level
Recommendation
Initial Teacher Preparation
Met
Advanced Preparation
Met
Target Level
Level
Recommendation
Initial Teacher Preparation
Not Applicable
Advanced Preparation
Not Applicable
Standard 3
Standard 3: Field Experiences And Clinical Practice
The unit and its school partners design, implement, and evaluate field experiences and clinical practice
so that teacher candidates and other school professionals develop and demonstrate the knowledge,
skills, and professional dispositions necessary to help all students learn.
3.1 Overall Findings
What did the evidence reveal about the unit continuing to meet this standard?
Edinboro University School of Education (SOE) has built several collaborative partnerships to design,
implement and evaluate field experience and clinical practices. This includes the formal Memorandums
of Understanding with several PDS schools in the area. Although there has been many of changes taking
place both in the unit and in the Erie City School District (ECSD), these collaborative relationships are
highly valued and those involved want them to continue to grow. The collaboration with Perseus House,
that began with a grant through the US Department of Education, has flourished. Through interviews, it
is noted that this is a very strong collaboration that benefits both parties and there are hopes that it
continues to build.
The unit has worked to develop collaborations that will enable their candidates to participate in
international field placements. In the past these collaborations have been with the Department of
Defense (DOD) and schools in China for an exchange program. The unit has not been able to place
students in these programs since 2010, even though they have made efforts to do so. In light of this, the
Office of Certification and Student Teaching (OCST) has begun collaborating with Slippery Rock
University to partner with them in their international placements in Mexico City and Ireland. At this
time, there is one student who is set to participate in the field placement in Mexico City in the spring.
This will be an extended student teaching experience above and beyond the required hours.
Initial certification programs include four stages of field experiences as defined by the Pennsylvania
Department of Education. These stages include observation, exploration, 'pre-student teaching' and
student teaching. EU exceeds the state requirement for Stage 4 – student teaching by three weeks.
Coordination of all internship/student teaching clinical experiences for initial programs is handled
through the Office of Certification and Student teaching (OCST). At this time, each program is
responsible for coordinating their own early stage field experiences for their initial candidates; however,
there is a plan in place to move this responsibility to the OCST. Based on feedback from superintendents
in area schools to only have one point of contact at the unit for all placements, this plan should be
complete by the end of the 2013-14 school year.
(Confidential) Page 13
All initial candidates are required to have a diverse placement in Stage 3 or 4. Candidates enroll in
required coursework that addresses diversity issues. At this time, the OCST is working to consolidate the
logs and tracking systems from each program to ensure this placement. They are in the process of
creating a database that will better track these placements in the initial programs. Field and capstone
experiences for each advanced program are embedded and appropriate to their fields of study. They are
of different durations and have different requirements based on individual SPAs. The field experiences
emphasize hands-on, real world involvement, many times in their home school, working with practicing
professionals. The programs are responsible for placing candidates in their internships and tracking their
placements. Many of the advanced programs (i.e. Ed Leadership and Reading) have embedded field
experiences that ensure diversity. Because field experiences for advanced teachers are often completed
in the candidate's own classroom, the unit indicated a diverse placement can be difficult as cited in the
response to the offsite report.
The OCST is responsible for training supervisors and clinical faculty. This training is offered once a
semester. Supervisors and clinical faculty are given a handbook and instruction on how to evaluate, how
to communicate with candidates and faculty and the procedure to follow if there are problems. Through
interviews it was noted that this training is the beginning of a collaborative relationship between unit
faculty, supervisors and clinical faculty. The clinical faculty in the school districts feel very supported by
the unit.
Initial certification candidates demonstrate mastery of content through course grades, unit and program
assessments and state mandated professional exams. Through interviews and site visits it was noted that
unit candidates are very prepared, show a high level of professionalism, are willing to participated in all
school and community activities and accept feedback very well. The unit's conceptual framework is
reflected in all field and clinical experiences. Candidate reflection is predominant in all courses and field
experiences. This reflection focuses on the conceptual framework, affect on student learning, diversity
and teaching practice. The focus on reflection is also apparent in all aspects of the advanced programs,
especially in the key assessments. Initial candidates are assessed in their ability to affect student learning
through many key assessments and evaluations completed by university supervisors and clinical faculty.
