Division of Education and Psychology
Description and Function
The mission of the Division of Education and Psychology is to prepare preservice students to become competent teachers capable of making sound decisions in the areas of elementary education, secondary education, early childhood education, reading, and psychology. They need to be skilled in teaching and guiding students from varying backgrounds who possess a multitude of unique experiences, strengths, and needs. The program of the Division is built upon the belief that competent teachers are knowledgebased decision makers. This is reflected in program goals and objectives.
The broad goals of the teacher education program at Valley City State University are to prepare entry-level teachers who: (1) are capable of teaching and guiding students of varying backgrounds, strengths, and needs; (2) are competent decision makers; (3) are skilled in planning, implementing, and evaluating learning experience for students: (4) view decision making as a reflective process; (5) understand and are committed to the moral dimensions of teaching; (6) select and apply technology appropriately; and (7) accept the view that professional growth and development is an on-going, never-ending process.
Complete information concerning the teacher education program appears in the 2000-
2002 VCSU Bulletin , pages 36 through 38. Detail regarding other divisional programs is also included in this document.
Organization and Resources
The Division is an academic unit of the University and performs all of the administrative, governance, and instructional functions related to the preparation of teachers. It reviews and makes recommendations to the University Curriculum Committee concerning all proposed curriculum changes affecting Teacher Education. The Division develops and monitors all policies concerning admission to Teacher Education, admission to Student
Teaching, assignment of student teachers, and recommendation of graduates for initial certification.
Faculty
The Division of Education and Psychology has nine full-time faculty members. All but three of them have earned doctorates. Two of the remaining three are enrolled in doctoral programs at the University of North Dakota and the University of Wyoming and plan to complete their degrees by the summer of 2002. One additional division position is vacant with funding used for part-time instructors to teach courses, and eight other VCSU faculty members teach methods courses pertaining to their subject areas.

The academic ranks of the divisional faculty consist of four with Professor status, one
Associate Professor, two Assistant Professors, one Instructor, and one Lecturer. Four full-time faculty members are female and five are male. The unit faculty members teach a load of twelve semester credits. Eight of them supervise student teachers and two have administrative responsibilities that are reflected in individual teaching loads.
Under an agreement with North Dakota State University, approved by the North Dakota
State Board of Higher Education, Valley City State University also teaches all of the courses of the Elementary Education major on the NDSU campus. The cooperative arrangement began in 1990. Complying with VCSU requirements, students may complete General Education courses and a minor from the NDSU curriculum. Graduates receive their diplomas from VCSU, but they may participate in either the NDSU or
VCSU commencement exercises. Currently about 150 students are enrolled in the shared program.
The University Mission Statement and its relationship to the programs of the
Division of Communication Arts and Social Science
The following phrases from the Mission statement seem especially pertinent to the
Divisional programs:

Learner-centered community:
Group projects and team learning activities are the norm in English major courses. Yes, faculty do sometimes lecture, but effectiveness of instruction is determined by student projects and activities as well as student course assessments and field / practicum experiences. Objective, true-false/multiple choice type testing is rare. Courses are delivered in a ways that encourage students to take responsibility for their learning and to demonstrate that learning through abilities-based projects. Some course are delivered through
BlackBoard Course Info partially on-line.

Continuing improvement in meeting student needs/Preparing individuals to serve in a changing world:
The elementary education major has been adjusted to strengthen students’ preparation and meet state and national standards. There are alternate delivery systems available, e.g., IVN (Interactive Video Network), off-campus enrollment in an ongoing course with alternate arrangements, on-line or partially on-line courses, independent study, internships, etc.

Quality educational experience:
We strive to assure quality and the means to measure it . The minimum GPA for elementary education majors is 2.50[?] ; we have an honor society to promote and reward academic achievement [list name of education honor society]. We are committed to using faculty development opportunities to improve project and program assessment in the coming two years.


Innovative culture:
[We taught a portfolio course for seniors for a year before it was required of all programs]. Our faculty have worked hard to incorporate the Abilities into the program. [Insert a statement about the Partners in Quality conference and the PT3 grant as well as the Barnes County school consortium.]

Technologically enhanced environment :[check this – does it fit? What could be added?]
All faculty use their laptops in the classroom. Most have functional web pages, with current syllabi posted, and several use their web pages extensively for teaching. Students are required to develop complex digital projects, including powerpoints with digital movies and web pages. The department has its own web page, as well. Technology is broadly construed to include the use of, but is not limited to, the following by students and professors: PowerPoint presentations, Internet use in the classroom and for out-of-class assignments, e-mail, information and assignments posted to a web page or the K-Drive,
CD-ROMs in the classroom, course-based software, textbook websites with quizzes and other study aids, etc. At the heart of incorporating technology into the classroom are student and faculty use of notebook computers and the opportunities for student learning that the notebooks engender.
The Division of Education and Psychology at Valley City State University has met the accreditation standards of the National Council for the Accreditation of Teacher
Education since 1964. Building on a tradition of excellence and committed to continuous improvement, it uses a multi-faceted feedback loop to ensure high quality and promote effective changes within the program:

Regular analysis of criteria and policies for admission to and continuance in the program.

