BOARD OF EXAMINERS REPORT
NCATE
___________________________________________________
National Council for Accreditation of Teacher Education
CONTINUING ACCREDITATION VISIT TO:
Longwood University
Farmville, VA
October 25-29, 2003
NCATE Board of Examiners Team:
Jean Morrow, Chair
Virginia Clark Johnson
Wendell Pope
Thelma Robinson
State Team:
Helen Bessant-Byrd, Chair
Michael Davis
Kimberlye Joyce
State Consultant:
Byrd Latham
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TABLE OF CONTENTS
I.
Introduction ……………………………………………………… 4
II.
Conceptual Framework ………………………………………….. 8
III.
Findings for Each Standard
Standard 1 ………………………………………………………..16
Standard 2 ………………………………………………………..29
Standard 3 ………………………………………………………..33
Standard 4 ………………………………………………………..40
Standard 5 ………………………………………………………..58
Standard 6 ………………………………………………………..67
IV.
Sources of Evidence ……………………………………………..79
V.
Corrections to the Institutional Report …………………………..90
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SUMMARY FOR PROFESSIONAL EDUCATION UNIT
NCATE 2000 Standards
Institution:
Team Findings
Standards
Initial
Advanced
1
Candidate Knowledge, Skills and Dispositions
M
M
2
Assessment System and Unit Evaluation
M
M
3
Field Experiences and Clinical Practice
M
M
4
Diversity
M
M
5
Faculty Qualifications, Performance, and Development
M
M
6
Unit Governance and Resources
M
M
M = Standard Met
NM = Standard Not Met
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I.
Introduction:
One of the nation’s oldest colleges became one of its newest universities in July
2002. In spring 2001, a fire had broken out in the historic Ruffner Hall complex at
Longwood College in Farmville, Virginia. There were no injuries although 400 students
were evacuated from four dormitories. The Ruffner complex, which includes Grainger
Hall, West Ruffner, East Ruffner, South Ruffner and the landmark Rotunda had been
undergoing a major $12 million renovation over the past year.
Longwood University is a coeducational and largely residential institution of
higher education. Longwood is a comprehensive, state-supported university.
The joint NCATE-state team examined the university’s teacher preparation
programs. Both initial and advanced programs were reviewed.
The majority of the 3640 undergraduate candidates (95.3%) live on campus while
the 500 graduate candidates are primarily commuters from the Southside Virginia region.
The Professional Education Faculty are a community of 41 full-time and 30 part-time
faculty members, and is comprised of faculty from the College of Education and Human
Services and the College of Arts and Sciences. The full-time faculty consists of 26
females, and 15 males, with ethnicity representation of 37 Caucasians, 2 AfricanAmericans, 1 Hispanic American, and 1 Asian American.
Enrollment for candidates in the unit is 1073 in P-12 for undergraduate, 359
graduate candidates, representing approximately 29.5 percent of the University’s total
enrollment. The total undergraduate enrollment is approximately 3508 full-time and 132
part-time candidates. This enrollment includes 68 percent female, 32 percent male, and
ethnicity representation of 87 percent Caucasian, 9 percent African-American, 2 percent
Hispanic-American, 2 percent Asian-American, and 0.2 percent American
Indian/Alaskan Native.
The university offers undergraduate academic programs that lead to 23 bachelor’s
degrees and graduate academic programs that lead to four master’s degrees. Table 1 lists
the Professional Education Preparation Programs at Longwood University.
Table 1
Longwood University
Professional Education Preparation Programs
Program Name
Art Education
Biology Education
Chemistry
Education
Educational
Leadership
Elementary
Education
Award
Level
Program
Level
(ITP or
ADV)
Number
Of
Candidates
Agency or
Association
Reviewing
Program
UG
UG
UG
ITP
ITP
ITP
10
9
0
State
NSTA
NSTA
G
ADV
76
ELCC
Yes
In compliance
UG
ITP
449
ACEI
Yes
Conditional
G
ADV
Status of National and State
Program Reviews
Program
Review
Current Status
Submitted
*
Yes
Resubmit, 2004
Yes
Resubmit, 2004
Rejoinder
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Elementary/Middle
Education
English Education
Guidance and
Counseling
Social Sciences
Reading Specialist
(Literacy and
Culture)
Mathematics
Education
Middle Education
Modern Languages
Education
Music Education
Physical Education
and Health
Physics Education
School Library
Media
Special Education
∞Undeclared
Liberal Studies
Theater Education
UG
ITP
240
UG
ITP
56
NCTE
Yes
G
G
ADV
0
27
State
Yes
*
UG
G
ITP
ADV
38
44
NCSS
IRA
Yes
Yes
Rejoinder
In compliance
UG
ITP
14
NCTM
Yes
In compliance
UG
UG
ITP
ITP
14
11
NMSA
State
Yes
*
Rejoinder
G
UG
UG
ITP
ITP
4
15
57
State
NASPE
*
Yes
UG
G
ITP
ADV
3
116
NSTA
ALA
Yes
**
Resubmit, 2004
UG
Liberal
Studies
ADV
61
CEC
Yes
Rejoinder
State
*
G
UG
UG
ITP
75
94
ITP
2
¥
In compliance
In compliance
* Virginia program standards were changed in 1998 and all programs were reviewed at that time. Any
program deficiencies must be addressed by the unit and presented to Department of Education
representatives at the next NCATE/State review.
** At the time of program review submission in Fall 2002, ALA/NCATE resources indicated no program
submission was required because of changes in standards.
¥ Program is being phased out as candidates graduate.
∞ Candidates will either declare Elementary Education, Middle School Education, or Special Education.
The Unit
The unit is defined as all faculty who teach any content or methods courses in the
preparation of teacher candidates. The Professional Educators Council (PEC), which
includes faculty from education and arts and sciences, is the governing body of the unit.
The PEC recommends curricula and program changes. Through the PEC, the unit
maintains an ongoing dialogue regarding the framework outcomes and how they define
the programs. The PEC has been actively involved in examining and updating the
conceptual framework.
The Professional Education Unit envisions itself as a learner-centered, standardbased, assessment-informed collaborative community committed to national leadership in
the preparation of educators. In keeping with the Longwood University vision, the
mission of the unit promotes learning that gives special emphasis to serving others:
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learning that prepares citizen leader professionals for the common good through active
involvement in coursework and field experiences integrating theory, practice, and
research throughout the programs. The Professional Education Unit is dedicated to
educating reflective citizen leader professionals who are committed to the advancement
of the individuals and organizations they serve, competent in the skills, knowledge and
dispositions required to serve people in a diverse society, ethical and caring in the ways
that the commitments to others are pursued.
The following list of accomplishments is a sample of changes and initiatives the unit
has undergone since the last NCATE visit in 1998:
1. The conceptual framework has been revised to reflect the commitment to
diversity and technology.
2. Curriculum has been restructured in terms of allotted credit hours, changes in
content, and modes of delivery of the Liberal Studies major.
3. The number of weeks for student teaching has been increased from 10 to 14.
4. Emphasis has been placed on the recruitment of minority candidates through the
program: Teachers for Tomorrow.
5. Partnerships have been developed with four local K-5 rural schools, which have
strengthened the commitment to the community.
6. A new standards-based candidate education assessment system has been fully
developed.
7. The use of Teacher Work Sample has impacted numerous curricula changes.
8. New and more stringent requirements for admission to teacher preparation, such
as successful completion of Praxis I have been implemented.
9. Passing grades on Praxis I and II Content Assessments are now required to obtain
a Virginia teaching license.
10. International programs have been expanded to include additional countries.
11. Graduate concentrations have been expanded in Literacy and Culture and School
Library Media.
12. A graduate program has been added for those individuals holding a baccalaureate
degree who desire to obtain initial licensure in P-6.
13. Significant new resources were obtained including:

Full-time position, Director of Professional Services

Associate Dean’s position has been moved to a full-time
administrative position

Four additional faculty positions
14. The following new programs have been added: five initial licensure with a
master’s degree; and three in initial license, or add-on endorsement, with no
additional master’s.
The unit offers off-campus programs in South Boston at the Southern Virginia Higher
Education Center (SVHED). The joint BOE-State team did not visit the off-campus site
but did interview faculty and students from those programs both on campus and via
teleconferencing. The unit also offers courses via distance learning technologies. Again,
the team interviewed faculty and students involved in the distance learning courses.
A number of changes at Longwood University have had a direct impact upon the
unit’s preparation for this accreditation visit. The fire in 2001 that destroyed three
buildings and a 24 percent cut in budget funds by the state legislature have both had a
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heavy impact. The dean for the College of Education and Human Services was hired just
a year ago. The associate dean for the College of Education and Human Services was
hired in July of 2003. The coordinator of the NCATE preparation resigned in February
2003. The current coordinators were appointed in April of 2003. The development of
the online assessment system has been the work of the Director of Assessment &
Institutional Research. On Saturday, August 2, 2003, he lost a long battle against cancer.
As a result, the unit has been working diligently to learn what he was doing and had
already put in place. A search is underway for a new Director of Assessment &
Institutional Research. An assessment committee has been formed to monitor the
ongoing development and changes to the “technology side” of the assessment system.
Unfortunately, some of the disaggregation of data and comparative studies that were
scheduled for this summer remain incomplete. It is apparent to the team that data have
been collected; some data have been analyzed and have been used in program
improvement although some areas of data analysis are incomplete.
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II.
Conceptual Framework
The conceptual framework(s) 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(s) is knowledge-based, articulated, shared, coherent, consistent with the unit and/or
institutional mission, and continuously evaluated.
Level: Initial and Advanced
Findings:
Introduction
The 2003 conceptual framework reflects the unit’s commitment to developing
citizen leaders by utilizing the nine teacher competencies and embracing the concept of
“Educators as Reflective Citizen Leaders.” The nine educator competencies, with their
foundation rooted in educator reflection, represent the unit’s mission to develop educators
who are ready to become reflective citizen leaders.
The foundation of the framework is composed of the following nine outcomes:
 Planning for Instruction
 Implementation and Management of Instruction
 Evaluation and Assessment
 Knowledge of Subject
 Classroom Management
 Communication Skills
 Professional Responsibilities
 Technology
 Diversity
These outcomes are infused throughout all initial and advanced programs, providing
the candidates with the knowledge, skills, and dispositions necessary to become reflective
citizen leaders. Plans are in place, so that through continuous assessment and
examination, the conceptual framework and programs are realigned as necessary to
ensure that the preparation of all candidates reflects the philosophy of Educators as
Reflective Citizen Leaders.
In September of 1999, the Dean of the School of Education at Longwood University,
asked faculty members to update the conceptual framework for the professional
education unit. Students and community leaders served on the committee responsible for
guiding the update of the conceptual framework.
The goals for this committee were to:
 Upgrade and expand the conceptual framework to correlate with new NCATE
standards and reflect the University’s knowledge base.
 Solicit input from diverse stakeholders such as:
o Graduate and undergraduate students
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o
Public and private school teachers
 Upgrade the current philosophy of “Teachers as Leaders.”
 Identify current beliefs and values that form the foundation of the conceptual
framework.
The results of the revision to the 1997 conceptual framework included:
 Adopting the theme of “Educators as Reflective Citizen Leaders”
 Incorporating feedback and comments from non-university participants
 Reaffirming the unit’s commitment to the seven teacher competencies:
o Planning for Instruction
o Implementation and Management of Instruction
o Evaluation and Assessment
o Knowledge of Subject
o Classroom Management
o Communication Skills
o Professional Responsibilities
 Aligning the conceptual framework with the current knowledge base
 Producing a conceptual framework that highlighted the knowledge, skills, and
dispositions that would be infused into each course syllabi
 Creating in-service presentations on how faculty could align their course syllabi
with the conceptual framework.
To address NCATE’s updated criteria for the conceptual framework, the committee
was reconvened in fall 2002. The conceptual framework was also distributed to the
Teacher Education Advisory Council (TEAC), an external advisory committee, for
comment and input, in December 2002. As part of the cycle of the continual growth of
the conceptual framework, the committee members focused their energy on the following
goals:
 Update the conceptual framework to include two new teacher competencies
o Diversity
o Technology
 Update the theme “Teacher as a Reflective Citizen Leader”
 Solicit additional input from:
o Faculty
o Diverse Stakeholders
o Alumni
o Public and private school teachers
o Public school administrators
o Business leaders
 Update the Vision and Mission components
 Incorporate the University’s mission to build citizen leaders
 Refocus the theme to include all educators.
The spring 2003 revision to the 1999 conceptual framework included two additional
teacher competencies – diversity and technology, has the theme “Educators as Reflective
Citizen Leaders,” and identifies the Teacher Work Sample as the vehicle for educator
reflection.
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Shared Vision
The unit’s conceptual framework, Educators as Reflective Citizen Leaders, is built on
a knowledge base, derived from discipline-based research, inquiry, and the wisdom of
practice. The elements of the conceptual framework have as their foundation reflective
practice, and are designed to foster development of candidates into citizen leaders.
The unit maintains close ties with school faculty through field and clinical
experiences, such as the Partnership Program, during which candidates spend an entire
semester in a school setting. Interviews with cooperating teachers, student teachers, and
principals indicate that the unit works closely with school faculty during student teaching
and clinical experiences in the advanced programs. Longwood faculty members also
work with schools in designing on-site graduate classes and in-service workshops for
school faculty.
Coherence
The conceptual framework provides for coherence among content knowledge,
pedagogical content knowledge, field experiences, clinical practices and dispositions
across the initial and advanced programs. A review of alignment tables for all programs,
provided on the website, illustrated this coherence among programs and clinical
experiences for teachers and other school personnel. Two of those tables are reproduced
here as examples.
Graduate Initial Licensure: Modern Languages P-12
Courses & clinical experiences
EDUC 506 Foundations of the teaching profession
EDUC 521 Human growth and development
EDUC 530 Teaching reading in the content area
FREN/GERM/SPAN 500 Approaches to teaching
French/German/Spanish
FREN/GERM/SPAN 601 Graduate directed teaching
French/German/Spanish
FREN/GERM/SPAN 501, 502, 520, 521, 530, 531, 595
1
X
X
X
X
X
Conceptual Framework Outcomes
2
3
4 5 6 7 8 9
X
X
X
X
X
X
X
X
X
X
X X X X X
X
X
X
X
X
X
X
X
X
X
X
The Educator as Reflective Citizen Leader Professional Teacher Outcomes:
TC 1 – Plan for Instruction
TC 2 – Implementation & Management of Instruction
TC 3 – Evaluation & Assessment
TC 4 – Knowledge of Subject
TC 5 – Classroom Behavior Management
TC 6 – Communication Skills
TC 7 – Professional Responsibilities
TC 8 – Technology
TC 9 – Diversity
Elementary P-6 Education Initial Licensure
Conceptual Framework Outcomes
Courses & clinical experiences
EDUC 502 Research design
1
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2
3
X
4
5
6
7
X
8
9
EDUC 506 Foundations of the teaching profession
EDUC 521 Human growth and development
EDUC 524 Emergent and early literacy instruction
EDUC 525 Intermediate literacy instruction
EDUC 544 Social sciences in the elementary school
EDUC 547 Instructional media & computer technology
in the classroom
EDUC 571 Foundations of instruction and learning
theory
EDUC 575 Literacy development and cultural awareness
SCED 562 Teaching science in the elementary school
MATH 623 Teaching mathematics in grades K-8
EDUC 689 Internship in the elementary school
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
The conceptual framework is aligned with professional standards from Interstate
New Teacher Assessment and Support Consortium (INTASC), National Board for
Professional Teaching Standards (NBPTS), and the Specialty Professional Associations
(SPA). This alignment provides a system for ensuring coherence among all facets of the
unit’s programs, including curriculum, instruction, clinical and field experiences, and
assessment. A review of the Goals by Assessment Matrix, found online, demonstrated
how the assessment system has been aligned to the conceptual framework and helps to
ensure that coherence exists between the programs and the conceptual framework.
Professional Commitments and Dispositions
According to results of alumni and employer surveys, as well as interviews with
principles and superintendents, Longwood University graduates maintain their
professional responsibilities in an exemplary manner. Graduates (now classroom
teachers and other school personnel) understand and respect school division policies and
regulations and know that participation in professional development activities and
professional organizations is essential for their continued growth and development as
educators. They relate effectively with colleagues, the community, parents, and students
in a style that is congruent with professional ethics. Longwood graduates conduct
themselves as professionals in their manner of attire, actions, and attitudes. They place
duties ahead of personal desires and accept the responsibilities that are a part of the
profession and characteristic of Citizen Leaders. They safeguard and value confidential
information and use it for professional purposes only. These results were also found in
the National Benchmarking Survey for 2002.
Graduate candidates in the unit follow the standards set forth by their Specialty
Professional Associations that require candidates to meet competencies in initiating,
implementing, and evaluating professional development programs. They are specifically
trained to become leaders within their school communities and are knowledgeable in
conducting professional development as well as coaching techniques for guiding
professional pedagogical skills for classroom teachers. Likewise, candidates in programs
for other school personnel are guided by standards from their professional associations.
Candidates in the educator preparation programs are expected to possess and display
the dispositions needed to work effectively with students, families, and communities as
well as with fellow educators to support and facilitate the learning and well being of all
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students. Professional dispositions as set forth in state, national, and institutional
standards include:
 Professional development
 Professional ethics
 Impact of technology on education
 Impact of societal changes on education
 Ability to foster classroom collaboration
 Ability to foster intellectual, social, and personal development of students
 Ability to encourage positive social interaction among students
 Ability to work effectively with colleagues, school administrators, and parents
 Ability to teach children from diverse ethnic and academic backgrounds
Commitment to Diversity
Interviews with faculty and candidates indicate that a variety of preservice
experiences are provided to assist candidates in becoming citizen leaders in education
who are sensitive to diversity issues. Exposure to diverse individuals, experiences,
instructional procedures, situations, and assessments provides the candidates
opportunities to assimilate their new experiences into reflections that allow them as
educators to accurately determine the individual and specific needs of their students.
A review of syllabi indicates that courses are designed to integrate different
perspectives into coursework. Diversity in content, or content integration, emphasizes
the need for educators to use examples and content from a vast array of cultures and
groups in order to highlight key concepts, principles, generalizations, and theories within
their discipline. A review of Teacher Work Samples gives further evidence that
candidates are acquiring the knowledge, skills, and disposition to work in diverse
situations and with diverse students.
Longwood’s international, regional, and local partnerships provide candidates
with a variety of opportunities to work in diverse environments that develop their
knowledge base regarding diverse students as that applies to varying cultural, racial, and
socioeconomic groups. An example of these diverse environments is the rural southern
Virginia school classrooms that support the partnership semester and other clinical
experiences.
Commitment to Technology
According to the Strategic Plan, “Longwood will provide the equipment; faculty,
staff and student training; software; and technical support needed to integrate information
technologies throughout the Longwood community.” Beginning in fall 2000, the
University contracted with SmartForce to provide online training in Microsoft Office
software, including Word, Excel, and PowerPoint. All students have access to this webbased tutorial package to help them develop their competencies. All undergraduate
students are required to pass baseline computer proficiencies before graduation.
Beginning with the 1998-1999 academic year, each undergraduate student is
required to buy a laptop computer upon enrolling for his/her first semester. Candidates
use their computers in classes, laboratories, and their dormitory rooms, all of which are
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wired for high-speed Internet access. There are also six computer laboratories on
campus, including a state-of-the-art laboratory in Hull Hall, which houses the College of
Education and Human Services. All candidates have access to the laboratories and
technology support at all times.
The Longwood University campus is now covered by a new wireless umbrella,
which allows access to the Internet and administrative functions from any outdoor
location on campus. Students, faculty, and staff are able to use wireless computers
anywhere outside within the Longwood perimeter. Using this technology, faculty may
now offer course experience in outdoor settings, where candidates can participate in
online course activities.
Faculty and staff have ongoing opportunities to participate in staff development
workshops offered by Instructional Technology Services. Many faculty members use
Blackboard, a web-based instructional support system, as part of their instructional
delivery. The table below, taken from the National Benchmarking 2002 report, indicates
that a significant percentage of the faculty use technology in all phases of instruction.
Percent of Faculty Who Require:
Students to use computers outside of class
Web use by students
Percent of faculty who the web in conjunction with classes
Another finding: Longwood seniors use technology significantly
more than seniors in the National Benchmark groups.
94%
86%
77%
Following a pilot study in 2002-2003, in the academic year 2003-2004, candidates
began using Live Text, an electronic portfolio system. Using this system, candidates will
construct a technology-based portfolio that highlights their academic accomplishments.
The unit supports the University’s mission and five-year goals by:
 Infusing the existing technology within the content area teaching in order to
seamlessly demonstrate the power of technology on student learning
 Implementing a system through which preservice educators will construct and
disseminate virtual portfolios that highlight their collective academic work
 Requiring students to utilize the high bandwidth networks across curricula in
order to develop and refine various effective and efficient lesson plans
 Encouraging all faculty to model positive technology usage by seamlessly
infusing the tools into their lessons
 Conducting research on the effectiveness of technology integrated into teaching
through the Institute for Teaching Through Technology and Innovative Practice
The interconnectedness between the University’s technology goals and the pragmatic
application, evaluation, and development of those skills in the Professional Education
Unit is evident from team observations, interviews, and reviews of documentation
provided by the college.
Candidate Proficiencies Aligned with Professional and State Standards
Candidate outcomes are central to the conceptual framework, forming the elements of the
framework. These outcomes are:
 Planning for instruction
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