Advanced candidates have field assessments that assess their ability to impact student learning and
create positive environments for student learning.
3.2 Moving Toward Target or Continuous Improvement
Please respond to 3.2.a if this is the standard on which the unit is moving to the target level. If it is
not the standard on which the unit is moving to the target level, respond to 3.2.b.
3.2.a Movement Toward Target.
Based on the criteria for Movement Toward Target, provide a summary of the unit's performance.
The unit is moving toward target at the development stage.
Collaborative relationships that have been built between the unit and area school districts, Perseus house
and community organizations such as the YMCA is one of the greatest strengths for the unit. Both unit
and school-based faculty participate in the unit's and the school partners' professional development
activities. EU faculty and program chairs have created many partnerships to give school district teachers
graduate credit and professional development opportunities. Unit faculty have gone into districts to
provide professional development and school-based faculty have come to the unit to get professional
development. The OCST provides training for clinical faculty each semester. The OCST is in the
process of being the entity who makes all of the placements. This new department and position came
(Confidential) Page 14
from a collaborative meeting with superintendents from each school district who wanted one voice from
the unit to work with for all placements. In the past the programs were responsible for making
placements in the early stages of student teaching. There is a plan in place to move this responsibility to
the OCST for all departments and all stages of field experiences.
Reflection is a key component to all field experiences. The conceptual framework is integrated into all
aspects of the program and is referred to and modeled throughout the program. Many of the Stage 1 and
2 field experiences are directly related to the course instruction. They have field experiences that include
observation, participation, interaction and community involvement. According to principals and
cooperating teachers, candidates become members of the school community during student teaching.
They actively participate in all activities including Professional Learning Communities and school and
community events.
In the advanced programs beginning field experiences are integrated into course work including taking
educational theory and research and being able to apply it. In their internship experience for other school
professionals, advanced candidates design, implement and analyze projects that align to SPA standards
to provide them with a varied field experience with real world application. These field experiences are
arranged through the program itself, not through the OCST.
All candidates in the initial and advanced programs have course work and field experiences that assess
practice and the effects on student learning. According to principals and clinical faculty, the candidates
are very well prepared with a breadth of content knowledge and a professionalism that is on a higher
level than candidates from other institutions. Candidates take feedback and use it to learn and grow in
their practice. Initial and advanced candidates have required coursework in special education and multicultural education that helps to prepare them for working with diverse student populations. All initial
candidates and many advanced candidates have at least one field experience in a diverse placement.
3.2.b Continuous Improvement.
What activities and outcomes demonstrate that the unit has been engaged in continuous
improvement?
n/a
3.2.b.i Strengths.
What areas of the standard are being addressed at the target level?
n/a
Criteria for Movement Toward Target
NO EVIDENCE
MOVING TOWARD TARGET
AT TARGET
EMERGING
DEVELOPING
ATTAINED
Clear, convincing and Clear, convincing and Clear, convincing and Clear, convincing and
sufficient evidence was sufficient evidence
sufficient evidence
sufficient evidence
not presented to
demonstrates that the
demonstrates that the
demonstrates that the
unit is performing as
unit is performing as
demonstrate that the unit unit is performing as
is performing as
described in some aspect described in some aspect described in all aspects
described in any aspect of the target level rubric of the target level of the of the target level rubric
(Confidential) Page 15
of the target level rubric for this standard.
for this standard.
OR
AND
There are plans and
There are no plans and timelines for attaining
timelines for attaining and/or sustaining target
target level performance level performance as
as described in the unit described in the unit
standard.
standard.
rubric for this standard. for this standard.
AND
AND
There are plans and
timelines for attaining
and/or sustaining target
level performance as
described in the unit
standard.