Adoption of the Abilities Model.

Clinical and field-based experiences with review by student, cooperating instructor, and faculty mentor.

Student portfolio development.

Continuous student evaluation of course objectives.

First and third year teacher education graduates complete the General Knowledge
Survey to determine the degree of satisfaction related to preparation. Principal and teacher evaluation surveys accompany this survey to assess the performance of those graduates.

Digital portfolios as an exit requirement.

Divisional improvement plan.

[Make sections here for formative and summative assessments. Add results of surveys.]
Assessment of student success takes place from entry to exit:

General Education courses are linked to the abilities.

Major courses track abilities to higher levels.

Portfolio development documents abilities.

Successful completion of field experiences.
Departmental expectations of students are high:

The Teacher Education program has specific requirements, goals, and objectives.

Teacher Education program objectives are linked to specified abilities of planning, implementing and evaluation.

Specified course projects are linked to University abilities and skills.
The Division builds systems for change through the following:

Through assessment and reflection, abilities and portfolios continue to evolve.

Definitions and rubrics for abilities and skills reflect University program objectives.
 Field site visitations identify skills of effective teachers in today’s changing classrooms.
 A PT3 grant application was awarded based on technology needs in today’s schools.
Exit information regarding new teachers is gathered through:

Surveys of first year teachers conducted by the VCSU Career Planning and
Placement Office.

Surveys of administrators who have hired VCSU first year teachers conducted by the VCSU Career Planning and Placement Office.
The Division of Education and Psychology is committed to meeting the needs of all learners and ensuring their success. Assessment and evaluation are critical components of that commitment.
Goals and Corresponding Strategies for Achieving Them
Goal 1. Maximize learning for a lifetime.

Refine digitized portfolio models.

Organize the Annual Partners in Quality Conference.

Pursue faculty development opportunities.

Provide technological learning opportunities to preservice and inservice teachers.

Goal 2. Document results to confirm and improve quality.

Respond to accreditation standards and recommendations.

Use a rubric scale to differentiate skill levels in abilities model.

Conduct research.
Goal 3. Provide organizational efficiencies that focus on service to learners and innovative delivery methods.

Strengthen effective use of instructional technologies.

Create more customized learning opportunities.

Continue to foster a learner centered environment.
Goal 4. Share and develop resources.

Strengthen strategic connections to improve teaching and learning.

Promote continuous improvement through training and professional development.

Focus on diversity issues.
Elementary Education Major Mapping Plan for Abilities and Skills
The table that follows identifies courses, projects, abilities, and skills designed to assist students who major in Elementary Education. Specific levels have also been established for each of the skills. Students may choose any of the projects listed below to meet requirements for their portfolio.
Students must also demonstrate the teaching abilities of planning, implementing, and evaluating. Demonstration of teaching abilities can be completed in one teaching situation or three different situations where the ability is demonstrated individually.
Course
EDUC 210
EDUC 320
EDUC 345
EDUC 240
EDUC 322
EDUC 323
EDUC 340
EDUC 350
EDUC 435
EDUC 330
EDUC 430
PSYC 430
EDUC 355
EDUC 450
PSYC 300
EDUC 322
Project
Gather Creative Art
Inquiry Project
Presentation
Adapt Teaching Strategies
Language Arts Portfolio
Resource File
Case Study
Case Study
Resource Unit
Research Reading
Diagnostic Testing
Management Plan
Science Unit
Educational Philosophy
Group Presentation
Puppet Show
Ability Skill
Aesthetic Engagement Visualization
Communication Writing
Communication
Problem Solving
Problem Solving
Problem Solving
Spoken
Problem Recognition
Decision Making
Creative Thinking
Problem Solving
Problem Solving
Problem Solving
Global Perspective
Gathering Information
Gathering Information
Creative Thinking
Diversity
Global Perspective
Global Perspective
Understands Systems
Understands Systems
Effective Citizenship Teaches Others
Effective Citizenship Change Agent Skills
Collaboration Pos. Interdependence
Collaboration Pos. Interdependence

EDUC 335
EDUC 431
EDUC 315
EDUC 390
EDUC 300
International Study
Title I Work
Collaboration
Wellness
Pos. Interdependence
Self Management
Web Page Creation
Web Page Creation
Technology
Technology
Applies Technology
Applies Technology
Multimedia Project Technology Selects Technology
Teaching Abilities
EDUC 200
EDUC 205
EDUC 350
EDUC 490
Teaching a Lesson
Teaching a Lesson
Teaching a Lesson
Teaching a Lesson
Planning
Implementing
Evaluating
Planning
Implementing
Evaluating
Planning
Implementing
Evaluating
Planning
Implementing
Evaluating
Concluding their programs of study, students complete digitized professional portfolios that document their learning and accomplishments during their time at Valley City State
University. Graduates leave as well-qualified candidates for service in their respective professions.