Implementation and management of instruction
Evaluation and assessment
Knowledge of subject
Classroom management
Communication skills
Professional responsibilities
Technology
Diversity
These elements rest on the firm foundation of reflective practice and assist in the
growth of the candidates towards reflective citizen educators. The above proficiencies
are aligned to standards of the Interstate New Teacher Assessment and Support
Consortium (INTASC), the National Board of Professional Teaching Standards
(NBPTS), the National Council for the Accreditation of Teacher Education (NCATE),
the Renaissance Group Principles, and INTIME - Technology as Facilitator of Quality
Education Model. The “Aligning Teacher Education at Longwood University to
Standards” matrix provided specific information on this alignment. The reports written
to the standards of the Specialty Professional Associations indicate that the programs are
aligned with their standards. Since Virginia is a partner state with NCATE, the programs
are also aligned to the Virginia Standards of Learning. An example of the alignment of
one outcome of the conceptual framework and the standards of various bodies is found in
the table below. (The entire table is available on the Internet.)
Knowledge
of Subject
(TC4)

INTASC –
Interstate New
Teacher Assessment
and Support
Consortium




NBPTS –
National Board
for Professional
Teaching
Standards
NCATE –
National
Council for
Accreditation of
Teacher
Education





Renaissance
Group
Principles

The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches
and can create learning experiences that make these aspects of
subject matter meaningful for students. (1)
The teacher understands and uses a variety of instructional
strategies to encourage the students’ development of critical
thinking, problem solving, and performance skills. (4)
Teachers know the subjects they teach and how to teach
those subjects. (2)
Teacher candidates have in-depth knowledge of the
subject matter that they plan to teach as described in
professional, state, and institutional standards. They
demonstrate their knowledge through inquiry, critical analysis,
and synthesis of the subject. (1.1.3)
Teacher candidates reflect a thorough understanding of
pedagogical content knowledge delineated in professional,
state, and institutional standards. They have in-depth
understanding of the subject matter that they plan to teach,
allowing them to provide multiple explanations and
instructional strategies so that all students learn. They present
the content to students in challenging, clear, and compelling
ways and integrate technology appropriately. (1.3.3)
The initial preparation of teachers is integrated throughout
a student’s university experience and includes a general
education program, in-depth subject matter preparation, and
both general content-specific preparation in teaching
methodology. (4)
Teachers are prepared to be effective in a variety of
contexts. Effective learner outcomes characterize the program
to educate teachers. (7)
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

RTWS –
Renaissance
Teacher Work
Samples –
Renaissance
Partnership for
Improving
Teacher
Education
INTIME –
Technology as
Facilitator of
Quality
Education
Model

Learning Goals – The teacher sets significant,
challenging, varied and appropriate learning goals. (2)












Information Processing (3)
Appreciation (3.1)
Pre-search (3.2)
Search (3.3)
Interpretation (3.4)
Communication (3.5)
Evaluation (3.6)
Content Standards (4)
Teacher Knowledge (7)
Teacher’s In-Depth Content Knowledge (7.2)
Teacher behavior (8)
Pedagogy (8.2)
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III.
Findings for Each Standard
1.
Candidate Skills, Knowledge and Dispositions
Candidates preparing to work in schools as teachers or other professional school personnel know
and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions
necessary to help all students learn. Assessments indicate that candidates meet professional,
state, and institutional standards.
A.
B.
Level: Initial and Advanced
Findings:
Candidates preparing to work in schools as teachers or other professional school
personnel know and demonstrate the content, pedagogical, and professional knowledge,
skills, and dispositions necessary to help all students learn. Assessments indicate that
candidates meet professional, state, and institutional standards.
Content Knowledge for Teacher Candidates
The College of Education and Human Services in 1998 adopted the “Teacher as
Leader” model prior to the NCATE review. The model is still compatible with the
mission of the unit today, “Educators as Reflective Citizen Leaders.” Content subject
area coursework is offered in all areas of teacher preparation and is aligned with national
standards and grounded in the knowledge base of appropriate professional associations
including, but not limited to, the following:
Art, National Art Education Association (NAEA)
Secondary English, The National Council of Teachers of English (NCTE)
Secondary Mathematics, National Council of Teachers of Mathematics (NCTM)
Music, The National Association of Schools of Music (NASM)
Secondary Science, National Science Teachers Association (NSTA)
Special Education, Council for Exceptional Children (CEC)
As stated in the conceptual framework, “Educators as Reflective Citizen
Leaders,” it is the belief of the unit that educators should also be reflective practitioners.
It is the purpose of the unit to prepare educators who possess the knowledge, skills, and
dispositions to support and enhance the learning of all students. The programs are
grounded in national and state standards, and candidates are expected to develop
proficiencies in content knowledge, pedagogical content knowledge, professional and
pedagogical knowledge and skills, dispositions, and the ability to engage in professional
practice that positively impacts the learning of all students.
P <16>
Content knowledge for initial teacher candidates is developed through completion
of the university’s general education requirements and through major coursework in
subject matter content. The Department of Education, Special Education, Social Work,
and Communication Disorders offers a 40-credit program in elementary education and in
middle school education. Candidates completing these programs will be licensed to
teach in Virginia with an endorsement in prekindergarten through grade six, or an
endorsement in middle education grades six through eight.
To qualify for admission into the teacher preparation program, candidates must
achieve passing scores on Praxis I and have a GPA of 2.5 or better. Candidates must also
complete 41 credit hours to address 15 general education goals of seminar, freshman
writing, literature, artistic achievements, mathematics, natural science, western
civilization, social sciences, diversity, foreign language, wellness, upper-level
humanities/social, ethics, writing/citizen leadership, and internship. Since the liberal
studies major and most of the education course sequence are required for both elementary
and middle school endorsement, candidates wishing to teach are encouraged to consider
seeking endorsement for both endorsements simultaneously.
Candidates seeking to add a middle school endorsement to an elementary
endorsement may do so by completing the following four additional credit hours of
education courses for the middle grades, taking designated courses in two arts and
sciences subject areas, and choosing Education 400 for student teaching. All students
seeking middle school endorsement must complete concentrations in two subject areas.
Candidates desiring to teach special education on the K-12 level will need to
complete the five-year Liberal Studies/Special Education degree programs. A B. A. or B.
S. degree will be awarded upon completion of the fourth year and a M. S. degree in
special education will be awarded on completion of the fifth year. Candidates will NOT
be endorsed to teach special education until the completion of the fifth year.
To teach at the secondary level, a candidate must have an advisor in one of the
departments of Biology, Chemistry, Computer Science, English, History, Mathematics,
Physics, Political Science, or Theatre Arts. A form in the Office of Registration must be
completed indicating which major has been selected and that the secondary education
program has also been selected. The candidate will also be assigned a professional
advisor from the Education Department. A student, with careful advising and scheduling,
can complete all program requirements in four years.
Students who want to teach art, modern language (French, German, Spanish),
music or physical education on the P-12 level, must check the undergraduate catalog for
the courses that need to be taken. Each of these programs has different requirements. An
academic/professional advisor will be assigned by that department and, with careful
scheduling, a student can complete all degree and program requirements in four years.
ADD-ON ENDORSEMENTS
It may be possible for some teacher education candidates to add a second
endorsement to a teaching license while completing degree and teaching education
requirements. To receive an add-on endorsement, a candidate must be in one of the
disciplines listed below. Candidates must have written permission of the chair of that
department prior to declaring a minor. It may be possible for a student to complete
P <17>
degree requirements, teacher education program requirements and an add-on in four
years. The add-on endorsements are:
ALGEBRA I: for secondary majors
BIOLOGY: for science majors only
CHEMISTRY: for science majors only
DRIVER EDUCATION: for secondary majors
JOURNALISM: for secondary majors
PHYSICS: for science majors
THEATRE ARTS: for secondary majors
The assessment of teacher education candidates takes place in a variety of ways:
performance-based classroom assessments, Praxis exams, content area tests, ETS Major
Field Achievement Tests, and thorough knowledge of subject content ratings by
cooperating teachers and university supervisors. Results of the ETS Major Field
Achievement Tests was provided in the following graph.
Pass rates on the comprehensive exams were provided in the following table.
Pass Rates on Graduate Comprehensive Exams
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In the fall of 2001, an analysis was conducted of pass rates on comprehensive exams between fall 1998 and
spring 2001. Table 1-1 shows the distribution of these exams by semester for the 246 candidates who
attempted the comprehensive exam during this period.
Table 1-1. Comprehensive Exams by Term
Term
Fall 1998
Spring 1999
Fall 1999
Spring 2000
Fall 2000
Spring 2001
Number of Candidates Attempting
39
43
45
47
42
30
Table 1-2 shows the First-time Pass Rates for candidates in all graduate degree programs. (Note that 3
candidates had re-scheduled from a recent term to spring 2002 and are not included in the pass rates.) The
overall first time pass rate is 81.5 percent.
Table 1-2. Pass Rates by Degree Program
Degree Program
EDUC (Adv)
MENG (Adv)
MENW
SOCL
SPED (Initial)
ALL PROGRAMS
Number Attempting
218
1
2
2
20
243
Number Passing
178
1
2
2
15
198
Pass Rate
81.7%
100%
100%
100%
75%
81.5%
The following summaries of data were provided:
2002-2003 Cohort Praxis I Data
Longwood University Graduates
Summer 2002, Fall 2002, Spring 2003, Summer 2003
(Cohort Year runs from July 31-August 1 each reporting year)
Major
Pass
Fail

Pass Rate by Major
Unofficial Report. Data is based on internal College of Education and Human Services computations of
all Praxis I Score Reports as of October 15, 2003.
P <19>
Art
Biology
English
History
Math
Modern Languages
Music
NK-6
NK-8
Physical Education
Political Science
Special Education
Theatre
6
2
8
2
6
2
4
3
116
6
2
13
2
0
0
0
0
0
0
1
0
1
2
0
0
0
Totals
172
4
100%
100%
100%
100%
100%
100%
83%
100%
99%
75%
100%
100%
100%
Overall Pass Rate
98%
2002-2003 Cohort Praxis II Data
Longwood University Graduates
Summer 2002, Fall 2002, Spring 2003, Summer 2003
(Cohort Year runs from July 31-August 1 each reporting year)
Major
Pass
Fail
Pass Rate by Major
Art
Biology
English
History
Math
Modern Languages
Music
NK-6*
Physical Education
Political Science
6
2
7
2
3
2
2
3
4
2
0
0
1
0
3
0
0
0
0
0
Totals
33
4
100%
100%
87.5%
100%
50%
100%
100%
100%
100%
100%
Overall Pass Rate
89%
*NK-8 undergraduate candidates were not required to take the Praxis II
exam during 2002-2003 because they entered under the “old program”

Unofficial Report. Data is based on internal College of Education and Human Services computations of
all Praxis II Score Reports as of October 15, 2003.
P <20>
(candidates who entered the program in 1999). All preK-6 candidates are
now required to take Praxis II. These data represent only 3 candidates,
(one “Initial Licensure” grad student, and two candidates who took Praxis
II for state licensure who entered the program in 2000, under the “new”
program requirements).
Note: Our records show that during Summer 2002, one SPED major
completed the program. However SPED candidates are not included in
Praxis II data since there is currently no Praxis II exam available.
Our records also show that there were no program completers/graduates in
Summer 2003.
Content Knowledge for Other Professional School Personnel
Within the Department of Education, Special Education, Social Work and
Communication Disorders, there are thirteen areas of concentration leading to the master
of science degree. In addition, the M. S. degree is awarded to Longwood candidates
enrolled in the Special Education/Liberal Studies five-year program. The unit has been a
university leader in the development of programs for other professional school personnel
that include graduate level programs in educational leadership, guidance and counseling,
literacy and culture (reading specialist), and school library media. Content knowledge for
these candidates is developed through coursework in their respective content areas.
Coursework is aligned with state and national standards and grounded in the knowledge
of appropriate professional associations such as Educational Leadership Constituent
Council (ELCC) for educational leadership, International Reading Association (IRA) for
literacy and culture, and the American Association of Librarians (AASL) for school
library media. Guidance and counseling follows State guidelines.
Candidates demonstrate a thorough understanding of the central concepts, tools of
inquiry, and structures of their professional fields and at a higher level of application.
Mastery of content knowledge is assessed using multiple performance-based assessments,
course-based assignments through evaluation of clinical experiences, internships, and
practica, aligned with standards and through a comprehensive exam administered at the
conclusion of the program of study. To successfully complete the program of study,
candidates must maintain a cumulative GPA of 3.0 or better and must pass the
comprehensive exam in their content area.
Assessment of content knowledge occurs throughout the program at both the
initial and advanced levels in evaluating required coursework, including oral
presentations, lesson plans and units, maintenance of required GPAs/grades, teaching
portfolios/teacher work samples and journals, state requirements, exams and follow-up
surveys. Interviews with cooperating teachers, candidates, and employers of graduates
indicated that content knowledge and the candidates’ abilities to connect subject matter
and learners’ needs was a major strength of the teacher preparation program. In the
spring of 2000, cooperating teachers rated 92 percent of Longwood student teachers
Excellent or Above Average on Knowledge of Subject and 96 percent received Excellent
or Above Average by university supervisors. In 2003, 94 percent of student teachers
P <21>
were rated as Excellent or Above Average on Knowledge of Subject by cooperating
teachers and a 99 percent rating of Excellent or Above Average by university supervisors.
Candidates demonstrate their knowledge through inquiry, critical analysis, and synthesis
of the subject.
The candidates’ mastery of content knowledge in the subject area they plan to
teach is measured through various other means as well, classroom performance-based
assessment tools; through Praxis, content area tests, ETS Major Field Achievement Tests
(shown above), and through ratings of knowledge of subject content by cooperating
teachers, university supervisors, and principals.
An analysis (Table 1-2) conducted in 2001 of the pass rates on the comprehensive
exam for graduate candidates showed that the first-time pass rate for graduate candidates
in education was 82 percent (178 out of 218); however, the remaining candidates re-took
the exam and passed on the re-test. On the Graduate Student Alumni Survey, all graduate
alumni said that their academic and career goals had been met (Very Much and
Somewhat). This assessment instrument will be revised during 2003-2004 and questions
added to address how well their graduate program prepared them in their content area for
professional practice. The data from the revised survey will be used also for program
improvement.
Pedagogical Content Knowledge for Teacher Candidates
Candidates are placed in field sites early in their programs, providing
opportunities for faculty to guide development of pedagogical content knowledge in real
settings where candidates are able to observe and inquire about pedagogical processes.
Evidence from clinical faculty based in the school partnerships suggest that faculty use
the setting for inquiry-based learning, illustrating concepts about instruction,
management of behavior, and environmental planning. Candidates report the benefits of
these on-site experiences as helpful in developing lesson plans, teaching, and making
adjustments; in learning strategies to assist with behavior changes, and for reflecting on
what they teach and personal/self evaluation. The teacher work samples and
portfolios/journals kept by the candidates of their site experiences are all evidence of
their capacity to apply their knowledge of pedagogical content.
Pedagogical content knowledge is assessed through coursework, required grades,
surveys, teacher work samples, reflections, student teaching evaluation by cooperating
teachers and supervisors, and exams. Because these assessments are closely aligned with
the knowledge, skills, and dispositions required in the conceptual framework, candidates
clearly demonstrate whether they know how to use instructional strategies appropriate to
the content being taught and the candidates they teach. At the advanced level,
pedagogical content is assessed in a variety of ways such as oral presentations (individual
and group), lesson plans and units, and written comprehensive exams.
In spring 2000, 90 percent or more of the candidates were rated Excellent or
Above Average on Planning for Instruction, Implementation of Instruction,
Evaluation/Assessment, Materials and Resources, Individual Differences and Classroom
Management by University supervisors. On the 2001 Employer Survey, three fourths of
the principals rated Longwood teacher preparation graduates as Superior or Above
P <22>
Average on Planning for Instruction and Implementing Instruction. About two-thirds of
the principals rated Longwood graduates as Superior or Above Average on Rapport with
Students and Instructional Technology. On the 2001 Alumni Survey, 80 percent or more
of alumni were Very Satisfied or Satisfied with Planning for Instruction, Implementation
of Instruction, Assessment of Learning, Leadership Skills, Ability to Relate to Diverse
Groups, and Rapport with Students.
Since 1999, Longwood has participated in the Renaissance Partnership for
Improving Teacher Quality, a five-year project involving 11 universities to improve the
quality of teachers and K-12 student learning (supported by a U. S. Department of
Education Title II Teacher Quality Enhancement Grant). In 2001 and 2002, intermediatelevel partnership candidates submitted Teacher Work Samples (TWS) conforming to the
Renaissance TWS prompt. The work samples were scored using the Renaissance TWS
rubrics. More than 90 percent of the 35 Teacher Work Samples were rated as Met
Expectations or Partially Met Expectations in all seven of the TWS Standards.
Additional evidence for the pedagogical content knowledge of Longwood teacher
preparation candidates comes from the EBI National Benchmarking Survey. The survey
was a national student assessment survey for graduating teacher education candidates. In
2000, Longwood ranked in the top seven institutions out of 31 participating institutions.
In 2002, Longwood ranked in the top three of 40 institutions on:
Learning Theories and Teaching Pedagogies/Techniques
Research Methods/Professional Development/Societal Impact
Aspects of Student Development
Classroom Equity/Diversity
Management of Education Constituencies
Assessment of Student Learning
Professional and Pedagogical Knowledge and Skills for Teacher Candidates
Teacher candidates display an in-depth understanding of professional and
pedagogical knowledge and skills set forth in professional, state, and institutional
standards. Through coursework and field experiences linked to standards, candidates
develop the ability to plan, deliver, and assess meaningful learning. Reflection is a key
concept and teacher candidates, throughout their programs, engage in reflective practice
and make adjustments necessary to enhance student learning. During their field-based
experiences, they have the opportunity to apply and utilize professional and pedagogical
knowledge, and develop skills to analyze the contextual factors of school, family, and
community that impact student learning. Candidates score above average using
contextual factors in the design for instruction and in relating to diverse groups
(Employer Survey, Alumni Survey, EBI National Benchmarking Survey).
Candidates in educational leadership, guidance and counseling, literacy and
culture (reading specialist), and school library media display in-depth understanding of
professional knowledge in their respective fields as set forth in state, national, and
institutional standards. The candidates collect and analyze data related to their fields,
reflect on their practice, and use research to support and improve student learning.
P <23>
Integration of multiple technologies throughout the program was evident through
both faculty and candidate interviews. These interviews further indicated adequate
preparation of candidates had adequate preparation in developing the skills and
knowledge to integrate technology in teaching and learning across the curriculum and
disciplines. Evidence that both projected and non-projected technologies are being used
beyond simple use of computers and basic MSOffice Suite applications for administrative
applications provided multiple examples of appropriate strategies and methods by both
students and faculty such as use of Blackboard as a course management system for
communication and document exchange, e-mail, list serves (i.e. specific to content area,
professional organizations and resources). Other examples included:

Math: graphing calculators, overhead manipulatives, Geometer’s Sketchpad
software, SPSS
 Music: MIDI technologies and music notation software such as Finale
 Science: probes, digital microscopes, and graphing calculators
 Physics: real-time data retrieval using laptops and other instrumentation
 Spanish: Web-based electronic portfolios, List serves from professional
organizations and resources
 Theater: cyber lights, light and sound board systems, pen and paper and CAD
drafting for scene design.
A number of assistive technologies were mentioned for use in adaptations for
students with disabilities. Many of the students indicated experience with administrative
grading programs for use in the classroom. In addition, completion of a computer
competency test is required of all students for graduation. Electronic portfolios and
resumes are also important products that demonstrate teacher preparation and
commitment to professionalism.
Professional and Pedagogical Knowledge and Skills for Other School Personnel
The purpose of the Educational Leadership program is to prepare teachers to
pursue a career in administrative and supervisory roles in school administration. The
focus of the guidance and counseling program is to prepare professional counselors who
understand diversity and are able to recognize the needs of all students. The M. S. degree
in Literacy and Culture prepares experienced teachers to qualify for an endorsement as a
reading specialist in grades P-12. The Master of School Library Media program is
designed for persons with a teaching license who wish to be school library media
specialists in grades P-12. Knowledge, skills, and dispositions are assessed through
course-based assessments including exams, projects, research papers, performance
evaluations during the clinical practicum experience, and assessments from the state and
national associations.
Dispositions for All Candidates
Each of the program areas has defined a set of dispositions that they believe are
specific to their content area. In many cases, these are prescribed by the learned societies
P <24>
and by the national and state standards. Candidates in the teacher preparation programs
are expected to possess and display the dispositions needed to work effectively with
students, families, and communities as well as with fellow educators to support and
facilitate the learning and well being of all students. Professional dispositions set forth in
state, national, and institutional standards include:









Professional development
Professional ethics
Impact of technology on education
Impact on societal changes on education
Ability to foster classroom collaboration
Ability to foster intellectual, social, and personal development of students
Ability to encourage positive social interaction among students
Ability to work effectively with colleagues, school administrators, and parents
Ability to teach children from diverse ethnic and academic backgrounds.
Specifically, the unit expects candidates to demonstrate the following dispositions
by the completion of their respective programs:
 Candidates use contextual analysis to design instruction for diverse, racial,
cultural and social-class groups
 Candidates use collaborative efforts to formulate action plans that value all
participants.
Professional Responsibilities ties closely to the professional dispositions and
forms one of the elements of the conceptual framework. Teacher candidates have an
opportunity to discuss, explore, and demonstrate these dispositions during different stages
of the teacher preparation programs.
Beginning fall 2003, candidates are required to develop a philosophy of
professional education prior to admission to the teacher preparation program. As they
move through the program, this philosophy is revised and expanded at key transition
points. Since teacher candidates are in the schools often, they have many opportunities to
explore their own dispositions and to refine them as they experience differing situations.
Reflective journals required during course-based field experiences provide candidates the
opportunity to begin this growth process. Additionally, teacher candidates are
encouraged to learn about and participate in professional associations for their respective
disciplines by attending conferences and by becoming members of these associations.
In addition to the emphasis placed on dispositions by the unit, the university
places great emphasis on educating for values. Longwood’s mission is to educate citizen
leaders and assessment data indicates the university and the unit are achieving that
mission. Results from the National Survey of Student Engagement (NSSE) show that
Longwood students ranked at the 80th percentile on “Engagement with Civic Virtue
(Citizen Leadership).” Civic virtue is viewed as:
 Working effectively with others
 Voting in elections
 Understanding people of other racial or ethnic backgrounds
 Being honest and truthful and
P <25>

Contributing to the welfare of your community.
Student Learning for Teacher Candidates
Implementation and Management of Instruction and Evaluation and Assessment
are two elements in the conceptual framework. Teacher Work Sample standards are
interwoven into classroom instruction and assessment. Teacher candidates focus on
student learning by accurately assessing and analyzing student learning, making
appropriate adjustments to instruction, and monitoring student progress and learning.
They study and learn how to apply a variety of formative and summative assessments in
the classroom during professional education and methods courses. Evidence of the
impact of teacher preparation candidates on their students is observed from pre- and postassessments of student learning in the partnership experiences and student teaching.
Recent studies (fall 2002) show an average gain of 30 percentage points from pre- to
post-assessment on units in their field experiences (Renaissance Teacher Work Samples
Project). The following graph demonstrates this result.
Student Learning for Other School Personnel
The four other programs, Educational Leadership, guidance and counseling,
literacy and culture (reading specialist), and school library media create and facilitate
positive environments for student learning. The role in the school setting is to establish
educational environments that support student learning through the teacher learning
process. These professionals understand the developmental levels and needs of students
and utilize their knowledge and training to work effectively with students, families, other
P <26>
professionals, and communities. As appropriate, candidates collect and analyze data
related to student learning and apply strategies within their own positions and schools for
improving student learning. An analysis of the impact of two literacy and culture
graduate candidates (reading specialists, considered “other school personnel”) shows the
following:
Overall Assessment of Standard
The Longwood teacher education candidates at both the initial and advanced
levels demonstrate in a variety of ways their knowledge, skills, and dispositions. These
are aligned with the conceptual framework, mission of the university and the unit, state,
national, institutional, and professional society standards to provide learning for all
students.
C. Recommendation: Met
D. Areas for Improvement:
New
None
Corrected
None
P <27>
Continued
None
P <28>
2. Assessment System and Unit Evaluation
The unit has an assessment system that collects and analyzes data on the applicant qualifications,
the candidate and graduate performance, and unit operations to evaluate and improve the unit
and its programs.
The status of the unit (the Professional Education Council) regarding its
assessment system is consonant with the milestones in the NCATE transition plan. The
benchmarks for building a performance-based assessment plan are met. At this juncture
the assessment system has (1) established transition points, (2) uses major assessments,
(3) has determined the timeline for the development and implementation of assessments,
(4) has the design for data collection, analysis, summary and use, (5) specified aspects of
the system that address unit operations, and (6) prepared a description of the use of
information technology to maintain the system. Internal performance assessments have
been developed based upon professional, state and institutional standards. Instruments
and rubrics for scoring have been developed and are in use. Data collection has begun
and some analysis has taken place. Additionally, the unit has performance data available
on state licensing exam scores, program review reports, graduate and employer surveys
and assessments of clinical practice.
Assessment System
The assessment system is triadic in nature. The regional body for accreditation of
institutions of education, the Commission of Colleges of the Southern Association of
Colleges and Schools, has included measures of institutional effectiveness among its
criteria for more than fifteen years. The assessment system also responds to mandates of
the Commonwealth of Virginia for assessment of specific indices of student performance.
Additionally, the assessment system is the unit’s mechanism to evaluate and improve its
programs. The 2003 revision of the unit’s conceptual framework, with its theme of
Educators as Reflective Citizen Leaders, lists the following goals for the teacher
preparation programs of Longwood University:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Planning for Instruction
Implementation and Management of Instruction
Evaluation and Assessment
Knowledge of Subject
Classroom Management
Communication Skills
Professional Responsibilities
Technology
Diversity
These goals guide the design of as well as the selection and creation of the instruments
that comprise the assessment system.
P <29>
All of the Longwood University faculty are required to administer the University
Student Assessment of Instruction form to their classes every semester. Additional
instruments are administered university-wide as a part of the University’s institutional
effectiveness plan in response to the State Council of Higher Education for Virginia
Guidelines.
Internal and external assessments are used in multiple ways and at multiple points
in a student’s progression through the teacher preparation programs to assess knowledge,
skills, and dispositions. Internal assessments include locally scored Teacher Work
Samples, course-based assessments, portfolios, comprehensive examinations, juried
performances and shows as well as a Graduate Student Satisfaction Survey. External
assessments include SATs, PRAXIS examinations; ETS Major Field Achievement Tests;
Teacher Work Samples; practicum, student teaching, and internship performance ratings
by cooperating teachers and school administrators; a national benchmarking survey; the
National Survey of Student Engagement; Graduate Student Survey; and Alumni and
Employer Surveys for undergraduate and graduate level candidates. Several graphic
presentations reflecting these data are provided on the university’s website from the
Office of Institutional Assessment and Research and in the unit’s institutional report.
Educational processes are further evaluated by means of regular course evaluations,
program reviews, and annual faculty evaluations.
A “Goals By Assessment” matrix documents the systemic design and
management of the candidates’ progression through assessment of student outcome goals
and educational processes at several transition points. This graph displays a critical
aspect of the assessment system. It reflects the indices used for assessment of the goals at
each of the following transition points: admission to the university, admission to the
teacher preparation program, admission to student teaching, end of the program, postgraduate, and multiple. Some among the assessments are: PRAXIS exam, field
experiences, portfolio, impact on learning, teacher work samples, writing competency
assessment, EBI Benchmarking survey, alumni survey, and course evaluations. A similar
matrix addressing assessment of student outcome goals and educational processes for
graduate student preparation identifies five transition points: admission to the graduate
program, intermediate, end of program, post-graduate, and multiple. The assessments
identified in the matrix are baccalaureate grade point average, portfolio, graduate student
survey, comprehensive examination, graduate alumni survey, faculty evaluations, and
advisory boards.
Longwood is in the fifth year of participation in the Renaissance Partnership for
Improving Teacher Quality, a five-year project involving 11 universities to improve the
quality of teachers and K-12 student learning. Working together, the faculty from the
participating universities have developed a highly refined Teacher Work Sample
incorporating seven standards, with analytic and holistic scoring rubrics. Longwood
faculty have aligned those standards with the outcomes of its conceptual framework.
Reliability and validity of these instruments have been accomplished through training of
faculty members in scoring the work samples.
Data Collection, Analysis, and Evaluation
P <30>
The unit has a fully developed assessment system. It is in the first year of
operation of the newly revised system that reflects infusion of recent state mandates,
professional association guidelines, university directives, and the unit’s conceptual
framework. The Office of Assessment and Institutional Research administers institutionwide assessments, such as the National Survey of Student Engagement, the Graduate
Student Survey, the Alumni Survey, and the Computer Competency Exams.
The unit-level assessments are administered within the teacher preparation
programs. These include the PRAXIS exams, ETS Major Field Achievement Tests,
course-based assessments, portfolios, the Student Teaching Rubric, the EBI
Benchmarking Survey, the Employer Survey, and the Teacher Work Sample. Evidence
of the impact of teacher preparation candidates on student learning is also collected at this
level. Major examinations and most surveys are administered on the web. Most results
are published on the university website by the Assessment and Institutional Research
office.
The use of the Teacher Work Sample that began in two programs (elementary and
middle school teacher preparation) is now integrated into the assessment strategies in the
liberal studies, special education, health and physical education, English education, and
reading as well. The unit recommended the use of the Teacher Work Sample as policy in
spring 2003 and it was approved by the Deans of the College of Education and Human
Services and the College of Arts and Sciences. All teacher preparation programs will
have implemented this assessment strategy by spring 2005.
The Teacher Candidates Database was initiated by the unit as a part of the
assessment system in 2002-2003 “to provide a coherent and comprehensive database for
use in tracking the progress of teacher preparation candidates.” Demographic data on
teacher candidates, cooperating personnel and students will be amassed along with
performance data on the candidates. The untimely death of the then director of
institutional research, who was setting up the system and conducting the analyses,
delayed the unit’s readiness to disaggregate these data and complete varied analyses. It is
anticipated that this aspect of the system will be on line and available for use by
appropriate faculty and administrators by spring 2004 to give them immediate, online
access to all system and assessment data on each candidate.
Use of Data for Program Improvement
There was significant evidence to validate the use of the data for program
improvement. Since the collection of data via administration of the Employer Survey and
the Teacher Preparation Alumni Survey six and five years ago respectively, identified
weaknesses in the areas of use of instructional technology assessment, classroom
management, and ability to relate to diverse groups, have been addressed. The use of
instructional technology was more broadly diffused throughout the curriculum. Adding
one credit to the relevant course and expanding the content addressed each of the other
three weaknesses.
Analysis of data gleaned from pre- and post-assessments of student learning using
the Teacher Work Sample yielded evidence of the impact of instruction by candidates on
their students. These data evinced an average gain of 30 percent (.0001 significance
level).
P <31>
A survey to identify curricular weaknesses was completed in 2001 by 29 school
practitioners and four Longwood teacher educators. The results revealed that the school
practitioners and teacher educators perceived relatively less curricular emphasis on three
of the Teacher Work Sample standards (Contextual Factors, Instructional Decisionmaking, and Analysis of Student Learning). The survey participants reported numerous
changes in courses to address these deficiencies including (1) increased focus on diversity
and its implications for instruction, (2) greater alignment of goals with national and state
standards, (3) increased focus on contextual factors and instructional technology, and (4)
require candidates to reflect on their teaching process.
Longwood instructors of eleven required teacher preparation courses were
surveyed in 2002 regarding the extent of change they made to realize the Teacher Work
Sample teaching processes. Significant changes were made in 8 of the 11 courses.
Aforementioned exemplars reflect consistent and continuing endeavors by the unit to
gather and analyze data, to use the findings to improve the unit’s teacher preparation
program, and thereby to `enhance the performance of its candidates yielding positive
effects on student learning.
Overall Assessment of Standard
The conceptual framework and its theme, “Educators as Reflective Citizen
Leaders,” served as the foundation for the Professional Education Council’s design of its
assessment system. The system is triadic in nature. Multiple internal and external
assessments are included in the system that are administered at varied decision points.
The unit regularly and systematically uses data to initiate changes for improvement.
C. Recommendation: Met
D. Areas for Improvement:
New
None
Corrected
Former Standard I.A: The unit has not engaged in regular and systematic evaluation
and improvement of the conceptual framework.
Rationale: The unit has been engaged in a regular and systematic evaluation and
improvement of the conceptual framework since 1999.
Continued
None
P <32>
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 personnel develop and
demonstrate the knowledge, skills, and dispositions necessary to help all students learn.
A. Level: Initial and Advanced
B. Findings:
Candidates at Longwood University are required to acquire and demonstrate the
capacity to practice their knowledge, skills and disposition in an environment that values
diversity. This is consistent with their development as educators who are reflective
citizen leaders. Graduates are expected to use their knowledge to make a positive
difference in society. Particularly they are expected to make differences in the education
system. Field experiences in a variety of different milieus begin early in a candidate’s
career and follow a logical and predictable sequence.
Partnerships have been established between the institution and four elementary
schools and one middle school in Southside Virginia. All junior candidates in elementary
education spend a full semester in one of these schools. Their major instructional strategy
courses are taught there and they spend at least half of each day working with students
and teachers in the Partnership Schools. When this experience is added to earlier practica
requirements and their full semester of student teaching, Longwood education graduates
have the equivalent of a full school year of experience when they complete their
programs.
Collaboration between Unit and School Partners
The Education Department has designed the field experiences and clinical
practica around the conceptual framework of “Reflective Citizen Leader”. A new type
of field experience for the Liberal Studies/Elementary Education candidates was initiated
in the spring 1999 semester. Fifteen candidates at the junior and senior level were
carefully selected based on faculty recommendation, GPA, and desire to participate.
Candidates enrolled concurrently in EDUC 325, 450, and 370—the elementary teaching
methods courses. This block of courses and practicum was taught in an elementary school
in Buckingham County. Candidates received instruction in “Teaching of Reading and
Language Arts in the Elementary School” and” Principles of Elementary Education” by
Longwood faculty. The candidates then served in the classrooms as volunteer teacher
assistants. This program was to determine the effectiveness of integrated professional
and pedagogical studies with field experience. It became a prototype that has been
replicated in four other elementary schools in the school’s service area. At the same time
the Liberal Studies/Special Education program was revised to include early field
experiences in the basic courses such as” Introduction to Special Education” and “
Behavior Management.” These experiences require candidates, from their earliest special
P <33>
education requirements, to be actively working in the general and special education
classrooms where students with disabilities are served.
Cooperating teachers and principals, without exception, report that Longwood
candidates arrive well trained and eager to engage in duties and opportunities available to
them. There is a careful system of supervision and support, with both a college
supervisor and cooperating teacher. In the case of secondary content majors this system
may include the course professor as well. Candidates are invited to be a part of all
professional development activities at their fieldwork and student teaching schools. The
candidates are required to participate in parent-teacher meetings, and other community
activities.
Candidates in advanced programs receive much of their clinical experience in
their places of employment and are supervised both by a Longwood faculty and a
professional mentor within the local school district. Candidates are expected to develop
internship proposals that require both employer and professorial approval. Both the
professor and mentor use the same evaluation form and conduct conferences with the
candidates. Performance is reflected in a course grade. All of the graduate degree
programs require clinical experiences and in internships Library Media requires 200
hours, Guidance and Counseling requires 450 hours, Literacy and Culture requires a
Advanced Practicum in addition to several field based courses as required by the
International Reading Association, and Educational Leadership requires 200 hours of
supervised internships. All of these program requirements are evaluated as a part of a
course grade.
The Partnership Advisory Council and the Superintendent’s Network ensure a
maximum degree of cooperation between the school divisions and Longwood. The
superintendents view Longwood as the prime site for teacher recruitment. Longwood
graduates have a reputation of being effective in the classroom and long tenure.
Design, Implementation and Evaluation of Field Experiences and Clinical Practices
The unit maintains close ties with school faculty through field and clinical
experiences, such as the Partnership Program, during which candidates spend an entire
semester in a school setting. Interviews with cooperating teachers, student teachers, and
principals indicate that the unit works closely with school faculty during student teaching
and clinical experiences in the advanced programs. Longwood faculty members also
work with schools in designing on-site graduate classes and in-service workshops for
school faculty.
The historic relationships with over 50 school districts over a large geographic
region are reflected in contracts that are not rubber-stamped. Local issues of autonomy,
socio-economics, and distances are evident in the local levels of participation by
administrators and P-12 faculty. The Partnership School Program has become the
prototype for a heightened level of participation. The Director of Professional Services is
responsible to ensure the qualifications of all adjunct supervisors, to regularly provide
training. All cooperating teachers in the partnership program, full-time and adjunct
faculty are systematically trained in the use of the Teacher Work Sample as the primary
evaluation tool. The local contracts and the student teaching handbooks stipulate the
qualifications for cooperating teachers—a minimum of three years teaching experience, a
P <34>
master’s degree preferred, training in mentoring/supervision, and the recommendation of
the school administrator.
The experiences for candidates in both initial and advanced programs may be
divided into four types:
1. Course based field experiences. These vary among programs and are
supervised by the course professor. They include a wide variety of activities
depending on the needs of the course. Candidates at the advanced levels are
required to complete internships and are evaluated by mentor faculty who use
evaluation instruments closely aligned to the performance outcomes
recommended by the specialty professional associations.
2. Practica: Initial candidates register for Educ 265 Practicum I and Educ 395
Practicum in early childhood or in Educ 370 Practicum II prior to student
teaching. These ninety-hour experiences are offered for three weeks in May
and candidates spend four days a week in the schools. Candidates are assigned
to full-time cooperating teachers for intensive observation and microteaching
as appropriate. In art, music, physical education and special education these
experiences are specific to each area and are structured as individual course
requirements.
3. Partnership: Initial candidates in elementary, middle and special education
participate in partnership programs that are housed in elementary and middle
schools. Candidates are on site four days a week and receive instruction in
reading/language arts, mathematics, science and social studies four half/day
and spend the remainder of the day in the classrooms. They return to campus
for one day to complete courses in exceptional learners and classroom
management.
4. Special education candidates spend two days a week in special methods
courses in reading/language arts and two days working as teaching assistants
in their partnership site. The unit has developed plans to establish a
partnership unit for secondary content majors.
5. Student teaching: Student teaching is required of all candidates in teacher
preparation. Candidates now complete a fifteen (15) week full semester
experience. Physical education candidates complete a fourteen (14) week
experience. Candidates preparing for licensure in P-12 spend half of their
experience at an elementary/middle school and half at a high school. This is
also true for candidates who are preparing for special education and the
modern languages.
a. Interviews with current and former candidates reveal that the
numerous hours and distances that must be traveled in a large rural
service area often seem overbearing.
b. On reflection, the candidates see their experience as a strength of their
preparation.
Candidates in the advanced programs, Educational Leadership, School Library
Media, and Guidance and Counseling are required to do complete internships 200 hours,
450 hours and 200 hours respectively. The Literacy and Culture program requires
structured field experiences. Each of the courses has structured competency requirements
P <35>
that are assessed by individual mentors and assigned faculty members. Field experiences
allow candidates to apply and reflect on their content, professional and pedagogical
knowledge, skills and dispositions in a variety of settings with students and adults. The
internships and field experiences are structured to extend the conceptual framework.
Candidates benefit from the models of the clinical faculty. They have frequent
opportunities to interact with teachers, university supervisors, and peers. They are
required to be involved in a variety of school-based activities directed at the improvement
of teaching and learning to include technology. Candidates are supervised by school
professionals who are jointly selected by the candidate, unit and partner school.
Internships are specified in written guidance and consider; portfolio standards, portfolio
quality, classrooms observations and professional duties. Data have been gathered for the
evaluation of the programs.
Candidates also may choose to satisfy practicum and student teaching in three
locations abroad. The unit has contracted with schools and teaching institutions in
Honduras, the Netherlands and Ireland. A faculty member who had taught in the national
pedagogical institute in Honduras initiated that particular arrangement. There are other
opportunities for overseas travel and study within the institution. Table 3-1 represents
international placements for both practica and student teaching since 2000.
Table 3-1
International Placements from Fall 2000 to the Present
Term
Practica
Student
Teaching
Totals
Spring
2002
Spring
2001
Spring
2003
Fall 2002
Spring
2002
Fall 2001
Spring
2001
Fall 2000
England
Germany
Honduras
Ireland
Netherlands
12
8
9
2
3
3
2
3
1
3
2
2
12
5
9
3
2
4
45
6
Candidates’ Development and Demonstration of Knowledge, Skills, and
Dispositions to Help all Students Learn
Prior to admission to initial practica experiences Longwood candidates must pass
Praxis I. Reflective journals, the demonstration of selected dispositions, GPA
requirements, course requirements and faculty evaluations are all required for admission
P <36>
to teacher preparation. At the pre-clinical stage, candidates must again meet GPA
scrutiny, demonstrate acceptable performance in field experiences, obtain faculty
recommendations, and demonstrate technological proficiency through standardized
testing. At the exit, there are GPA, course performance, and clinical practice
requirements. Finally the candidate must pass the Praxis II. In addition to these
measures, the Teacher Work Samples are also used to evaluate performance. All this
serves to ensure a high quality and consistent effort on the candidate’s part.
Longwood has sustained partnerships for three years with four school divisions
who have been identified as “low performing ‘ under Virginia definitions. The four
school divisions are Charlotte County Public Schools, Cumberland County Public
Schools, Buckingham County Public Schools, and Prince Edward County Public Schools.
Specifically, Eureka Elementary in Charlotte County, Cumberland Elementary in
Cumberland county, Cumberland Middle in Cumberland County, Gold Hill Elementary
and Buckingham Middle School in Buckingham, and Prince Edward Elementary and
Middle Schools in Prince Edward County have all been designated “low performing”. In
the fall of 2002, Teacher Work Samples were used to demonstrate the effect of
Longwood teacher education candidates on achievement indicators. The pre-test score
was 53, and the posttest score was 85 percent correct. A similar comparison of Virginia
Standards of Learning pass rate of fifth grade pupils of two Longwood graduate
candidates of the Literacy and Culture program (reading specialist) compared with other
fifth grade teachers in the same county and state of Virginia indicated Longwood
teachers’ students scored 83 percent, Powhatan County students scored 73 percent, and
State of Virginia students scored 73 percent.
Region VIII, comprised of 11 county school divisions surrounding Longwood
University, is a large, rural, and diverse geographic area as reflected in Table 3-2,
September 2001 Census Data.
Table 3-2
September 2001 Student Census Data for Region VIII
American
Indian/
Alaskan
Asian/Pacific
White, Not
Native
Islander
Black
Hispanic
Hispanic
County
Count
Count % Count % Count % Count %
Amelia
3 0.2
3
0.2
628 36
9 0.5
1090 63
Brunswick
1
0
0
0
1464 78
9 0.5
397 21
Buckingham
4 0.2
8
0.4
1102 49
11 0.5
1134 50
Charlotte
7 0.3
1
0
861 39
21 0.9
1324 60
Cumberland
0 0
0
0
725 55
21 1.6
572 43
Greensville
5 0.2
5
0.2
2040 73
22 0.8
712 26
Halifax
7 0.1
3
0
2959 49
75 1.3
2956 49
Lunenburg
7 0.4
3
0.2
902 50
13 0.7
869 48
Mecklenburg
0 0
20
0.4
2371 49
58 1.2
2383 49
Nottoway
3 0.1
4
0.2
1134 47
39 1.6
1256 52
Prince
2
0
22
0.8
1569 58
14 0.5
1092 40
P <37>
Totals
1733
1871
2259
2214
1318
2784
6000
1794
4832
2436
2699
Edward
Total
Region
VIII
39 0.1
69
0.2 15,755
53
292
0.9 13,785 46 29,940
A revised Field Service Evaluation form, fall 2003, is competency-based and
aligned to the conceptual framework standards. Also included in the competency list
were the expectation of INTASC, NBPTS, NCATE, and the Renaissance Teacher Work
Sample. Interviews with cooperating principals, teachers, and initial and advanced
candidates revealed that they were knowledgeable of all of these documents and many of
them reported that they had been a part of the process. Recent data of candidate
performance have not been released. The employer survey for 1997 and 2001 showed an
overall satisfaction rate of 82 percent and 80 percent respectively.
Successful teacher candidates support learning by designing a Renaissance Group
Teacher Work Sample that employs a range of strategies and builds on each student’s
strengths, needs, and prior experiences. Through this performance assessment, teacher
candidates provide credible evidence of their ability to facilitate learning.
 The teacher uses information about the learning-teaching context and individual
student differences to set learning goals and plan instruction and assessment.
 The teacher sets significant, challenging, varied, and appropriate learning goals.
 The teacher uses multiple assessment modes and approaches aligned with learning
goals to assess student learning before, during, and after instruction.
 The teacher designs instruction for specific learning goals, student characteristics
and needs, and learning contexts.
 The teacher uses regular and systematic evaluations of student learning to make
instructional decisions.
 The teacher uses assessment data to profile student learning and communicate
information about student progress and achievement.
 The teacher reflects on his or her instruction and student learning in order to
improve teaching practice.
Overall Assessment of Standard
The teacher preparation program at Longwood University includes field-based
components and rigorous coursework which effectively support candidates in their
development of knowledge, skills and dispositions to help all students learn. Care has
been given to ensure that performance outcomes are aligned with unit expectations and
with standards of state and national professional organizations. The use of these
standards gives credibility that develops a practitioner that exemplifies the institution and
enhances the teaching profession.
C. Recommendation: Met
D. Areas for Improvement:
P <38>
New
None
Corrected
None
Continued
None
P <39>
4. Diversity
The unit designs, implements, and evaluates curriculum and experiences for candidates to
acquire and apply the knowledge, skills, and dispositions necessary to help all students learn.
These experiences include working with diverse higher education and school faculty, diverse
candidates, and diverse students in P-12 schools.
A. Level: Initial and Advanced
B. Findings:
The conceptual framework of the unit, “Educators as Reflective Citizen Leaders”, is
aligned with the Mission of Longwood University, which states it is an institution that “is
dedicated to the development of citizen leaders who are prepared to make positive
contributions to the common good of society.” In addition, alignment with the strategic
plan of the university supports the unit’s commitment to recruit a diverse faculty, increase
enrollment of a diverse student population, and prepare candidates to address the needs of
diverse learners in diverse environments.
Design, Implementation, and Evaluation of Curriculum and Experiences
University level commitment to diversity is demonstrated in the Longwood
University Diversity Plan from the 2002-2007 Strategic Plan. Longwood is committed to
enhancing and maintaining a culturally diverse and pluralistic academic community.
Stated goals of the plan include the following:
 Student indication that the university contributed to understanding people of
different racial or ethnic groups
 Recruitment and retention of a diverse faculty and staff
 Increase in total workforce representing diversity
 Increase in number and range of programming aimed at fostering multicultural
and intercultural understanding
 Increase in awareness and appreciation of diversity and differences in the
residential community through residence hall programming with diversity themes
through the Office of Multicultural Affairs.
Unit and program level commitment is evidenced in the College of Education and
Human Services Diversity Plan (CEHS) and the College of Education has implemented
the following policies:
 Produce annual reports that show progress toward goals of student understanding
based on the National Survey of Student Engagement (NSSE).
 Use information from survey results to alter recruitment goals, review curriculum
and make any necessary changes, advise student recruitment and admissions
strategies that will encourage a more diverse student body.
 Implement strategies to recruit and retain diverse faculty.
P <40>