There are plans and
timelines for sustaining
target level performance
as described in the unit
standard.
[BOE specifies which is
present and which is not
in their findings.]
3.3 Areas for Improvement and Rationales
3.3.a What AFIs have been removed?
AFI
AFI Rationale
n/a
3.3.b What AFIs are continued from last visit?
AFI
AFI Rationale
n/a
3.3.c What new AFIs are recommended?
AFI
AFI Rationale
n/a
3.4 Recommendations
For Standard 3
Level
Recommendation
Initial Teacher Preparation
Met
Advanced Preparation
Met
Target Level
Level
Recommendation
Initial Teacher Preparation
Movement Toward Target (developing or emerging)
Advanced Preparation
Movement Toward Target (developing or emerging)
Standard 4
Standard 4: Diversity
The unit designs, implements, and evaluates curriculum and provides experiences for candidates to
acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all
(Confidential) Page 16
students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to
diversity. Experiences provided for candidates include working with diverse populations, including
higher education and P–12 school faculty, candidates, and students in P–12 schools.
4.1 Overall Findings
What did the evidence reveal about the unit continuing to meet this standard?
As evidenced in Edinboro University's mission statement and strategic plan, faculty and administrators
recognize the significance of diversity in its curriculum, faculty and students. The unit supports the
university's beliefs and values by designing, implementing, and assessing curriculum based on national,
state and program standards related to cultural diversity. All sets of standards include fundamental
understanding of the needs of diverse student populations. Candidates recognize the significant impact
they have on P-12 students. Interviews with teacher candidates show they appreciate the value that
diverse students bring to classrooms. Candidates feel well prepared in cultural knowledge to meet the
many needs of diverse populations, including students with academic challenges as well as those with
gifted and talented aptitudes. Candidates during the onsite visit indicate that courses at EU emphasize
the needs of students. Group candidate interviews, principal interviews and data from the Diversity
Survey used in both the initial and advanced programs, support that candidates strive for teaching which
is culturally and developmentally responsive. Candidates create unit and lesson plans are created with
differentiated instructional strategies and are aligned with state and professional standards.
There is limited ethnic/racial diversity in the professional education faculty (fall 2013 – 96% white), the
university (fall 2013 – 90% white) and school-based faculty (99% white). This reflects the region,
particularly among those who have higher education background.
According to the Response to the Offsite Report, the percentage of underrepresented minority candidates
in the unit is under three percent. 71% of candidates are female and 29% male. Edinboro University
ranks first in the PASSHE in the number of wheelchair bound students and is ranked among the 10 top
universities across the nation for service to students with disabilities. 5.6% of candidates in the unit have
a reported disability(ies).
Through interviews with members of the Access to Success committee (a PASSHE initiative) and the
CIC – Diversity Committee (unit-wide committee), their focus on closing the gap for minority
admissions, retention and completion of candidates is clear. The committees have made
recommendations to reach out to the PDS schools first to build relationships with students and families
to help them plan for attending college. Their recommendation includes hosting family nights at school
where unit faculty and candidates would help families through the process of applying to the university
and applying for financial aid. The committees are also trying to ensure retention through hosting
seminars on campus and asking enrolled minority students to discuss concerns and supports they feel are
needed to help them be successful. The evidence team of the Access to Success committee is in the
process of working with minority students across campus to address these concerns and increase
retention across the university.
The Philadelphia Urban Seminar is a three credit course that candidates can take for a unique urban and
diverse field placement. The candidates must not only pay for the cost of the credits but also housing,
food and transportation. In the past, much of this was covered by grant money, but that is no longer the
case. This past summer 14 students participated in the Philadelphia Urban Seminar. In order to help
control costs, the unit developed a curriculum for an Erie Urban Seminar program similar to the
Philadelphia Urban Seminar. However, due to low enrollment, the Erie Urban Seminar has not been
offered. Through interviews, the faculty and candidates feel that Erie is so close and familiar to the
(Confidential) Page 17
candidates that they are not sure the experience will be as valuable as the one in Philadelphia.
It is a requirement in the initial programs that all candidates have at least one diverse placement. In the
past departments were in charge of placing students in their early field experiences and then the director
of the Office of Certification and Student Teaching (OCST) did the student teaching field placements. At
this time there is a transition plan to have the director of the OCST complete all of the placements in the
initial programs. OCST is making and tracking field placements for the Special Education and Early
Childhood program currently. By spring 2014, OCST will be responsible for Middle & Secondary
education field placements and will meet with Health and Physical Education to determine their needs.
Discussions with Art and Music education programs will also occur in 2014.This will enable better
tracking of diverse placements of candidates. Right now the director ensures these placements through
several logs and data sources. A centralized database will be created to better track these placements in
the near future.
The advanced programs in teacher education incorporate diverse opportunities into courses and field
experiences as much as logistics may allow. Because these programs are online and candidates do their
field experiences at their own sites, the unit has not felt it is possible to ensure that candidates have work
with diverse students. Candidates are required to take SPED 710 Seminar in Exceptionalities and SEDU
702 Teaching in the Contemporary Multicultural Classroom where they learn content related to diverse
students.
All other advanced programs expose candidates to diversity content and experiences. These programs
use national SPA and Pennsylvania Department of Education standards to inform the design,
implementation and evaluation of curriculum. All of these programs have been recognized by their
respective SPAs. These programs also provide field experiences outside of the realm of their 'home' site.
For example, in the Ed Leadership program, candidates must conduct one of their internships within an
unfamiliar building and the Final Assessment addresses diversity in several standards. All advanced
candidates in the Graduate Reading Program have a diverse placement through a READ 712 Reading
Clinic. There are several options for this including a Migrant Education Program.
4.2 Moving Toward Target or Continuous Improvement
Please respond to 4.2.a if this is the standard on which the unit is moving to the target level. If it is
not the standard on which the unit is moving to the target level, respond to 4.2.b.
4.2.a Movement Toward Target.
Based on the criteria for Movement Toward Target, provide a summary of the unit's performance.
NA
4.2.b Continuous Improvement.
What activities and outcomes demonstrate that the unit has been engaged in continuous
improvement?
Under the new five year plan, one of the major strategic goals and objectives is to "Foster a respectful
and diverse campus community." The president has charged the University Diversity Council with
making the recruitment of diverse faculty and students a focus. Faculty recruitment needs to focus on
showing a culture that is welcoming and supportive; salary and cost of living do not seem to be the
issue. For example, the SOE was able to recruit minority faculty candidates last year and made offers to
two minority applicants, but they were not accepted. The university is beginning to work with the
(Confidential) Page 18
Frederick Douglass collaborative to recruit faculty. This offers summer teaching opportunities to
minority graduate students who are pursuing careers as university faculty and who are entering the final
year of terminal degree and/or doctoral programs. As a Frederick Douglass Teaching Fellow, scholars
will teach and/or co-teach one course during the Summer Sessions, continue their research, and
contribute to the life of the university. This program brings with it the hope that these teachers will stay
at Edinboro as an instructor. None of the scholars have yet to accept positions at Edinboro.
To recruit more diverse students, the university is beginning to work with Erie Schools, where there are
more minority candidates. However, many of these are lower income without the support to apply for
college admission. EU is working to support them through the college application process. The
university is also expanding their recruitment to such urban areas of Philadelphia, Detroit, and Buffalo.
4.2.b.i Strengths.
What areas of the standard are being addressed at the target level?
NA
Criteria for Movement Toward Target
NO EVIDENCE
MOVING TOWARD TARGET
AT TARGET
EMERGING
DEVELOPING
ATTAINED
Clear, convincing and Clear, convincing and Clear, convincing and Clear, convincing and
sufficient evidence was sufficient evidence
sufficient evidence
sufficient evidence
not presented to
demonstrates that the
demonstrates that the
demonstrates that the
demonstrate that the unit unit is performing as
unit is performing as
unit is performing as
is performing as
described in some aspect described in some aspect described in all aspects
described in any aspect of the target level rubric of the target level of the of the target level rubric
of the target level rubric for this standard.
rubric for this standard. for this standard.
for this standard.