Disseminate an annual report produced by the Office of Assessment and
Institutional Research on the percentage of the work force that is diverse in the
university and in the College of Education and Human Services. This information
will be used to set or alter recruitment goals.
Work collaboratively with the Office of Multicultural Affairs and the
International Office, the Office of Professional Services to encourage and
document activities that foster and further multicultural and intercultural
understanding.
The commitment to diversity by both the university and the unit is interwoven
throughout the program requirements by incorporating a wide range of opportunities for
education, observation, research, and service. As the unit prepares candidates to be
reflective citizens and reflective practitioners, issues of diversity are addressed in a
variety of ways. Program descriptions (Table 4-1) provided by the unit outline the
knowledge, skills, and dispositions that are addressed in the Education courses include:
Knowledge, Skills, and Dispositions
Table 4-1
Knowledge
Reflective practitioners rely on
analytical skills to solve problems facing
our diverse public schools.
 Rich, diverse, and varied preservice
experiences develop skills required to
become a citizen leader.
 Candidates use collaborative and
communication skills to formulate action
plans that value all participants.
 Candidates use contextual analyses to
design instruction to maximize
achievement of diverse racial, linguistic,
and cultural groups.

Skills
 Exposure to diverse
individuals, and
experiences allow
candidates to develop
skills needed to determine
the needs of their
students.
 Exposure to diverse
individuals, and
experiences allow
candidates to develop
skills needed to determine
the needs of their
students.

Dispositions
Exposure to diverse
individuals, and
experiences allow
candidates to develop
skills needed to determine
the needs of their students.
Undergraduate Teacher Preparation Program
In addition, the program description indicates that the following courses at the
undergraduate level also address diversity issues through both curriculum and field
experiences:


EDUC 245: Human Growth and Development: This course covers physical,
cognitive, heredity, and environmental influences with specific emphasis on
prenatal through adolescent development.
EDUC 260: Introduction to Teaching Profession: This course gives an overview
of teaching and schooling that address education and the professional aspects of
teaching.
P <41>








EDUC 265: Practicum I (Primary or Middle School): All teacher candidates are
required to complete at least 60 hours of supervised field experience in public
school settings.
EDUC 370: Practicum II – Primary or Middle School: Participation and
microteaching in the public school setting for at least 60 hours under Longwood
University supervision are required for all teacher candidates. Candidates are
expected to engage in activities that promote success for all.
EDUC 400/401: Directed Teaching Student teacher candidates should be involved
in all teaching aspects. They are expected to understand individual differences
and to be able to use methods and materials meeting the individual needs of
students.
EDUC 450: Principles of Instruction: Methods of instruction in the elementary
and middle school. The class will focus on generic teaching strategies, time
utilization, teaching effectiveness research, and professional responsibilities.
Required for those seeking licensure to teach at the elementary and/or middle
school levels.
EDUC 451: Curriculum in the Elementary School (P-6): This course focuses on
mathematics, science, and social studies. Interdisciplinary units and content
appropriate pedagogical approaches will be used to meet the Virginia Standards
of Learning in grades P-6. Required for those seeking a teaching license with an
endorsement teach at the elementary school level.
EDUC 452: Curriculum in the Middle School (6-8): This course focuses on
mathematics, science, and social studies. Interdisciplinary units and content
appropriate pedagogical approaches will be utilized to meet the Virginia
Standards of Learning in grades 6-8. Required for those seeking a teaching license
to teach at the middle school level.
Partnership – Field Placement: Teacher candidates are placed in public schools
four days a week for a semester. The goal is for the candidates to gain extensive
field preparation by connecting theory to practice.
SPED 489: Survey of Exceptional Children: This course, a requirement for all
teacher candidates placed in the Partnership program, gives an introduction to all
disabilities in special education. In addition, it provides information and
examines issues as well as strategies and adaptations for children with disabilities.
It includes readings and discussions on cultural, gender, and linguistic issues.
A wide variety of assessments are used to evaluate these courses which include:
course-based exams; class discussions; class projects: diversity activity and diversity
statement; journaling: reflective writing; direct observation and evaluation by cooperating
teacher and supervising professor; lesson plans and book reviews; lesson planning and
teaching; Teacher Work Sample; portfolios; class discussions and in-class small group
activities on cultural self-awareness.
Master of Science in Elementary Curriculum and Instructional Specialist
This program is designed for individuals who already possess an initial teaching
license and wish to update and enhance their instructional skills. Completion of this
P <42>
program may lead to Postgraduate Professional Licensure. The knowledge, skills,
dispositions related to diversity are addressed in the following courses:


EDUC 524 Emergent and Early Language Acquisition and Literacy Instruction:
This course focuses on the application of child development knowledge in
thoughtful and appropriate decisions about early childhood literacy practices.
Individual differences based on linguistic, social, and cultural differences among
learners are discussed in this course.
EDUC 571 Foundations of Instruction and Learning Theory: Specific
instructional models as applied to classroom instruction of students with varying
abilities and needs are considered in this course.
Course-based assessments include examinations, student portfolios, curriculum projects,
and papers. Diversity issues are also assessed through performance evaluations during
the Internship.
Master of Science in Elementary Pre K-6 Education Initial Licensure
This program is designed for individuals who already possess an initial teaching
license and wish to update and enhance their instructional skills. Completion of this
program may lead to the Postgraduate Professional Licensure. The knowledge, skills,
dispositions related to diversity are addressed in the following courses.



EDUC 524 Emergent and Early Language Acquisition and Literacy Instruction:
This course focuses on the application of child development knowledge in
thoughtful and appropriate decisions about early childhood literacy practices.
Individual differences based on linguistic, social, and cultural differences among
learners are discussed in this course.
EDUC 571 Foundations of Instruction and Learning Theory: Specific
instructional models as applied to classroom instruction of students with varying
abilities and needs are considered in this course.
EDUC 689 Internship in the Elementary Education Pre K-6: Internship in
selected public school settings under qualified cooperating teachers for 350 clock
hours are designed to give a wide variety experience in teaching students with a
wide variety of diversity.
Course-based assessments include examinations, student portfolios, curriculum
projects, and papers. Diversity issues are also assessed through performance evaluations
during the Internship.
Master of Science in Special Education
This degree is offered through three different programs; Special
Education/Liberal Studies Fifth Year, Special Education NK-12 Initial Licensure with
Master’s degree option, and Curriculum and Instruction Specialist/LD, E/BD, and Mild
P <43>
MR. The knowledge, skills, and dispositions related to diversity are included in the
following courses:
Master of Science - Special Education/Liberal Studies Fifth Year
Knowledge, skills, and dispositions related to diversity are targeted in the
following courses for the Master of Science in Special Education/Liberal Studies Fifth
Year program.






SPED 515 Survey of Exceptional Students: An introductory course addressing
various exceptionalities including multiculturalism. Variations in beliefs,
traditions, and values across cultures within society, and the effect of the
relationship between children, their families and their schools are emphasized in
this course.
SPED 530 Characteristics and Needs of Students with Learning Disabilities,
Emotional /Behavioral Disorders, and Mental Retardation: Theories and
characteristics of individuals with varying exceptionalities including cultural
practices are addressed in this course. Characteristics and effects of the cultural
and environmental milieu of the child and the family in the areas of linguistic
diversity, socioeconomic level, abuse/neglect, and substance abuse are discussed.
SPED 545 Psychoeducational Assessment: Diversity issues addressed in this
course include recognizing the cultural diversity of students during assessment,
and thereby avoiding biases in the assessment and decision-making processes.
Issues in the definition and identification procedures for individuals with
exceptional learning needs including individuals from culturally and/or
linguistically diverse backgrounds are emphasized.
SPED 682 Collaboration in the School, Home and Community: This course
emphasizes techniques for mainstreaming the child with mild disabilities through
collaboration and integrating the needs of individuals from diverse ethnic, ability,
and linguistic backgrounds. Maintaining a positive regard for the culture,
religion, gender, and sexual orientation of individual students is addressed in this
course.
SPED 690 Internship: Internship sites include agencies and organizations
providing services for individuals with exceptionalities. Candidates are exposed
to a wide variety of experiences such as social, and cultural diversity.
EDUC 524 Emergent and Early Language Acquisition and Literacy Instruction:
This course focuses on the application of child development knowledge in
thoughtful and appropriate decisions about early childhood literacy practices.
Individual differences based on linguistic, social, and cultural differences among
learners are discussed in this course.
Course-based assessments include examinations, curriculum projects, in-class
discussions and small group projects, role-playing, papers, student portfolios, and exit
interviews.
Master of Science - Special Education P-12 Initial Licensure
P <44>
Knowledge, skills, and dispositions related to diversity are targeted in the
following courses for the Master of Science in Special Education P-12 Initial Licensure
program.