OR
AND
AND
AND
There are plans and
There are plans and
There are plans and
There are no plans and timelines for attaining timelines for attaining timelines for sustaining
timelines for attaining and/or sustaining target and/or sustaining target target level performance
target level performance level performance as
level performance as
as described in the unit
as described in the unit described in the unit
described in the unit
standard.
standard.
standard.
standard.
[BOE specifies which is
present and which is not
in their findings.]
4.3 Areas for Improvement and Rationales
4.3.a What AFIs have been removed?
AFI
NA
4.3.b What AFIs are continued from last visit?
AFI Rationale
(Confidential) Page 19
AFI
AFI Rationale
NA
4.3.c What new AFIs are recommended?
AFI
AFI Rationale
1. Candidates have limited opportunities to interact with diverse
faculty members.
Faculty in the unit, the university and school-based faculty represent
minimal ethnic and racial diversity, although the new strategic 5 year
plan, makes this area a focus.
2. Candidates have limited opportunities to interact with diverse
candidates.
The number of ethnic/racially diverse candidates on campus is
limited, but plans are in place to increase the number of diverse
candidates served by the university.
3. The unit does not ensure that all advanced teaching candidates
have field experiences with P-12 students from different
socioeconomic groups, and students from diverse ethnic/racial
groups, English language learners, and students with disabilities.
Candidates in these programs are teaching in their own classrooms
and the unit has assumed that they had a diverse placement(s) in
their initial preparation. No systematic process is in place to
determine this or to include a requirement in the masters degree
program to demonstrate proficiency with diverse students.
4.4 Recommendations
For Standard 4
Level
Recommendation
Initial Teacher Preparation
Met
Advanced Preparation
Met
Target Level
Level
Recommendation
Initial Teacher Preparation
Not Applicable
Advanced Preparation
Not Applicable
Standard 5
Standard 5: Faculty Qualifications, Performance And Development
Faculty are qualified and model best professional practices in scholarship, service, and teaching,
including the assessment of their own effectiveness as related to candidate performance; they also
collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty
performance and facilitates professional development.
5.1 Overall Findings
What did the evidence reveal about the unit continuing to meet this standard?
Candidates and administrators identified faculty are cited as a key factor in the success of programs and
the production of quality candidates. They have the professional background, earned degrees or
exceptional expertise in their field and, as reported by candidates and alumni, they really care about their
candidates and want them to succeed. Interviews confirmed that faculty are exceptional teachers,
advisors, and supervisors and work hard to be model teachers, engage in scholarship and service in the
field. Clinical faculty are appropriately licensed and are "highly qualified" according to the state and a
recent survey provided data that 70.4% have masters degrees, all are certified in their field, that 75%
have 10 or more years of experience, all belong to professional associations, and many are in leadership
(Confidential) Page 20
and training roles.
Unit faculty are seen as leaders in the use of technology and are recognized by the administration as
being motivated, open to new ideas and creative in thinking about ways to maintain program quality
while faced with shrinking budgets. They are actively involved in university committees/task forces as
well as with those within the unit and department. They are also actively engaged with colleagues in the
field.
Part-time and full-time faculty are regularly reviewed and evaluated in teaching, effectiveness, scholarly
growth and service as outlined by criteria and procedures referenced in Article 12 of the Collective
Bargaining Agreement. This evaluation process includes peer observations, classroom observations, and
student evaluations of teaching each semester for non-tenured faculty. For tenured faculty, this process
occurs every five years. The dean provides each faculty member with a summary evaluation each year.
Part-time faculty and temporary full-time faculty are hired by the department, based on input from
program faculty. The way these faculty are oriented, supervised and mentored varies by
department/program and is not based on a standard process/outline. These faculty feel very much a part
of the unit, but indicated that a more formal orientation to university level teaching and processes would
have been helpful.
Professional development is provided to full-time and part-time faculty in a variety of ways, including
travel money to support presentations at conferences, on-campus workshops, speakers and meetings, and
training and support for the use of new technologies.
5.2 Moving Toward Target or Continuous Improvement
Please respond to 5.2.a if this is the standard on which the unit is moving to the target level. If it is
not the standard on which the unit is moving to the target level, respond to 5.2.b.
5.2.a Movement Toward Target.
Based on the criteria for Movement Toward Target, provide a summary of the unit's performance.
NA
5.2.b Continuous Improvement.
What activities and outcomes demonstrate that the unit has been engaged in continuous
improvement?
As part of a new governance structure that was implemented in Fall 2011, one of the Continuous
Improvement Committees (CIC) that includes membership from unit faculty and administrators, is
focused on Faculty Vitality. This committee monitors faculty development and has surveyed the faculty
to determine what are needs for future faculty development and have examined the way that funds are
allocated to support individual faculty. The new interim dean (Fall 2013) is working with department
chairs to provide them with more autonomy in the way they use faculty development funds, based on the
needs of their programs, department and faculty.
Even though the university is facing a severe budget crisis due to lower enrollment, decreased state
funding, declining numbers of high school graduates and population declines resulting in fewer jobs
available to graduates, the unit will retain the positions created to support a Unit Accreditation
(Confidential) Page 21
Coordinator and the assessment system.
An informal mentoring initiative began in the School of Education for the mentoring of new and adjunct
faculty and in the new university five year plan, one of the strategic goals and objectives focuses on
mentoring of new faculty. The president wants to determine what departments are currently doing and
then formalize this process across the campus by providing a framework for what should be available to
all new faculty.
With the fall 2013 move to a renovated building, Butterfield Hall, faculty have the opportunity and
facility to use the latest technology in their teaching and scholarship. Orientation and support for using
this technology was provided by learning technology staff when faculty moved into the building and
staff continue to be readily available for group and individual training.
5.2.b.i Strengths.
What areas of the standard are being addressed at the target level?
NA
Criteria for Movement Toward Target
NO EVIDENCE
MOVING TOWARD TARGET
AT TARGET
EMERGING
DEVELOPING
ATTAINED
Clear, convincing and Clear, convincing and Clear, convincing and Clear, convincing and
sufficient evidence was sufficient evidence
sufficient evidence
sufficient evidence
not presented to
demonstrates that the
demonstrates that the
demonstrates that the
demonstrate that the unit unit is performing as
unit is performing as
unit is performing as
is performing as
described in some aspect described in some aspect described in all aspects
described in any aspect of the target level rubric of the target level of the of the target level rubric
of the target level rubric for this standard.
rubric for this standard. for this standard.
for this standard.
OR
AND
AND
AND
There are plans and
There are plans and
There are plans and
There are no plans and timelines for attaining timelines for attaining timelines for sustaining
timelines for attaining and/or sustaining target and/or sustaining target target level performance
target level performance level performance as
level performance as
as described in the unit
as described in the unit described in the unit
described in the unit
standard.
standard.
standard.
standard.
[BOE specifies which is
present and which is not
in their findings.]
5.3 Areas for Improvement and Rationales
5.3.a What AFIs have been removed?
AFI
NA
5.3.b What AFIs are continued from last visit?
AFI Rationale
(Confidential) Page 22
AFI
AFI Rationale
NA
5.3.c What new AFIs are recommended?
AFI
AFI Rationale
NA
5.4 Recommendations
For Standard 5
Level
Recommendation
Initial Teacher Preparation
Met
Advanced Preparation
Met
Target Level
Level
Recommendation
Initial Teacher Preparation
Advanced Preparation
Standard 6
Standard 6: Unit Governance And Resources
The unit has the leadership, authority, budget, personnel, facilities, and resources, including
information technology resources, for the preparation of candidates to meet professional, state, and
institutional standards.