SPED 515 Survey of Exceptional Students: An introductory course addressing
various exceptionalities including multiculturalism. Variations in beliefs,
traditions, and values across cultures within society, and the effect of the
relationship between children, their families and their schools are emphasized in
this course.
SPED 520 Language Development and Disorders: Normal language deviations
acquired during the language developmental stage that is a feature of
exceptionalities related to such differences as cultural and language are
emphasized in this course.
SPED 530 Characteristics and Needs of Students with Learning Disabilities,
Emotional /Behavioral Disorders, and Mental Retardation: Theories and
characteristics of individuals with varying exceptionalities including cultural
practices are addressed in this course. Characteristics and effects of the cultural
and environmental milieu of the child and the family in the areas of linguistic
diversity, socioeconomic level, abuse/neglect, and substance abuse are discussed.
SPED 545 Psychoeducational Assessment: Diversity issues addressed in this
course include recognizing the cultural diversity of students during assessment,
and thereby avoiding biases in the assessment and decision-making processes.
Issues in the definition and identification procedures for individuals with
exceptional learning needs including individuals from culturally and/or
linguistically diverse backgrounds are emphasized.
SPED 682 Collaboration in the School, Home and Community: This course
emphasizes techniques for mainstreaming the child with mild disabilities through
collaboration and integrating the needs of individuals from diverse ethnic, ability,
and linguistic backgrounds. Maintaining a positive regard for the culture,
religion, gender, and sexual orientation of individual students is emphasized in
this course.
SPED 692 Graduate Directed Student Teaching in Special Education P-12:
Candidates complete a supervised student teaching of at least 350 hours with
students with disabilities both in special education classes and in inclusive
classroom where special education students are placed with general education
students. Candidates are exposed to a wide variety of diversity in this placement.
EDUC 524 Emergent and Early Language Acquisition and Literacy Instruction:
This course focuses on the application of child development knowledge in
thoughtful and appropriate decisions about early childhood literacy practices.
Individual differences based on linguistic, social, and cultural differences among
learners are discussed in this course.
Assessments include examinations, curriculum projects, in-class discussions and
small group projects, role-playing, and papers. Diversity competencies are assessed
through on-site performance evaluations and reflective writings during the Internship
experiences.
P <45>
Master of Science – Curriculum and Instruction Specialist/LD, E/BD, and Mild MR
Special Education
Knowledge, skills, and dispositions related to diversity are targeted in the
following courses:





SPED 515 Survey of Exceptional Students: An introductory course addressing
various exceptionalities including multiculturalism. Variations in beliefs,
traditions, and values across cultures within society, and the effect of the
relationship between children, their families and their schools are emphasized in
this course.
SPED 520 Language Development and Disorders: Normal language deviations
acquired during the language developmental stage that is a feature of
exceptionalities related to such differences as cultural and language are
emphasized in this course.
SPED 530 Characteristics and Needs of Students with Learning Disabilities,
Emotional /Behavioral Disorders, and Mental Retardation: Theories and
characteristics of individuals with varying exceptionalities including cultural
practices are addressed in this course. Characteristics and effects of the cultural
and environmental milieu of the child and the family in the areas of linguistic
diversity, socioeconomic level, abuse/neglect, and substance abuse are discussed.
SPED 545 Psychoeducational Assessment: Diversity issues addressed in this
course include recognizing the cultural diversity of students during assessment,
and thereby avoiding biases in the assessment and decision-making processes.
Issues in the definition and identification procedures for individuals with
exceptional learning needs including individuals from culturally and/or
linguistically diverse backgrounds are emphasized.
SPED 682 Collaboration in the School, Home and Community: This course
emphasizes techniques for mainstreaming the child with mild disabilities through
collaboration by integrating the needs of individuals from diverse ethnic, ability,
and linguistic backgrounds. Maintaining a positive regard for the culture,
religion, gender, and sexual orientation of individual students are emphasized in
this course.
Assessments include examinations, curriculum projects, in-class discussions and
small group projects, role-playing, and papers.
Master of Science - Educational Leadership
The purpose of this program is to prepare teachers to pursue a career in administrative
and supervisory roles in school administration. Knowledge, skills, and dispositions
related to diversity are addressed in the following coursework and clinical experiences
required for the master’s degree or for licensure:
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

EDUC 504 Educational Leadership: The focus of this course is the development
of an understanding of the complexity of leadership and the role of the
educational leader in a time of fundamental changes in the fabric of our society –
racially, linguistically and culturally.
EDUC 690 Internship in Educational Leadership, K-12: The interns are to
demonstrate knowledge of multicultural education and educational services for
the exceptional learner. Culturally appropriate personal communications and
interactions are emphasized in this internship experience.
Knowledge, skills, and dispositions concerning diversity are assessed in the
Master of Science in Educational Leadership through course-based assessments including
examinations, projects, and research papers. Knowledge, skills, and dispositions are also
assessed through performance evaluations during the clinical practicum experience.
Master of Science - Guidance and Counseling
The focus of this program is to prepare professional counselors for P-12 schools
who understand diversity and are able to recognize the needs of all students. Knowledge,
skills and dispositions related to diversity are presented in the following program
components and assessments:







EDUC 503 Introduction to the Counseling Profession: In this introductory course
the focus on diversity is examined through techniques utilized and the roles and
functions of counselors in a variety of settings.
EDUC 505 Theories of Counseling and Psychotherapy: A major focus in this
introduction to philosophical and theoretical frameworks of selected approaches.
Special attention is given to evaluating each theory from a multicultural
perspective and identifying individual differences that must be addressed to work
with individual needs and special populations.
EDUC 521 Human Growth and Development: This course includes an
exploration of multicultural concepts related to human development and how
characteristics of human diversity (class, race, gender, age, and exceptionality)
may impact behavior.
EDUC 545 Techniques of Counseling and Psychotherapy: Practical applications
of a variety of therapeutic approaches related to the issues of diversity are
examined.
EDUC 555 Psychological Testing and Appraisal: Assessment methods used by
counselors are explored including ways to assess individuals with special needs
and students from diverse backgrounds.
EDUC 601 Counseling in a Pluralistic Society: The major emphasis of this
course is development of the culturally skilled counselor to work with minority
groups, gender, age, and other factors influencing adjustment in pluralistic
society.
EDUC 605 Group Counseling Theories and Techniques: A variety of theoretical
approaches and their application to the process of group counseling including
methods for working with diverse populations is examined.
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




EDUC 610 Career Counseling and Career Development: This course examines
career development theories and the impact of socioeconomic and cultural factors
on career.
EDUC 612 Counseling Strategies for Healthy Adjustment: Counseling issues and
treatment strategies for personal and interpersonal adjustment problems including
issues of diversity affecting counselors are examined in this course.
EDUC 613 Guidance and Counseling of Exceptional Students: Students with
special needs are the focus of this course.
EDUC 637 Practice and Ethics of Guidance and Counseling in the P-12 Setting:
An examination of professional roles and responsibilities including professional
ethics and cultural awareness in P-12 school settings is stressed.
EDUC 638 Practicum in Guidance and Counseling in the P-12 Setting:
Candidates complete practica in schools that include students from diverse
backgrounds and exceptionalities.
Assessments include examinations, projects, and research papers. Knowledge,
skills, and dispositions are also assessed through performance evaluations during the
Clinical practicum experience.
Master of Science in Literacy and Culture
This program prepares experienced teachers to qualify for an endorsement as a
Reading Specialist teacher in grades P-12. It provides a knowledge base on how children
become literate through exposing the candidates to theoretical and practical bases and
incorporating a variety of diversified experiences. The knowledge, skills, and dispositions
related to diversity are evidenced in the following courses.




EDUC 524 Emergent and Early Language Acquisition and Literacy Instruction:
This course is an application of child development knowledge in making
thoughtful and appropriate decisions about early childhood literacy practices for
both emergent and literacy learners. Emphasize is given on the importance of
serving and respecting all students with their varied needs, abilities, and learning
styles.
EDUC 525 Middle School Literacy Education: This course analyzes research on
principles and pedagogy of literacy instruction for intermediate grades by
incorporating diversified individual needs. It addresses recognizing diverse
literacy experiences by incorporating gender, racial, and exceptionality issues in
making appropriate decisions literacy practices.
EDUC 530 Teaching Reading in the Content Area: This course addresses the
impact of culture, gender, ability level, and ethnicity in literacy.
EDUC 575 Literacy Development and Cultural Awareness: This course is
designed to help teachers appraise literacy practices by taking into account the
values and beliefs, as well as the activities of reading, writing, listening, and
speaking. Diversity is addressed by discussing various cultural and
developmental theories.
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
SPED 545 Psychoeducational Assessment: Diversity issues addressed in this
course include recognizing the cultural diversity of students during assessment,
and thereby avoiding biases in the assessment and decision-making processes.
Assessments include examinations, projects, and research papers. Knowledge,
skills, and dispositions are also assessed through performance evaluations during the
clinical practicum experience.
Master of Science - School Library Media
This program is designed for persons with a teaching license who wish to be
school library media specialists in grades P-12.


ENGL 585 Children’s Literature: This course is a survey of poetry, prose, and
other media appropriate for elementary students. This course is primarily aimed
for careers in Library Science and elementary education. This course addresses
diversity in literature and using literature as a medium on other cultures as well as
a reflection on one’s own culture and experiences.
EDLM 690 Clinical Experience in Library Media: Candidates are required to
complete a minimum of 200 hours in a school library media center that includes
students from diverse background and this placement is supervised by a faculty
member.
Assessments include examinations, projects, and research papers. Knowledge,
skills, and dispositions are also assessed through performance evaluations during the
clinical practicum experience.
Clearly, the curriculum supports the knowledge, skills and dispositions related to
diversity, as does field experiences and clinical practice. According to the Field
Experiences manual, one of the purposes of this experience is to get to know and work
with students having diverse backgrounds and needs, both individually and in small
group situations. As stated in the Field Experiences Manual:
Field activities are designed to facilitate increased understanding of child
growth and development and the continuum of education from the
elementary to secondary levels. Such experience will enable candidates to
become acquainted with effective classroom procedures and techniques in
their intended teaching areas, to interact with pupils in other subject,
levels, or general areas of education, and to observe accommodations for
special education student needs.
As an evaluation of the field study experience, the student maintains a journal of
activities and observations, is evaluated by the cooperating teacher on the ability of the
student to meet the objectives of the practicum, the Professor/Field Supervisor evaluates
journals, collects final evaluation forms and assigns grades.
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To build on the field experiences during the Student Teaching experience,
candidates are measured on specific competencies to address diverse learners and
environments that focus attention to individual learner differences, providing an affective
climate, attention to learner self-concept, and recognition of the importance of
meaningful learning. Examination of candidate Renaissance Teacher Work Samples
(TWS) and very in depth interviews with candidates, cooperating teachers, university
supervisors, faculty, and school administrators, overwhelmingly confirmed the
effectiveness of preparing candidates to address the needs of diverse students in diverse
environments upon completion of the courses, assessments, field experiences and student
teaching and were accurately portrayed in the descriptions and documentation provided.
The TWS provided reflective documentation by the candidates of student
characteristics and instructional implications not only for special education but also
students with ESL issues. Assessment plans included adaptations and modifications for
diverse students and diverse student needs. Self-reflection and self-evaluation focused on
contextual factors of the school and students in order to meet the needs of all students.
Design for instruction indicated alignment of units and learning goals with Virginia
Standards of Learning (SOL). As part of their analysis of student learning, candidates
completed a pre-, formative, and post-instruction comparative evaluation of boys and
girls, not only to analyze knowledge of all students in the class, but to also address gender
specific learning styles, planning, and evaluation. Good indication of appropriate
modifications and adaptations based on instructional decision making was also
documented for multiple areas of diversity. Reflections and self-evaluations demonstrated
awareness of factors affecting success and improvement (i.e. through measures of student
learning) that included instructional implications in a number of areas of diversity.
Evidence samples reviewed noted contextual information and adaptations for students
with special needs, ESL, gender & learning disabilities. Two of the TWS demonstrated
examples of the development and delivery of a multicultural unit theme.
Interviews with candidates demonstrated a well developed knowledge base in all
program areas and consistently supported candidate confidence and preparedness to
address diverse needs and to teach in diverse environments. In addition, interviews with
cooperating teachers, university supervisors, faculty, and school administrators provided
overwhelmingly positive feedback regarding the effectiveness and in depth preparation of
candidates. The description of this readiness included not only preparation in the content
areas, but also attributed success to the significant knowledge base and experience of the
candidates that allowed them to make adaptations and modifications, integrate
technologies, modify strategies and techniques, and apply classroom management skills
as needed to address diverse needs in the classroom. Many of those interviewed
complimented the candidates’ ability to challenge and engage all students, to reflect upon
their successes and failures, and to adjust their instruction to meet the needs of all
students. This process is guided both by faculty review of all assessment areas and the
collaborative development of improvement with the candidates.
In sharp contrast, a practicing Middle School teacher from Chesterfield County
who completed the undergraduate program at Longwood in May 1999 was interviewed
and asked to elaborate on her preparation at that time to address the needs of diverse
students in diverse environments. She indicated that she had not been adequately
prepared in this area and has been faced with numerous situations in which she could not
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address the needs of students with exceptionalities and ESL issues. A 1993 Longwood
masters level program graduate who is now supervising student teachers also indicated a
similar response. Both instances confirmed the significant growth, improvements and
changes indicated within the unit programs and throughout the curriculums since the last
NCATE review in 1998.
Experiences Working with Diverse Faculty
Longwood’s Strategic Plan includes a vision that includes a focus on attracting
and retaining a diverse faculty recognized for excellence in teaching. This vision stresses
that by embracing all members of the diverse campus community, a collegial climate
with divergent ideas will be created. Recruitment and retention practices at Longwood
place a heavy emphasis on providing candidates with a range of experiences with faculty
of diverse backgrounds. Candidates are afforded the opportunity to experience the
diversity that exists among the faculty in both general and professional education
programs. Teacher candidates interact in classroom settings on campus during course
and laboratory work, in advising sessions, and as mentors for the content preparation of
their Teacher Work Sample. Table 4-2 shows the diversity of the Education faculty that
teacher candidates interact with.
Table 4-2
Professional Education Faculty Profile for 2002 - 2003
Black
Gender
Full-time Faculty
M
1
F
1
Asian/Pacific
Islander
M
F
0
1
Hispanic
M
F
0
1
White, Not
Hispanic
M
F
14
23
Total
M
F
15
26
The majority of the 41 faculty members are from states and universities outside
Virginia, while two (5%) are from outside the country. Although the ethnic diversity of
faculty members (10%) and research by faculty in diversity issues are minimal, this does
provide evidence of the professional education unit's earnest effort in giving important
consideration for enhancing diversity and improving diversity awareness. In addition to
information found in the Strategic Plan, interviews conducted during the NCATE review
indicated that recruitment and retention of a diverse faculty and staff will continue to be a
priority of the university administration, the unit administration, and also the Human
Resources Director. The goal stated in the Strategic Plan is to increase total workforce
representing diversity by 5 percent by 2007.
Interviews with faculty confirmed the integration of various types of assignments,
products, and activities that are included in course design with a focus on diversity issues
and the implications for instruction. Effective assessment of student preparedness to
address diverse learner needs and to work in diverse environment was evidenced through
the TWS and unit course and assessment descriptions, and was confirmed through
interviews with faculty, candidates, cooperating teachers and school based administrators.
Faculty encourage candidates to take advantage of a variety of programs, speakers
and organizational activities offered by the Office of Multicultural Affairs, through
P <51>
course assignments, mentoring and modeling. These activities are designed to promote
multicultural understanding and interactions, and are open to both candidates and faculty.
Programs and activities address various topics of diversity including various topics such
as ethnicity and race, sexuality, gender, and religious issues. In addition, a number of
departments sponsor and support activities that promote diversity. For example, the
Modern Languages Department sponsors guest speakers, immersion activities, festivals,
contests and movies. During this academic year, the university is commemorating the
50th anniversary of the Brown vs. the Board of Education Supreme Court decision with
many activities on campus and in the community. Prince Edward County was one of the
five defendants in the Brown vs Topeka case.
Teacher candidates interact with the professional education faculty and public
school faculty made up of diverse ethnic, racial, language, exceptionality, and religious
groups through participation in coursework, practicum, the partnership semester, and
student teaching. Table 4-3 demonstrates the diversity of cooperating teachers
supervising student teachers in partnership schools that includes a teaching faculty that is
23 percent African-American and 8 percent male in these elementary schools.
Table 4-3
Demographics of Cooperating Teachers in Partnership Schools
School
Buckingham
Cumberland
Dillwyn
Eureka
Prince Edward
Totals
Geographic Region
SemiUrban
Rural
Rural
x
x
x
x
x
Percentages
Teacher Gender
Male
0
8
2
2
5
17
8%
Female
17
45
20
32
80
194
92%
Teacher Ethnicity
Black
3
8
3
4
30
48
23%
White
14
45
19
30
55
163
77%
Total
17
53
22
34
85
211
The professional education faculty serve as advisers to student groups, provide
career and academic advising, engage in collaborative research partnerships, and
accompany candidates abroad when they are doing their practica. Public school faculty
are frequently invited visitors to organized classes, consult with candidates regarding the
development of their TWS, and evaluate their performance in the classrooms. In addition,
public school faculty can also attend professional development and student recognition
activities at Longwood, thus having an opportunity for more informal interaction with
candidates on those occasions.
Faculty search committees are charged by the dean to recruit minority applicants.
Announcements are placed in minority publications, personal telephone calls and letters
are directed to historically black and Hispanic colleges and universities, and personal
contacts are made at local, regional and national professional conferences. In addition,
announcements are placed in trade publications for higher education and national
websites. The College of Education and Human Services had some success in increasing
the number of minority faculty with the hiring of a minority faculty member in the
Department of Health, Physical Education, Recreation, and Dance for fall 2003.
P <52>
Experiences Working with Diverse Candidates
Candidates enrolled in the undergraduate Liberal Studies major and in
elementary, middle school, secondary, or special education licensure programs as well as
graduate candidates completing master’s and/or initial licensure are in the company of a
diverse group of teacher candidates. This diversity includes candidates from various
ethnic, racial, gender, language, suburban, urban, religious, and exceptional backgrounds.
Given Longwood’s history as a Normal School and female college, females still make up
approximately 80 percent of the population in the Liberal Studies and Education majors.
The enrollment from fall 2002 in education, liberal studies and graduate programs
(Tables 4.4 and 4.5) gives a clearer picture of the diverse make-up of this population.
Undergraduate teacher candidates participate in coursework from both liberal studies and
education.
Table 4-4
Fall 2002 Headcount Enrollment
Diversity Characteristics of Undergraduate Teacher Candidates
Program
Education
Education
Ethnicity
N-RA
Black
Education
Asian or Pacific Islander
Male
9
Counts
Female
1
31
Total
Male
1
40
Percentages
Female
Total
0.4%
0.4%
12.4%
16.1%
3.6%
1
2
3
0.8%
1.2%
0.8%
0.8%
66.7%
81.1%
81.5%
100%
0.1%
3.7%
3.9%
0.1%
0.1%
1.2%
1.3%
2.0%
2.0%
86.7%
92.6%
93.8%
100%
0.4%
Education
Hispanic
2
2
Education
Totals
Liberal
Studies
Liberal
Studies
Liberal
Studies
Liberal
Studies
Liberal
Studies
Liberal
Studies
Totals
White, Not-Hispanic
166
202
N-RA
37
47
1
203
249
1
Black
1
28
29
14.9%
18.9%
0.1%
0.1%
American Indian/
Alaskan Native
Asian or Pacific Islander
1
1
1
9
10
0.1%
Hispanic
White, Not-Hispanic
44
47
15
15
653
697
706
753
5.8%
6.2%
Table 4-5
Fall 2002 Headcount Enrollment
Diversity Characteristics of Graduate Candidates In Education
II.
Program
Education
Ethnicity
N-RA
Male
0
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Counts
Female Total
1
1
Black
American Indian/Alaskan Native
Asian or Pacific Islander
Hispanic
White, Not Hispanic
Totals
9
0
1
0
37
47
31
0
2
2
166
202
40
0
3
2
203
249
The Annual Report from the Renaissance Group, indicates that the total number
of minority enrollees at Longwood in 2002-2003 has increased 67.5 percent over ten
years. There has also been a steady growth from 2000 through 2003 in the enrollment of
candidates at Longwood from various ethnic backgrounds. The percentage of underrepresented minorities graduated in teacher education increased from 6.4 percent of total
teacher education graduates in 2001 to 8.9 percent in 2003. Although this growth has
been steady, it is still not a representative group for teacher candidates to interact, live
and learn.
Longwood has a reputation for accommodating students with exceptional needs
and many of these students are teacher candidates. In the fall 2002 class, 277 students
were identified and/or receiving services according to the Director of Disability and
Support Services. Of those, 190 students were enrolled in the College of Arts and
Sciences, and 25 were enrolled in programs in the College of Education and Human
Services. At the undergraduate level 46 students with disabilities (24%) of the 190
Liberal Studies students were candidates for licensure along with 7 candidates with
disabilities (28%) of the 25 in the College of Education and Human Services.
Candidates from diverse ethnic, racial, gender, and socio-economic groups work
together across coursework, education projects, liberal studies assignments, committees,
and student organizations. Faculty include many styles of interaction in in-class and out
of class assignments, such as cooperative learning, team projects, group presentations,
panel discussions, etc. that encourage cooperation among candidates from various
backgrounds. In addition, through student organizations, such as Kappa Delta Pi, Council
for Exceptional Children, and S-Late (Students of Longwood Association of Teachers),
diverse teacher candidates work on public service projects, recruitment activities
(Longwood Ambassadors, preview activities) and serve on college and University
committees. The Career Center provides opportunities for teacher candidates to
participate in a variety of volunteer activities.
Longwood helps diverse candidates to make the adjustment into the
student/teacher candidate population through an assortment of support systems. All
Longwood students take Longwood Seminar in the first semester of their freshman year.
This course is designed to assist students to make a smooth transition into the university
community. Topics covered in the seminar include discussions of “Academic Freedom,”
differing philosophies among professors, and diversity in modern society. Each seminar
is designed to foster a connection to faculty in a specific discipline area as well as
classmates in the same major. Each seminar has an upper-level peer mentor so that
students have the opportunity to discuss issues with a trusted peer and/or with the faculty
instructor.
The Longwood College of Education and Human Services is participating in
some initiatives to attract more minorities into the teaching profession, and ultimately
attract them to an advanced degree. Longwood has signed Pre-Teacher Education
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Admission agreements with the Virginia Community College System and with Richard
Bland College. The agreements will facilitate entry into a teacher education program
(NK-6, middle school, or selected areas of special education) at Longwood University. In
the future a path for students interested in high school endorsement will be added.
Another initiative is the Teachers for Tomorrow program, which encourages
young people to consider teaching as a career. These young people come to campus for a
day of orientation and information about teaching. Since the program began in 1999, 715
high school students interested in teaching have attended the annual symposium, with
over half of those reported as minority students. Additionally, grant funds have been
sought through the Pathways for Improving Teacher Quality in Southside Virginia
initiative (submitted February 14, 2003) to provide tuition support for new and
experienced teachers in Southside Virginia to pursue professional development activities,
including obtaining a master’s degree or national teacher certification.
The Renaissance Group Annual Report shows that 5 years after graduation, 93
percent of Longwood teacher education graduates are still in the classroom teaching full
time while 10 years after graduation, 81 percent are still in the classroom. This is a
remarkable outcome, given the national studies that show that nearly 50 percent of all
teacher graduates leave the classroom within 5 years after graduation.
The Longwood College of Education and Human Services is participating in
some initiatives that will hopefully attract more minorities into the teaching profession,
and ultimately to an advanced degree. Longwood has signed Pre-Teacher Education
Admission agreements with the Virginia Community College System and with Richard
Bland College. The agreements will facilitate entry into a teacher education program
(NK-6, middle school, or selected areas of special education) at Longwood University.
In the future a path for students interested in high school endorsement will be added. The
minutes of the Superintendents’ Network meeting sponsored by Longwood (Feb 2003),
indicated other efforts of recruitment. Job vacancies will be posted in the Longwood
Career Center, position announcements will be mailed/faxed to the Career Center, and a
Career Day was held. Admissions counselors from Longwood also try to visit high
schools that have large minority populations and offer overnight visitation on campus for
accepted students.
Experiences Working with Diverse Students in P-12 Schools
Field experiences, practica, and student teaching offer teacher candidates a variety
of settings in which to practice their knowledge and skills taught in the Longwood
classroom and to shape dispositions based on knowledge, experiences and role models to
better work with all students. Teacher candidate programs on campus provide numerous
opportunities for field-based work. Undergraduate field experiences include practica
(usually two experiences), school-based activities associated with a methods course, a
partnership semester (in an area school with methods taught on-site), and a semester of
student teaching. Partnership schools, practica, and student teaching opportunities found
in schools in the area around Longwood have a very diverse student population. This
region is comprised of 11 county school divisions, and is a large, rural, and diverse
geographic area. (See Region VII information in Table 3-2, Standard 3.)
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Longwood teacher candidates can take advantage of an international experience
(See Table 3-1, Standard 3) from one of the following countries: England, Germany,
Honduras, Ireland, and Netherlands. Given the number of opportunities and the variety
of placement areas, the teacher candidates are exposed to students from different ethnic,
racial, gender, socio-economic, and exceptional groups.
For practica, student teaching, and partnership experiences, teacher candidates are
required to complete assignments detailed in the manuals associated with each of these
experiences. Teacher candidates for all field-based experiences are required to keep a
daily journal of their reflections on teaching practices, on student behavior, on their own
performance, and all other observations. In addition, Practicum I candidates are required
to complete 10 specific journal entries of reflection. Specific requirement #4 requires the
teacher candidate to examine an Individualized Education Plan (IEP) and how it relates to
the education of a student with a disability. Specific entry #8 requires the candidate to
record the gender, ethnic, and exceptionality make-up of the classroom, and note ways in
which the teacher and others encourage all students, avoid stereotypes, and call on and
respond to students from various backgrounds in a proportionately appropriate way. A
sample of data collection instruments for Practicum I candidates was compiled and
percentages computed based on students with special needs indicated on the survey. The
data from this source revealed that the 50 students the candidates were working with
included 4 percent handicapped, 16 percent ED, 50 percent LD, 22 percent Gifted, 6
percent Mentally Disabled and 2 percent ESL students in the regular classroom.
Practicum II candidates are asked to review materials and to observe teachers as
they model how they value the backgrounds of all students. To encourage the building of
knowledge, skills, and dispositions, the University supervisor reads teacher candidates’
reflective journals and comments on appropriate and effective teaching of all students.
Cooperating teachers in the placement settings encourage candidate appropriate and
professional behavior in the classroom.
In addition to the reflective journals kept in both undergraduate and graduate field
experiences, the University supervisor and cooperating teacher critique lessons or
activities planned and carried out by the teacher candidate throughout the placement. The
TWS focuses on contextual analysis, assessment, and accommodation of individual
differences, and encompasses the "habits of mind" that infuse sensitivity to diversity issues
into each lesson and provides numerous opportunities to obtain feedback from cooperating
teachers, faculty, and student teaching supervisors. TWS data suggest that Longwood’s
teacher candidates are effective teachers for all children. Conferences are held among the
supervisor, cooperating teacher, and the teacher candidate.
The majority of clinical practice and practica at Longwood are with children who
represent diverse cultural backgrounds. The teacher candidates who completed the
Educational Benchmarking, Inc. (EBI) study (87% of student teachers in spring 2002) had
an opportunity to reflect on their education and their own perceptions of their ability to
teach and to help all students learn. This is the second administration of the EBI
questionnaire, and it is planned as a continuing part of program evaluation. The EBI study
included a factor, “The extent to which your education coursework addressed aspects of
student development” on which teacher candidates gave Longwood a ranking of 5.92 on a
7-point scale with a reliability of .94.
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Candidates appear to have confidence in their ability to understand, be sensitive to,
and effectively work with all children/youth as evidenced by their responses on the EBI
study (spring 2002). When compared to six peer institutions, Longwood ranked #1. When
compared to 17 institutions sharing Carnegie classification, Longwood ranked #2. On the
2001 Alumni Survey (Figure 9), self-reported skills of alumni on outcomes related to the
program goals, 84 percent said they had the ability to relate to diverse groups. The
comparative data from the 2001 Employer Survey shows that 60 percent of principals
rated Longwood teacher preparation graduates as Above Average in their ability to relate
to diverse groups.
Overall Assessment of Standard
As evidenced in the strategic plan and the unit mission, Longwood is committed to
enhancing and maintaining a culturally diverse and pluralistic academic community. The
university’s strategic plan explains steps that are planned to improve the diversity status
of the university. Significant knowledge base, field experiences and student teaching
allows candidates to make adaptations and modifications, integrate technologies, modify
strategies and techniques, and apply classroom management skills as needed to address
diverse needs in the classroom. The percentage of under-represented minorities graduated
in teacher education increased from 6.4 percent of total teacher education graduates in
2001 to 8.9 percent in 2003. Although this growth has been steady and good-faith efforts
have been made to increase and maintain candidate diversity, a larger representative
group of minorities is needed for teacher candidates to effectively interact, live and learn
as reflective citizens.
C. Recommendation: Met
D. Areas for Improvement:
New
None
Corrected
None
Continued
Former Standard II.B: Diversity of teacher candidates is limited.
Rationale: Although Longwood College of Education and Human Services is
participating in some initiatives that are designed to attract more minorities into the
teaching profession, current candidates do not have opportunities to interact with a
significant number of candidates from diverse ethnic, racial, gender and socioeconomic
groups in professional education courses on campus.
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5. Faculty Qualifications, Development, and Performance
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.
A. Level: Initial and Advanced
B. Findings:
Qualified Faculty
There are 41 faculty in the unit. Twenty–five are in the College of Education and
Human Services and 16 are in the College of Arts and Sciences. In addition to the fulltime faculty, the unit regularly employs ten adjunct faculty and 22 field experience and/or
clinical practice supervisors. The unit placed candidates with 211 cooperating teachers
during the past academic year.
Full-time, adjunct and clinical faculty are well qualified for their assignments.
Thirty-one of the 41unit faculty have the terminal degree and the other ten have
qualifications and experience appropriate for their positions. Adjunct faculty provide
coverage of high demand courses and valuable expertise to the unit’s teacher education
program.
The eleven adjunct faculty who regularly teach for the unit have either the
terminal degree and/or qualifications and experience consistent with their assignments.
All have had long and successful careers in teaching and/or administration with the
average being 23 years.
Field experience and clinical practice supervisors, many of whom are retired P-12
school administrators or teachers, provide much of the unit’s clinical supervision. They
all have appropriate qualifications and certifications or endorsements required for their
assignments. All clinical faculty have contemporary school experience.
The unit has contracts with each of the 55 school divisions where interns and
candidates are placed describing the requirements for cooperating faculty including the
following stipulations:




Cooperating faculty must have three years of teaching experience
They must have at least the Collegiate Professional License, (i.e., fully
licensed by the Commonwealth of Virginia).
They must be endorsed to teach the subject(s)/grade level(s) to which they are
assigned
They should have a master’s degree.
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The unit has collected data on the licensure area of each cooperating teacher.
Unfortunately, due to the untimely death of the University assessment officer, the data
are in raw form and have not been analyzed.
Modeling Best Professional Practices in Teaching
Diversity, reflection, assessment, classroom management, and content knowledge
are integrated into each course and clinical placement. Candidates regularly learn new
content and/or skills and then use them the same week in a practicum placement. Faculty
stress the importance of contextual knowledge as the foundation for understanding the
learning needs and experiential differences in children. Candidates learn how to use
multiple assessment techniques to gain an accurate picture of children’s learning. P-12
partners are pleased with candidate’s content knowledge and their ability to manage a
classroom of diverse learners.
Reflective activities are the heart of the unit’s preparation program. Candidates
regularly critique other candidates’ work, are critiqued by faculty and complete selfcritiques. They do so naturally and without trepidation. Faculty value reflective practice
and are supportive of candidates during the process. They continually set the stage by
referring to prior readings and activities and provide supportive comments during
critiques. Reflection is apparent in campus classes, in Teacher Work Samples, in clinical
settings and in comments from school principals who have hired graduates. The unit
prepares candidates who are able to critically assess their teaching and to modify
instruction based on reflection.
Faculty and candidates regularly use Blackboard, PowerPoint, and other software
tools as part of the instructional program. Evidence from the Teacher Work Sample,
student portfolios and interviews with P-12 faculty attest to the candidate’s ability to use
technology with students.
In a comparison of student evaluations of instruction, unit faculty averaged a
score of 4 or better on a 5-point scale on 29 of 37 questions. On each of those 29
questions, unit faculty scored higher than the university in general. On the three
questions directly related to instructional technology, unit faculty scored, 4.6, 4.6 and 4.5.
Faculty in the unit regularly participate in P-12 workshops, seminars and projects.
Most unit faculty supervise field placements or other clinical experiences and work
regularly with schools in the region. The Partnership Experience, Preparing New
Teachers for a Profession in Transition grant, Effectiveness of Strategic Math Instruction
on Students with Learning Difficulties in Elementary School research study, Faculty
Connections leaves, Renaissance Group activities and other initiatives provide faculty
with opportunities to work in school settings. Cooperating teachers, principals and
superintendents all praised the unit faculty for their ability to work in schools and for
their assistance in implementing best practices, especially in low-performing schools.
Both P-12 and University partners commend the unit faculty for high quality
teaching.
Modeling Best Professional Practices in Scholarship
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Two types of scholarship are recognized in the unit: Scholarship that adds to the
disciplinary knowledge base and scholarship that adds to the pedagogical knowledge
base. Scholarship that adds to the disciplinary knowledge base includes presentations,
publishing books and articles in refereed journals, successful development of grants,
editing of disciplinary journals and serving as a reviewer of professional journal articles
and/or books. Examples of scholarship that adds to the pedagogical knowledge base
include presentation of innovative teaching techniques, active participation in workshops
and conferences for faculty development designed to invigorate teaching, publication of
pedagogically related textbooks, and the design and implementation of workshops to
improve teaching. The unit values the quality, more than the quantity of scholarly
products.
The unit considers scholarship to be a vehicle for improving teaching and
learning. While there are numerous instances of articles in refereed journals and
successful grant proposals, much of unit scholarship is based on critical reflection as it
relates to their candidates, the surrounding P-12 schools, and the university. The five
structural elements of the conceptual framework, shared vision, coherence, professional
commitments and dispositions, commitment to diversity and commitment to technology
can be seen in the scholarly products generated by the faculty. Table 5-1 provides an
overview of scholarly productivity from 2001-2002 through 2002-2003.
Table 5-1
Faculty Scholarship and Productivity
2001-2002 Through 2002-2003
Faculty Activity
Books
Chapters
Refereed Articles
Other Articles
Research Reports
Other Publications
Local, State, National and
International Presentations
Editorships and Editorial Review
Boards
Local, State, National and
International Workshops
State, National and International
Offices Held in Professional
Organizations
Totals
6
5
25
11
6
18
117
9
106
18
From 1999-2003 unit faculty were awarded thirty grants worth a total of
$7,007,440. Funding sources included the US Department of Education, the Virginia
Department of Education, the Virginia National Guard and a private donor.
Faculty involved in the Partnership Experience have shared their experience with
P-12 and university educators at local, state and national presentations. The central focus
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of the semester-long, junior year, experience is the Teacher’s Work Sample that includes
components related to diversity, content, classroom management, technology and
assessment. One article has been published on the Partnership, and selected
undergraduate candidates who have completed the experience, have participated in
presentations at ASCD, AACTE and at a national PDS conference in Orlando.
A Dean’s Grant supported a faculty study titled “Effectiveness of Strategic Math
Instruction on Students with Learning Difficulties in Elementary Schools”. The study
took place in the geographic area where the unit provides services to P-12 schools. Unit
faculty assisted two local school divisions in the development of two Reading First grant
applications. The proposals were to the Department of Education and were designed to
improve reading achievement in low performing, rural schools.
One unit faculty member received a Fullbright Senior Specialist Program award
to consult at Mary Immaculate College in Ireland. The purpose of the consultation was to
assist with issues of course design in the Primary Teacher Education program. The initial
contact that was the basis of the Fullbright came as a result of a formal student/faculty
exchange agreement between the unit and the College.
Last year, budget cuts forced teaching assistants to be cut from twenty hours per
week to ten hours. Subsequently, graduate assistantships were completely eliminated
from the 2003-2004 academic year budget. The lack of assistantships has made it more
difficult for unit faculty, who are already carrying heavy teaching and service loads, to
conduct research.
Modeling Best Professional Practices in Service
Service is a hallmark of the unit. Teaching, scholarship, professional
development and collaboration all include service opportunities, activities, and initiatives
generated by unit faculty.
Unit faculty are expected to provide service to the university, community,
professional organizations and to P-12 schools. They are active in university wide
committees such as the Professional Development Council, the Faculty Senate, the
Committee on Educational Policy, the Faculty Development and Research committee,
and the Committee on Promotion and Tenure Policies and Procedures. They also serve
on committees such as the Partnership Advisory Committee that fosters collaboration
between P-12 schools and the unit.
A significant number of unit faculty serve as officers and/or presenters in state,
and national associations and the majority of the faculty have provided consultations to
schools in the region. In addition, many faculty serve as advisors for various student
professional groups.
Collaboration
The unit faculty regularly collaborates with university and P-12 partners. Over
the past four years a number of successful partnership projects have lead to improved
practice and increased achievement.
The Southside Virginia Special Education Partnership is a consortium that
includes the unit and eleven rural school divisions . Unit faculty along with P-12
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partners applied for and received a $770,000 grant from the Virginia Department of
Education to improve educational opportunities for candidates with disabilities. Program
objectives included assisting provisionally licensed teachers to become permanently
licensed, an initiative to improve direct instruction in remedial reading, technical
assistance for classroom teachers and the development of a division-wide inclusion
model.
The unit participates in the Renaissance Group that is a consortium of nine
teacher education institutions throughout the United States. The Group applied for and
received a five-year, $2,337,752, US Department of Education Grant to become more
accountable for the impact of their graduates on student learning, especially those in
high-need schools. The Renaissance schools, along with their partners in arts and
sciences and P-12 schools, proposed to redesign their teacher preparation programs to
shift from delivering instruction to producing student learning. At present the unit has
sustained partnerships with four low-performing schools in the region. fall 2002 data
from 30 teacher candidates and 542 students indicate a significant improvement between
mean pre-test scores (53) and mean post-test scores (85) on the Teacher Work Sample, a
requirement for unit candidates during their junior year partnership semester.
The unit developed a project known as “Teachers Prepared for a Profession in
Transition” that was funded for $75,550 by the Virginia Department of Education. The
goals of the program were to prepare clinical faculty in public schools who will assist the
unit in the preparation of new, reflective teacher-leaders and to prepare a cadre of mentor
teachers who will support the development of new teachers during their induction year.
During the life of the project, 132 teachers representing 54 elementary, middle and high
schools and 19 school divisions were trained as mentors.
The most significant university partnership has been the development of the
Professional Education Council. The PEC includes all university members who are
involved in the preparation of education professionals. While the Council is only a year
old, it is already addressing policy and curricular issues that promise to have a positive
effect on programs that are already effective.
Unit Evaluation of Professional Education Faculty Performance
The unit conducts regular, systematic evaluations of faculty performance in
teaching, scholarship and service. Annual evaluations are based on the same components
that are considered for promotion and tenure. While there are 12 criteria considered in
evaluating teaching, the key element is continuous reflection that leads to instructional
improvement. This is consistent with the expectation for candidates to reflect and to
continually refine their ability to improve student performance. Evaluation in scholarship
includes both scholarship that adds to disciplinary knowledge and scholarship that adds to
pedagogical knowledge. Service to students, the college, the university, the community
and professional organizations is also part of the annual evaluation process. Table 5-2
documents the relationship between the conceptual framework and faculty evaluation.
Table 5-2
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Promotion and Tenure and Annual Evaluation Criteria and Conceptual Framework Competencies
Evaluation Criteria
Teaching
A current, sound knowledge base in the discipline
reflecting continuous revision that improves course
content
Organized course preparation, including clear
syllabi detailing objectives and expectations
Organized preparation for each class, so that the
course delivery flows as a cohesive whole
Employment of a variety of teaching methodologies
suited to the characteristics of each course,
especially those that encourage discussion, promote
skills, and develop critical thinking
Demonstration of the ability to synthesize and
correlate information, and to simplify complex
topics
Demonstration of effective, clear communication
skills, and the ability to stimulate these skills in
students
Development of evaluation instruments that
accurately assess the achievement of stated course
standards
Consistency in grading, assignments and applying
rules
Responsiveness to students in and outside the
classroom
High expectations for student achievement, and the
provision of support that helps students meet these
expectations.
Enthusiasm for the discipline that transmits the
excitement and value of learning as demonstrated
by: Development of new courses and/or new
curricula; Development of more effective measures
of student learning; Development of more effective
methodologies of content delivery; Direction of
students in undergraduate research projects,
Master’s thesis research, or internships;
Incorporation into courses of information gained at
appropriate professional meetings
Demonstration of the characteristics of caring,
patience, integrity, and concern
Scholarship That Adds To The
Disciplinary Knowledge Base
Presentation of new disciplinary knowledge at
Conceptual Framework Competencies
V1-Educators as Reflective Citizen Leaders, 4Knowledge of Subject
1-Planning for Instruction, 3-Evaluation and
Assessment, 4-Knowledge of Subject, 7Professional Responsibilities, 9- Diversity
1-Planning for Instruction, 2-Implementation and
Management of Instruction, 4-Knowledge of
Subject, 5-Classroom Management
2-Implementation and Management of Instruction,
5-Classroom Management, 6-Communication
Skills, 8-Technology
V1-Educators as Reflective Citizen Leaders, 1Planning for Instruction, 2-Implementation and
Management of Instruction, 4-Knowledge of
Subject, 6-Communication Skills, 8-Technology
1-Planning for Instruction, 2-Implementation and
Management of Instruction, 5-Classroom
Management, 6-Communication Skills, 9- Diversity
V1-Educators as Reflective Citizen Leaders, 3Evaluation and Assessment, 4-Knowledge of
Subject
3-Evaluation and Assessment, 4-Knowledge of
Subject, 7-Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 2Implementation and Management of Instruction, 5Classroom Management, 6-Communication Skills,
7-Professional Responsibilities, 9- Diversity
V1-Educators as Reflective Citizen Leaders, 1Planning for Instruction, 2-Implementation and
Management of Instruction, 5-Classroom
Management, 6-Communication Skills, 7Professional Responsibilities, 9- Diversity
V1-Educators as Reflective Citizen Leaders, 1Planning for Instruction, 2-Implementation and
Management of Instruction, 4-Knowledge of
Subject, 5-Classroom Management, 7-Professional
Responsibilities
V1-Educators as Reflective Citizen Leaders, 5Classroom Management, 6-Communication Skills,
7-Professional Responsibilities, 9- Diversity
V1-Educators as Reflective Citizen Leaders, 4-
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appropriate professional meetings
Publication of new disciplinary knowledge in
appropriate journals, especially those that are
refereed.
Publication of books that add to disciplinary
knowledge
Performances or shows, especially juried or
invitational, that are presented to public
constituencies
Design and execution of workshops that disseminate
knowledge to public constituencies
Successful development of grants
Presentations open to public, such as colloquia, that
share new disciplinary knowledge
Editing of a professional disciplinary lecture series
Organizing and implementing a disciplinary lecture
series
Serving as a reviewer of professional journal
articles and/or books
Scholarship That Adds To The
Pedagogical Knowledge Base
Presentation of innovative teaching techniques at
appropriate professional meetings
Active participation in workshops and conferences
for faculty development designed to invigorate
teaching
Publication of innovative teaching techniques in
appropriate journals, especially those that are
refereed
Publication of pedagogically related books
Knowledge of Subject, 6-Communication Skills, 7Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 4Knowledge of Subject, 6-Communication Skills, 7Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 4Knowledge of Subject, 6-Communication Skills, 7Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 4Knowledge of Subject, 6-Communication Skills, 7Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 4Knowledge of Subject, 6-Communication Skills, 7Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 4Knowledge of Subject, 6-Communication Skills, 7Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 4Knowledge of Subject, 6-Communication Skills, 7Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 4Knowledge of Subject, 6-Communication Skills, 7Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 4Knowledge of Subject, 6-Communication Skills, 7Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 4Knowledge of Subject, 6-Communication Skills, 7Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 1Planning for Instruction, 2-Implementation and
Management of Instruction, 3-Evaluation and
Assessment, 4-Knowledge of Subject, 5-Classroom
Management, 6-Communication Skills, 7Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 1Planning for Instruction, 2-Implementation and
Management of Instruction, 3-Evaluation and
Assessment, 4-Knowledge of Subject, 5-Classroom
Management, 6-Communication Skills, 7Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 1Planning for Instruction, 2-Implementation and
Management of Instruction, 3-Evaluation and
Assessment, 4-Knowledge of Subject, 5-Classroom
Management, 6-Communication Skills, 7Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 1Planning for Instruction, 2-Implementation and
Management of Instruction, 3-Evaluation and
Assessment, 4-Knowledge of Subject, 5-Classroom
Management, 6-Communication Skills, 7Professional Responsibilities
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Design and execution of workshops to improve
teaching
Successful development of grants
Presentation open to the public, such as colloquia,
that share new pedagogical knowledge
Editing a professional journal devoted to pedagogy
V1-Educators as Reflective Citizen Leaders, 1Planning for Instruction, 2-Implementation and
Management of Instruction, 3-Evaluation and
Assessment, 4-Knowledge of Subject, 5-Classroom
Management, 6-Communication Skills, 7Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 6Communication Skills, 7-Professional
Responsibilities
V1-Educators as Reflective Citizen Leaders, 1Planning for Instruction, 2-Implementation and
Management of Instruction, 3-Evaluation and
Assessment, 4-Knowledge of Subject, 5-Classroom
Management, 6-Communication Skills, 7Professional Responsibilities
V1-Educators as Reflective Citizen Leaders, 1Planning for Instruction, 2-Implementation and
Management of Instruction, 3-Evaluation and
Assessment, 4-Knowledge of Subject, 5-Classroom
Management, 6-Communication Skills, 7Professional Responsibilities
Unit Facilitation of Professional Development
The unit provides a variety of professional development activities that are
designed to enhance faculty skills, knowledge and abilities. Fifty-six members of the unit
have participated in University sponsored technology workshops through the department
of Instructional Technology Services. Topics included Blackboard, PowerPoint, Smart
Force, Windows 2000, Front Page, Imaging, Web Transition and Access.
The unit allocated an average of $4096 per year for faculty development in the
form of Dean’s Faculty Development Grants. A total of 48 individual awards were given
to support conference presentations, instructional projects or scholarly initiatives. A
second unit-funded professional development program is the Summer Research Stipend
Grant. Between 2000-2001 and 2002-2003, an average of $5,220 was spent each year on
Summer Research Stipends in the unit. However, while nine faculty in the unit
received stipends during that time period, only one was funded during 2002-2003.
The university has two professional development leave programs that are
available to unit faculty. The first is a traditional sabbatical that is intended for
professional renewal. The second, Faculty Connections, provides opportunities for
tenured faculty to use their talents, skills and expertise in organizations outside of the
university. Two unit faculty have participated in Faculty Connections. The first worked
as a school Counselor in three school divisions and the second, as an elementary physical
education teacher. In both cases, the faculty member developed first-hand knowledge of
contemporary professional practice while providing exemplary service for the agency.
A senior professor in the unit developed a mentoring program for new faculty
during the induction year. The program provides monthly meetings, each with a specific
topic, during the nine months of the academic year. Topics include planning, evaluation,
advising, and time management, among others.
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The recently established Professional Development Research and Grant
Committee is developing an agenda to assist faculty in developing research and grant
initiatives. They plan to provide colleagues knowledge and skills related to
grantsmanship and to communicate grant opportunities to interested faculty. In addition,
they are exploring ways to reinvigorate two existing University faculty development
opportunities; Faculty Development Grants for instructional improvement and Faculty
Research Grants to provide seed money for new research projects. The committee is
seeking to obtain permanent funding for the two programs.
Overall Assessment of Standard
Faculty in the unit consistently exhibit best practices in teaching, research and
scholarship. They regularly collaborate with university and P-12 partners with a goal of
improving candidate performance and student achievement. They are recognized
throughout the region, state and nation for the quality of their teaching.
C. Recommendation: Met
D. Weaknesses:
New
None
Corrected
None
Continued
None
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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.
A. Level: Initial and Advanced
B. Findings:
Unit Leadership and Authority
While located primarily in the College of Education and Human Services,
educator preparation is a university-wide collaborative effort between the College of
Education and Human Services (CEHS) and the College of Arts and Sciences. Both
colleges have the responsibility of providing candidates with the content knowledge of
their individual fields, the latest theories and practices of pedagogy, strong skills in
technology, and strong professional mentors. Thus, the unit is a collaborative academic
community of scholars dedicated to the development of preservice and in-service
candidates.
The Professional Education Faculty are a community of 41 full-time and 32 parttime faculty. The Dean of CEHS hired in 2002, serves as the head of the unit. The Dean
of CEHS reports to the Provost, who in turn reports to the President of the University
The administrative structure of the unit also include positions of Director of Professional
Services; Associate Dean for Assessment, Accountability, and Accreditation, and the
Director, Institute for Teaching Through Technology and Innovative Practice (see
attached organizational chart). Both the Associate Dean and the Director of Professional
Services positions were not full time positions until this academic year. Funding was
provided by the University to fully fund these positions so that additional support could
be provided to meet the needs of educator preparation.
Since the last NCATE visit in 1998, the unit has undergone several significant
changes. Under the leadership of the new Dean of CHES, the need for a unit governing
body, that would facilitate communication across all programs and would cement the unit
as one academic community, was identified as a priority. The Professional Educators
Council (PEC) was formed in fall 2002 “to provide the leadership and forum to
effectively collaborate, review, and discuss common issues that cross discipline and
departmental lines in relation to the preparation of professional educators and to advise
administrators and all Longwood University programs that prepare education
professionals to work in P-12 schools.” Members of the PEC include program faculty,
student representatives, and school practitioners. The deans of Education and Human
Services and Arts and Sciences, as well as the Dean of the College of Business and
Economics are ex-officio members of the PEC.
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According to the November 26, 2002 minutes of the PEC, “The Professional
Educators Council will be governed by an Executive Committee that includes the
following representatives:
1.
Chair, Director of Teacher Education
2.
Chairs of the Standing committees
a.
Licensure and Curriculum
b.
Field Experiences
c.
Accreditation, Assessment, Accountability and Research
d.
Admissions and Advising
e.
Professional Development and Grants
3.
Chair of the Southside Virginia Superintendents’ Network
4.
Licensed Cooperating Teacher
5.
Undergraduate student representative
6.
Graduate student representative
Ex-offico
1.
Dean of the College of Education and Human Services
2.
Dean of the College of Arts and Sciences
3.
Dean of the College of Business and Economics
The Executive Committee, in consultation with the Deans of the Colleges of
Education and Human Services and Arts and Sciences, will set the agenda for each
meeting.
The Executive Committee’s broad purpose is to insure that the PEC provides the
systematic governance necessary for accomplishing collaboration, discussion, review,
and recommendations for effective professional education. To this end, the Executive
Committee provides coordination and communication among teacher education faculty
members. In addition to setting the Council’s agendas in consultation with the Deans, the
Executive Committee’s specific areas of responsibility may include reviewing and
advising issues regarding diversity, technology, budget, adjunct faculty, and workload.
In January, 2003, PEC bylaws were adopted with the following changes:
1) The establishment, bylaws and functioning by the PEC will be reviewed in one
year and a vote taken on whether to continue, eliminate or modify it.
2) The Licensure and Curriculum Committee was eliminated as it duplicated
structures already in place.
3) The Research component of the Accreditation, Assessment, Accountability and
Research Committee was moved to the Professional Development and Grants
Committee.
Due to the changes in January, the PEC currently has four standing committees:
(1) Field Experiences, (2) Assessment, Accountability and Accreditation, (3) Admissions
and Advising, and (4) Professional Development, Grants and Research. Committee
members representing the various programs from both colleges discuss relevant issues
and make recommendations to the full body for further discussion and recommendations
to the two deans. Several University committees also have responsibilities related to
initial and advanced teacher preparation programs. The Teacher Education Advisory
Council, the Liberal Studies Committee, the Secondary Education Committee, the
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Partnership Advisory Committee, the Graduate Committee, and the Dean’s Advisory
Council all contribute to the governance of teacher preparation. The Teacher Education
Advisory Council, the Liberal Studies Committee and the Dean’s Advisory Committee
all have members from the P-12 community, students, and /or members from programs
across campus and at off-campus delivery sites.
Interviews with faculty and administration indicate that the creation of the PEC
has been a very positive step in improving communication and increasing faculty
participation and ownership in the program. Many faculty indicated that they now feel
like they have a say in many decisions affecting teacher education programs. Several
productive meetings have been held as the PEC is being formed. The key focus of the
group over the past few months has been on preparation for the NCATE visit. Meetings
with the various committees of the PEC resulted in additional feedback from faculty
about the value of this structure in opening the lines of communication and collaboration.
The Teacher Education Advisory Council (TEAC) meets semi-annually to discuss
issues of importance to teacher preparation at Longwood University and to make
recommendations regarding policy, curriculum and assessment.
The Liberal Studies Committee makes recommendations regarding changes in the
Liberal Studies curriculum. Similarly, the Secondary Education Committee provides
coordination and communication across these programs.
The Graduate Committee is a University Committee. This committee is
responsible for policy relating to graduate programs and for approving curricular changes
in graduate programs.
The Dean’s Advisory Council includes CEHS department chairs, associate dean,
the Director of Professional Services, the Director of the Library, and the Director of the
Institute for Teaching Through Technology and Innovative Practices. The Director of the
Southside Virginia Higher Education Center and the Graduate Dean attend once a month.
This group serves as the administrative and management group of CEHS and meets every
one to two weeks, or as needed.
The Partnership Advisory Committee meets semi-annually to discuss common
concerns regarding the Partnership program and to make recommendations for improving
the program and to handle policy matters. The Partnership Faculty Committee meets
monthly to share ideas and to discuss information related to the partnership program.
The Dean of CEHS convenes the Superintendent’s Network four times a year. At
these meetings, superintendents provide feedback on program design and delivery, as
well as information about their needs and ideas. The dean also attends the monthly
meetings of the Region VIII superintendents. This forum provides information about
school, division, state and national issues. The regional community college president
also attends, creating a link across all levels of education in Southside Virginia.
School divisions have also been active in assisting in interview and search
processes for faculty positions.
Longwood has provided professional development and leadership activities for
school divisions. A representative of CEHS attends the regional professional
development meetings to obtain information about school needs and to coordinate with
the schools to provide professional development. A College representative also attends
the regional school division Technology Supervisors meetings, which has resulted in
helping faculty identify technology training needs for entering teachers.
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Although a university policy and specific procedures for curriculum change
exists, faculty indicated that this had not been followed for several years. For example,