6.1 Overall Findings
What did the evidence reveal about the unit continuing to meet this standard?
Since the offsite visit and the unit's submission of the Response to the Offsite Report, there have been
changes in the leadership of the unit. However, the governance structure remains the same. At the
beginning of the fall 2013 semester, the dean elected to leave the position and return to faculty, as did
the associate dean. The dean of graduate studies and research, was named as interim dean of the School
of Education, in addition to his previous role. The associate dean position has remained open with
responsibilities of that position mainly assumed by the assistant dean of the SOE and Graduate Studies.
The committee structure consisting of the Accreditation Coordinating Council, the Continuous
Improvement committees (CIC) and the Continuous Improvement Team (CIT) continues to carry out the
work of the unit and directs the continuous improvement efforts of the unit. A new departmental
reorganization and related leadership became operational in the summer 2013 as well. Collaboration
with P-12 partners continues with leadership from EPAC. The new dean is seeking to have the
department chairs function as a leadership team to coordinate resources and support and evaluate
programs.
Like other institutions in Pennsylvania, Edinboro University is facing financial challenges due to
declining student enrollment (18% since 2010), declining high school enrollment, declining state
funding and increased fixed costs. As a result, the university was facing a $5.5 million structural deficit
(Confidential) Page 23
this fiscal year. To address this deficit, new initiatives to increase recruitment and retention were
implemented which helped some, but in addition, faculty and staff positions were or will be cut in 2014,
including part-time, temporary and 13 FTE faculty positions. This was possible by placing some
programs in moratorium and plans are in place to invest resources in undergraduate and graduate
programs that meet the needs of the region and have the potential for growth.
There was a concern about the number of part-time faculty being used in the unit at the time of the
offsite report and the unit response indicated that 25% of the faculty were in the category of part-time
faculty and 14% were in full-time temporary positions. They agreed that this created a burden on tenure
track faculty to meet the service and curriculum development activities of the unit. However, with the
planned personnel changes to meet the budget initiatives and more strategic scheduling (limiting the
number of sections taught, increasing head count in classes to be in line with a 20:1 ratio needed by the
new budget model, and scheduling offerings on an annual basis) the work of the unit will fall on fulltime faculty, but tenure track positions will not be cut.
In addition to the book, journal, on-line and other resources, the Barnes-Forness Library contains writing
and math learning labs, the student success center, open computer labs, a technology help desk, rotating
art exhibitions and a laptop loan program. Candidates' research and projects are supported by the
reference desk personnel and on-line guides. The curriculum materials lab for pre-service and in-service
teachers and includes the juvenile literature collection, state-adopted P-12 textbooks, curriculum
packages, assessments, puppets and theme bags that can be checked out. Candidates in on-line programs
can request materials from the curriculum lab and they will be mailed to them.
Technology support has been available for faculty from personnel, workshops, and the Technology
Buffet that has provided a way for faculty to share and explore the latest technology. In November, these
resources will be consolidated in a new Learning Technology Center that will provide 24 hour access to
faculty, training labs and assistance. The center will combine the services that currently exist for on-line
teaching support, the learning management system (D2L), media services specialists and instructional
design. The renovation of Butterfield Hall to house the SOE faculty and administration has provided a
shared space for SOE programs as well as new space for the dean's office. In addition it has provided the
addition of a new multimedia large lecture room. All other rooms have been redesigned and updated to
be accessible and contain the most current resources for teaching and demonstration. These resources
include Apple TV, smartboards, multiple projection screens in most rooms, flexible presentation stations
and focused classrooms for methods courses such as science, literacy and math. Ipad carts will soon be
available for checkout and use in classrooms. Ipad checkout is already available for student teachers.
6.2 Moving Toward Target or Continuous Improvement
Please respond to 6.2.a if this is the standard on which the unit is moving to the target level. If it is
not the standard on which the unit is moving to the target level, respond to 6.2.b.
6.2.a Movement Toward Target.
Based on the criteria for Movement Toward Target, provide a summary of the unit's performance.
NA
6.2.b Continuous Improvement.
What activities and outcomes demonstrate that the unit has been engaged in continuous
(Confidential) Page 24
improvement?
Programs in the unit have been modified to reflect the 2008 Pennsylvania Department of Education
(PDE) Chapter 49-2 revisions which included requirements for preparing future teachers to instruct
diverse learners and grade range changes from K-6 and grades 7-12 to PreK-4, 4-8 and 7-12, as well as
changes in range for special education, enhanced expertise in literacy, and content, and a requirement for
four stages of field experience in initial programs. In addition, programs prepared for and submitted
SPA reports with revised or new assessments aligned with standards.
Departments have been reorganized to reflect these changes and a new governance structure was
implemented. Positions were created to better serve the needs of school partnerships and the assessment
system, including a full-time director of Field Experiences and Student Teaching and a accreditation
coordinator. The Education Partners Advisory Committee (EPAC) was created and activated.
Renovations of buildings, particularly Butterfield Hall that houses the majority of the unit programs and
faculty, the William P. Alexander Music Building (music education), the Jeremy D. Brown Human
Services Building (speech-language pathology), and the Crawford Center (health and physical
education), have provided upgraded, modern, mediated spaces for all unit programs. Beginning in fall
2011, a faculty technology replacement plan was adopted and created upgrades on faculty technology on
a four year cycle.
A recent survey conducted by the Office of Graduate Studies and Research is providing direction to
changes in services for candidates, program operation and quality.
The functionality of the assessment system is being enhanced and made more accessible by the
coordination of the student information system, LiveText, Banner and other university data to produce a
comprehensive data warehouse in 2013-14.
6.2.b.i Strengths.
What areas of the standard are being addressed at the target level?
The renovation of Butterfield Hall to house the SOE faculty and administration, provide state of the art
classrooms and laboratories, and technology support, reinforces faculty interest and skill in modeling the
use of technology as teachers and in preparing candidates for their future positions.
Criteria for Movement Toward Target
NO EVIDENCE
MOVING TOWARD TARGET
AT TARGET
EMERGING
DEVELOPING
ATTAINED
Clear, convincing and Clear, convincing and Clear, convincing and Clear, convincing and
sufficient evidence was sufficient evidence
sufficient evidence
sufficient evidence
not presented to
demonstrates that the
demonstrates that the
demonstrates that the
demonstrate that the unit unit is performing as
unit is performing as
unit is performing as
is performing as
described in some aspect described in some aspect described in all aspects
described in any aspect of the target level rubric of the target level of the of the target level rubric
of the target level rubric for this standard.
rubric for this standard. for this standard.
for this standard.
OR
AND
AND
AND
There are plans and
There are plans and
There are plans and
There are no plans and timelines for attaining timelines for attaining timelines for sustaining
(Confidential) Page 25
timelines for attaining
target level performance
as described in the unit
standard.
and/or sustaining target
level performance as
described in the unit
standard.
and/or sustaining target target level performance
level performance as
as described in the unit
described in the unit
standard.
standard.
[BOE specifies which is
present and which is not
in their findings.]
6.3 Areas for Improvement and Rationales
6.3.a What AFIs have been removed?
AFI
AFI Rationale
NA
6.3.b What AFIs are continued from last visit?
AFI
AFI Rationale
NA
6.3.c What new AFIs are recommended?
AFI
AFI Rationale
NA
6.4 Recommendations
For Standard 6
Level
Recommendation
Initial Teacher Preparation
Met
Advanced Preparation
Met
Target Level
Level
Recommendation
Initial Teacher Preparation
Not Applicable
Advanced Preparation
Not Applicable
IV. Sources of Evidence
Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed.
EU Interviews
(Confidential) Page 26
EU Exhibits
See Attachment panel below.
V. State Addendum (if applicable)
Please upload the state addendum (if applicable).