the addition of the Partnership Program and the use of Teacher Work Samples, both
significant program changes, were not submitted as curriculum changes but were, instead,
just implemented. Both faculty and administrators, in interviews and group meetings,
indicated that the use of the policy was to be required for future changes. According to
policy, curriculum change should originate with the faculty, be approved by the
department curriculum committee, and then be submitted to the to the college committee
for approval. The Dean must approve the recommended changes before they are
submitted to the University Educational Policy Committee (EPC). This committee
forwards its recommendation to the Faculty Senate for final approval unless the changes
have major implications for the program. In this case, the Longwood Board of Visitors
and the State Council of Higher Education must approve the change. Examples of
changes that must be approved beyond the campus include new programs or termination
of programs. Each of the educator preparation programs is assured of curriculum
integrity through alignment with both national professional standards and the Virginia
Standards of Learning (SOL). At the time of the NCATE visit, seven of the programs
(Educational Leadership, English, Reading Specialist, Math, Physical Education &
Health, Special Education – Undergraduate, and Special Education – Graduate) had
received approval for alignment with national standards and three programs (Biology,
Chemistry, and Physics) are in “conditional” status and must be resubmitted in Fall 2004.
One program (Elementary Education – Undergraduate) is in “conditional” status and
must be resubmitted in Fall 2005. Three programs (Elementary Education – Graduate –
Initial Licensure, Middle School, and Social Sciences) are not in compliance.
A program coordinator is responsible for each program and collaborates with
program faculty to plan course scheduling, curriculum revision, curriculum sequencing,
program advising, and to deal with issues concerning candidates, curriculum, and
administrative matters. Course delivery formats vary and may include traditional day
class meetings, evening or weekend classes, short courses, a hybrid online and face-toface meetings. Unit faculty have collaborated in the planning of course sequence and
assessment parameters and check points to assure that instruction and learning are
occurring in an efficient and coherent manner. The assessment plan, discussed in
Standard 2, provides feedback to the faculty to facilitate program modifications as
necessary.
Admission to teacher preparation, admission to student teaching, and coordination
of field experiences is administered through the Office of Professional Services. This
office has the responsibility for tracking and reporting Praxis I and II performance, and
for processing and approving recommendations for licensure. This office is also
responsible for the distribution and collection of field evaluations.
University admissions and teacher preparation admission procedures are clearly
described in the Undergraduate, as well as the Graduate catalog. In addition, a program
progression check-sheet, which lists all courses required for degree completion, is
provided for each student. All of these documents are also available on the website.
Recruitment for undergraduates occurs in collaboration with the University
Admissions Office. In addition, the graduate studies office provides information and
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brochures to prospective students. Each year high school juniors and seniors are invited
to the Teachers for Tomorrow Symposium, held on campus.
The University Public Relations Office maintains the University calendar, official
publications, websites and advertising. Faculty and administrators work with this office
to assure the accuracy and completeness of the information.
The Liberal Studies Coordinator assigns Liberal Studies majors an advisor. First
year and transfer students are required to consult with their advisors to register for
classes. Students are able to electronically access and review their academic records.
Faculty and administrators are available for advising. Advising at Longwood has
received high marks in student surveys and was commended in the recent SACS review.
Campus resources and services for students include: the Academic Support
Center; the Office of Disability Services; and the Career Center. Undergraduate students
are introduced to these, and other campus services, in a course planned to help first
semester freshmen make the transition to university life. Transfer and graduate students
are provided an orientation to needed resources by advisors and instructors.
Unit Budget
The unit receives sufficient funding to prepare candidates in initial and advanced
programs to meet state and professional standards. Professional activities and
responsibilities within the unit have been supported by annual operating budget
allocations through the CEHS and the College of Arts and Sciences. This allocation
permits faculty teaching, scholarship, and service that extend beyond the unit to P-12
schools and school partnerships. The annual budget of CEHS is comparable to other
colleges on campus.
Because all educator preparation programs are located in departments that also
have other programs, the Institutional Report provided information in five areas (under
three headings): the Department of Education, Special Education, Social Work, and
Communication Disorders; grant funding to CEHS; the Office of Professional Programs;
the Department of Health, Physical Education, Recreation, and Dance; and the College of
Arts and Sciences. (For more information on grant funding, refer to Standard 5.)
 In the Department of Education, Special Education, Social Work, and
Communication Disorders, 92 percent of the funding goes to support educator
preparation programs. Portions of the budget utilized for program development and
associated initiatives, assessment, technology applications, and new program outreach
efforts are substantially supplemented from a wide variety of sources.
 The Office of Professional Services provides substantial support for all education
programming in the unit. This unit has an annual budget of more than $250,000 that
is used to support all operating responsibilities as directed by a full-time director, fulltime secretary, part-time secretary, and a student worker.
 The Department of Health, Physical Education, Recreation and Dance commits 42
percent of its budget to educator preparation programs.
P <71>
 Twenty-five percent (25%) of the budget in the College of Arts and Sciences is used
to support teacher preparation. This figure includes support provided in the Dean’s
Office and nine departments.
 In addition, information provided by the CEHS Dean’s office indicates that 40
percent of the operating budget in the Dean’s office is used in support of teacher
preparation programs.
Budget planning and requests are handled using a variety of procedures
depending on the type of expenditure involved: operating, salary, or capital funding. In
all cases the opportunity for providing input and receiving information is apparent. All
budget requests to the state must be tied to the campus strategic plan or the campus
master plan. The State Budget is appropriated biannually.
Summer school is operated with a different budget, and colleges are able to get
back ½ of the net revenue generated by their faculty. For CEHS that amount was
$50,000 in 2003.
In the case of the strategic plan and master plan (facilities) for the campus, the
draft of a plan is generated either by a consulting firm or by the president and then
presented to the campus through forums and focus groups for critique and clarification.
Once the plans are finalized the Longwood Board of Visitors must approve them. The
master plan is a 6-year document, and the strategic plan was described by the Vice
President for Administration and Finance as a “living document.” The process for
creating a new campus master plan focused on student life and athletics is in the
beginning stages.
In the case of operating budgets, the base allocations for academic programs are
made through the provost to the deans and then to the departments. In recent state budget
cuts, the base operating budgets were cut 22 percent but a recent increase in tuition has
allowed some increase to these funds (until 2 years ago, the state had not allowed any
tuition increases). To date the increase has not brought the operating budgets back to
their original amount. Department chairs reduced support for travel to professional
meetings to cover these reductions, but that additional funding had been provided through
the CEHS dean’s office, the provost, and the graduate dean. The Vice President for
Administration and Finance indicated that the academic portion of the university was
protected as much as possible when cuts are made. This decision was one that was made
at the vice presidents’ and president’s level, and was supported by all vice presidents as
education for students is the key role of the university.
If excess operating funds are provided by the state or through tuition, the campus
budget committee examines budget requests and sets priorities for the campus. This
committee is composed of members of the Faculty Senate Committee on Finance and
Planning (2 Senate members and at least 3 non-Senate faculty, at least one faculty from
each college), the deans of each college, the university vice presidents, and the provost.
Requests to the committee are generated in each college through departments, and in nonacademic areas. The Vice President for Facilities Management and Technology and
Chief Information Officer indicated that “You would think that all priorities would be
academic because the committee has more academic representatives, but the outcomes
are almost always balanced and based on the current campus needs.” The CEHS has
benefited from this process, as funding for several teacher education initiatives has been
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provided through this process. Examples include: expansion of the partnership semester
to four school divisions ($10,000); recruiting efforts ($5,450); and development of
alumni advisory councils ($6,600).
In the case of salaries, when budget cuts were projected a freeze was placed on
hiring so that the impact would not be as great. Because of this strategy, layoffs for the
campus were minimal. The goal for salaries is 60 percent of the average of identified
peer institutions. Faculty salaries are below this 60 percent across campus, partially
because the peer group for Longwood was just changed resulting in a higher average
salary (peer groups must be approved by the State). However, discussions with faculty,
review of faculty vita, and class observations indicate that Longwood has been able to
attract very competent faculty members for the preparation of educators. The campus
Human Resources Office performs staff salary studies, and ability to offer competitive
salaries is dependent on the type of position (according to the Vice President for Facilities
Management and Technology and Chief Information Officer). For example, salaries for
technology staff are not competitive and finding a person who is interested in staying in
this area is often critical to filling positions in this area. Salary increases for faculty and
administrators come in a pool to the president, who sets procedures for distribution.
Increases are typically performance-based. Increases for staff are across-the-board.
Personnel
As mentioned earlier, the professional education faculty are a community of 41
full-time faculty and 32 part-time faculty members.
Since 1999, the number of full-time tenure track education faculty in the
Department of Education, Special Education, Social Work, and Communication
Disorders has grown to 16 with four new positions added since 1999. The department is
directed by a chair, supported by one full-time secretary and five student assistants, and
had the use of seven graduate assistants during the 2002-2003 academic year. In that
time period, nine adjuncts were utilized.
The HPERD faculty includes 16 full-time faculty members, of whom 13
participate in the delivery of content instruction. In addition, the department is searching
for two new faculty members who will participate in the delivery of content instruction,
and for one one-year faculty member (to fill a position now vacant because a faculty
member was named the associate dean of CEHS; the department has been assured that
they will not lose this position). The department is directed by a chair (new in fall 2003),
and supported by one full-time secretary and student assistants (numbers vary from
semester to semester). Adjunct faculty members are employed on a limited basis to
provide additional instruction.
The College of Arts and Sciences faculty comprises 115 full-time faculty
members, most of who participate in the delivery of content instruction for teacher
preparation. Adjunct faculty members are employed on a limited basis to provide
additional instruction as needed. Graduate students are occasionally assigned to a
supporting role in undergraduate instruction; however, the instructor of record for all
College of Arts and Sciences courses is a faculty member.
In the CEHS dean’s office, two new positions have been created in the past year:
Associate Dean for Assessment, Accountability, and Accreditation, and Director of
P <73>
Professional Services. In the past, these roles had been filled part-time with teaching
faculty. There is a full time administrative assistant in the dean’s office, and the Office of
Professional Services has a full-time secretary, a part-time secretary, and a student
worker. Funding was also provided for NCATE through faculty stipends for those taking
leadership roles, and a full-time staff member.
Adjunct faculty are employed, as mentioned in previous information, on a limited,
as needed basis. The average number of adjuncts per semester is five, with each teaching
an average of four credit hours. All adjuncts are approved for their teaching assignments
by the respective program coordinators, and associated course syllabi and materials are
also reviewed for consistency with the conceptual framework and other curriculum
requirements.
According to the faculty manual “… the standard faculty load at the
undergraduate level is based on 24 credit hours, or the equivalent, per academic year; this
applies to both on-campus and distance learning offerings. For faculty members teaching
a combination of graduate and undergraduate courses, the standard teaching load is based
on 21 credit hours (exclusive of thesis direction), or the equivalent, per year; these
teaching loads apply to both on-campus and distance learning offerings.” Load policy is
also indicated for supervision of student teachers…”No supervisor should be responsible
for more than 18 students per semester. The credit-hour load for supervisors is two credit
hours per three candidates supervised, and is based on an assumption of weekly visits at
widespread locations. If visits are less frequent, or the locations are clustered, the credithour load should be adjusted proportionately.” Discussions with faculty and department
chairs in group and individual meetings indicate that the typical load for a unit faculty
member is 24 credit-hours regardless of course assignment. Credit provided for
supervision of student teachers and/or practica varies – in some cases credit is given in
load and in some cases no credit is given. No credit is given for duties such as serving as
program coordinator, although the responsibilities for these roles indicate that a
considerable amount of time is involved. One department chair indicated that she was
looking at ways to adjust loads so that faculty are given time for responsibilities such as
program coordination, and the CEHS Dean’s Advisory Council Minutes of July 21, 2003
indicate that, “…no faculty overloads. Any faculty who teach 6 credits of graduate
courses must have a 4-3 load (21 credits)…less that 6 graduate credits is 24.”
Administrators and faculty all indicate that teaching is Longwood’s focus. In fact,
graduate faculty indicated that”…the focus here is on teaching and students, and the
rewards are there for doing that well.” The current workload policy allows faculty little
time in load for scholarship, service or other responsibilities such as program
coordination. As indicated above, no time is provided in loads for development of
assessments or online courses. However, these activities could be considered as
scholarship according to the definition of scholarship adopted by the university. The fulltime position of Associate Dean in CEHS was created to provide leadership and direction
for assessment, accountability, and accreditation. Likewise, the full-time position of
Director of Professional Services was created to assume many of the tasks faculty or
program coordinators had in the past. Faculty also indicated that a University Senate
Committee was looking at the issue of workload and possible revisions.
The current designated library liaison for education programming is the Director
of Reader Services and possesses the M.L.S. degree. Until recently this person was a
P <74>
full-time library staff member. However, recently she has returned to a faculty position,
and is remaining in the position on a part-time basis until it can be filled.
Faculty indicated that in the past graduate assistants had been available to assist
with scholarship and course preparation. When budget cuts were made, the graduate
assistant funding was eliminated. Grant funding has provided some opportunity for
graduate assistants who assist with activities specifically related to the grant. A search is
being conducted for a Graduate Dean (a position which was formerly Director of
Graduate Studies), and several faculty indicated that they are hopeful that this will
provide opportunities for some funding for graduate assistants. Faculty indicated that the
lack of this funding had affected their ability to get their research activities completed,
and they also felt that it had reduced the number of full time graduate candidates in their
programs.
Several professional leave opportunities are available to faculty members.
Unit Facilities
The instructional facilities and associated technology resources for educator
preparation provide exceptional support and are exemplary examples of technology
applications in education for emerging professionals. The Department of Education,
Social Work, and Communication Disorders is housed in Hull Building; the Department
of Health, Physical Education, Recreation, and Dance is housed in Lancer; and the
programs that provide instruction in teacher preparation in the College of Arts and
Sciences are housed in five different campus buildings (Bedford, Wygal, Jarman,
Grainger, Stevens/McCorkle/Jeffers, and Wynne). Wynne is a temporary placement until
construction is completed on the Ruffner Building (one of the buildings destroyed in the
fire). In addition, a new science building is scheduled for occupancy in 2005, and
Grainger Hall is undergoing renovations.
Every faculty member has his/her own office with personal computer and
necessary software and hardware that are updated approximately every three years.
Associated college and departmental offices are located in nearby and convenient
locations if not located in the same building. Distance learning interactive video
classrooms are available in Hull and Lancer. Five counseling/interview rooms are
available, classrooms are equipped with state-of-the-art technology equipment, or the
technology is accessible through a multi-media cart. Several laptop classrooms and
computer lab are also available. Faculty use sophisticated high-tech equipment in the
Lancer Human Performance Lab, and have access to all physical education equipment,
including adapted equipment, in P-12 classes. Extensive sound, lighting and recording
systems are available in the Lancer Dance Studio. Education programs also occupy four
partnership school sites with dedicated classrooms located in four local regional county
elementary schools. Two of those classrooms have Smartboards and a variety of multimedia equipment and computers are employed in all the settings as required.
The Southern Virginia Higher Education Center (SVHED) in South Boston,
Virginia offers courses and programs from nine colleges and universities. Longwood is
the fiscal and operating agent for the Center. Longwood offers between 10 and 15
classes a semester at the center towards the Master of Science in Education. Candidates
can earn the degree in one of four concentrations, and teacher licensure courses are
P <75>
offered on a rotating basis each semester. Facilities at the Center provide the latest in
technology and the ability to conduct two-way audio/video distance education.
All students must have a laptop computer when they enter Longwood. The
university has a contract with a computer company and provides service for those
computers free of charge. Other computers may be used, but they must be configured to
meet university standards and there is a cost for service. Students pay a technology fee
that goes to support student technology service. A “help line” provides immediate
assistance, and longer term assistance is available to students and faculty in the order of
request (if you call first you receive service first). A technician is on-call to assist in
classrooms, and telephones are provided in all multi-media classrooms. The university is
moving all computer service to wireless, and the unit should all be wireless by the end of
spring 2004. All faculty use Blackboard as a teaching and classroom
management/organization tool. Through this web-based system students can send
assignments, have active discussions, view grades and corrections to assignments, and
communicate with the faculty. Faculty and students talk about the use of technology in
their classes and learning experiences, and observations of faculty in classes provided
evidence that they are modeling the use of technology in their teaching.
Unit Resources Including Technology
Instructional technology initiatives have been designed to fully integrate
technology into the curriculum and to model the use of technology by professors for
candidates. The nationally recognized Institute for Teaching Through Technology and
Innovative Practice provides substantial support for both outreach programming and offcampus instruction for education programs. Most of the unit faculty use state-of-the art
instructional technology on a daily basis. Some examples of initiatives focused on the
integration of technology in the learning environment provided to all education
candidates include:
 Special Education Online Institute – A significant part of coursework is offered
online in an effort to license qualified special education teachers.
 The Southside Virginia Learning Network (three year grant) – Offered
communication and collaboration to teachers and students in schools throughout
Southside Virginia.
 Virginia Comprehensive Health Education Training & Resource Centers – A website
provides a searchable database, Virginia Standards of Learning for Health and
Physical Education, Hotline phone numbers, lesson plans, and lists of training
modules and resources.
 INTIME – a Renaissance grant that allowed six professors to integrate technology
teaching modules into their coursework.
 Longwood’s Computer Refresh Program provides for replacement of faculty
computers every three years.
According to the Chief Information Officer of the University, in planning for technology
they have put the people first. In other words, providing faculty with up-to-date
equipment and helping them learn how to use it were the first priorities.
P <76>
Longwood maintains several computer labs equipped to meet varying hardware
and software needs. These labs are available to faculty and candidates on a walk-in basis,
and can be scheduled for classes as well.
The Longwood University Library’s holdings are adequate to meet the needs of
unit programs. The Library supplements collections with services designed to meet the
needs of users. For example, databases specific to education resources are available and
an excellent curriculum section is available in the library. Staff librarians are assigned as
liaisons to specific academic areas, as discussed in a previous section of this standard.
Materials not found in the library can be accessed through inter-library loan. The library
also helps to provide materials for a curriculum and art reference and workroom in Hull.
Although budget cuts have had an impact on the library, they had been able to maintain
the majority of periodicals and other materials and services through careful planning and
work with campus programs. The Longwood Library serves as the depositary for
textbooks being considered for adoption in the state of Virginia. This provides
candidates and faculty the opportunity to preview the latest copies of textbooks that may
be used in P-12 classrooms.
Overall Assessment of Standard
The unit has made considerable progress in establishing a governance structure
and involving faculty in unit governance since the last visit. Numerous advisory groups
and committees allow both faculty and school personnel to have input into the policies
and programs of the unit. Budgets, facilities, faculty positions, and technological support
for the unit are comparable to that for other units on campus. Workload expectations are
heavy.
C. Recommendation: Met
D. Areas for Improvement:
New
Initial – Faculty teaching undergraduate courses are assigned excessive loads.
Rationale:
The workload policy states that faculty teaching undergraduate courses will teach 12
credit hours a semester. No credit is provided for program coordinators, and the
workload credit for supervision of student teachers and practica is not consistent.
Corrected
Former Standard IV. A: There is no single body given authority for designing,
implementing, and making revision decisions related to the professional education unit.
Rationale:
P <77>
A body has been created with by-laws and is operating.
Continued
Former Standard III. C: (Advanced) Faculty teaching graduate courses are assigned
excessive workloads.
Rationale:
The university workload policy has not changed since the last visit. The most recent date
in the faculty manual related to the workload policy is 1997.
P <78>
SOURCES OF EVIDENCE
Partnership Schools – On Site Visits
Jeannine Perry
Partnership Professor
Charlotte County: Eureka Elementary School
Billy Elder
Principal
Robin Mason
Cooperating Teacher
Amanda Prince
Partnership Student
Farrah Schmidt
Advanced Program Student
Daphne Reyburn
Advanced Program Student
Gretchen Braun
Richard Goode
Katrina East
Sara Moore
Mary Hart
Susan Quick
Angeles Christian
Stephen Kennedy
Partnership Professor
Prince Edward County: Middle School
Principal
Middle School Partnership Student
Cooperating Teacher
Middle School Partnership Student
Student Teacher
Cooperating Teacher
Cooperating Teacher
Dr. Geri Bourdeaux
Hood Frazier
Brandi Redd
Susan Bagby
Principal
Student Teacher Supervisor
Student Teacher
Cooperating Teacher
Academic Advising
Joanne Baker
Jena Burges
Jeremy Lloyd
Darryl Poole
Marilyn Osborn
Director of Liberal Studies
General Education
Natural Science
Sociology
Education
Prince Edward County: High School
Advanced Program Faculty
Lee Banton
Educational Leadership
Barbara Chesler
Literacy & Culture
Audrey Church
School Library Media
Carolyn Cooper
Guidance & Counseling
Peggy Tarpley
Special Education
Gerry Sokol
Educational Leadership
Luther Kirk
Literacy & Culture
Frances Reeve
School Library Media
Patricia Cormier
Norman Bregman
Dr. Jim Pirkle
Lonnie Calhoun
Carol Coulter
Nancy Blatner
Kathy Charleston
Dr. Gwen Edwards
President
Provost
Director of Professional Services
Director of Multicultural Affairs
Affirmative Action Officer
Associate Provost of Graduate Studies and Support Programs
Assistant Director of Graduate Studies
Superintendent, Nottoway School Board Office
Teacher Education
Advisory Council (TEAC)
HPERD Faculty
Sarah Bingham
Chuck Blauvelt
P <79>
Sharon Gaunt
Charlotte Guynes
Bette Harris
Rodney Williams
University Librarians
Calvin Boyer
Frances Reeve
Ibrahim Stwodah
Sharon McCaslin
Elizabeth Kocevar-Weidinger
Education, Special Education, and Social Work Faculty
Lee Banton
Gretchen Braun
Barbara Chesler
Audrey Church
Carolyn Cooper
Deborah Frazier
Frank Howe
Chris Jones
George Stonikinis
Luther Kirk
Rachel Mathews
Ruth Meese
Jeannine Perry
Marilyn Osborn
Peggy Tarpley
Betty Jo Simmons
Jim Riley
Gerry Sokol
Professional Education Council (PEC)
Lily Goetz
Modern Languages
Bill Harbour
History & Political Science
Rachel Mathews
Special Education
Chris Jones
Special Education
Marilyn Osborn
Education
Lee Bidwell
Sociology, Anthropology & Cultural Studies
Pam Arkin
Theatre
Deborah Welch
History & Political Science
Patricia Lust
Music
George Stonikinis
Education
Chuck Blauvelt
Health, Physical Education, Recreation & Dance
Sarah Bingham
PHETE program director
Audrey Church
School Library Media
Frances Reeve
School Library Media
Jeannine Perry
Literacy & Culture, Education
Jim Riley
Education
Jim Pirkle
Director of Professional Services
Judy Johnson
Associate Dean, Education
Sue McCullough
Dean, Education
Gary Nelson
Mathematics & Computer Science
Barbara Chesler
Literacy & Culture, Education
Geoff Orth
Honors Program
Jeremy Lloyd
Natural Sciences
P <80>
Ruth Lyn Meese
Special Education
Videoconference with South Boston
Robin Brown
Sheila Coleman
Carol Inge
Tim Owen
Undergraduate Candidates in Initial Programs
Theatre: Maggie Szdlowski & Courtney Kappel
Modern Language: Angela Atkins
Science: Jennifer Lewis, Stephanie Trovato, Whitney Long
Music: Aaron Sletten & Myranda Pittard
History: Mickey McGuire
Art: Rachel Cross
English: Leah Andra & Stephanie Covington
Liberal Studies – Elementary& Middle School: Joshua Elder, & Suzanne Fowlkes
Jessie Helbert
Stephanie Lane
Jennifer Holliday
Angela Atkins
Jessica Tignor
Adam Roach
Patrick Brown
Kim Mason
Courtney Griffin
Angela Paul
Lyndsay Thomas
Professional Development Research and Grant Committee
Rachel Mathews
Chris Jones
Audrey Church
Frances Reeve
Initial and Graduate Candidates in Teacher Education and Non-Teaching Advanced Programs
Literacy & Culture: Mary Lisa Watts and Andrea Butler
Educational Leadership: “Chip” Jones and Janee Sprinkle
C&I: Lalisha Venea Fitchett
Special Ed.: Anthony Dickens and Todd Forgette
Special Ed. (5-year): Stephanie Lane
Christine Todt
Katrina Stevens
Superintendent’s Network
Dr. Margaret Blackmon
Ms. Nancy Iverson
Mary-Meade Saunders
David Gangel
Michael Willis
James Pirkle
Sue McCullough
Prince Edward
Center for K-12 Education
Career Center – Longwood
Aurelia County Schools
Cumberland County Schools
Director of Professional Studies
Dean
Agencies and School Divisions for Non-teaching Graduate Programs
Powahatan School Division: Sandy Lynch, Carol Petis, Randy Watts
Charlotte County: Carolyn Baker
P <81>
Prince Edward: Jennifer Halladay
Albermarle: Yvonne Brown
Patrick Henry: Marla Perry
Newport News City: Susan Fitchko
Student Teachers & Interns and Cooperating Teachers & Mentors
Interns: “Chip” Jones and Janee Sprinkle
Mentor: Donna Matthews
Cooperating Teacher: Jenny Pylley, Matoaca High School
Partnership Advisory Committee
Betty Jo Simmons, Partnership Chair
Cumberland: Melinda Brooks, Teacher
Prince Edward: Janice Goode, Teacher
Partnership Students: Kari North and Virginia Walderman
Buckingham: Larry Massie, Superintendent
Charlotte: Thomas Elder, Principal
Partnership Professor: Jim Riley
Dept. Chair: George Stonikinis
Dean: Sue McCullough
Jessica Sanchez-Tucker Recent Graduates
Pam Davis (Special Education)
Deborah Frazier
Gretchen Braun
Betty Jo Simmons
Partnership Professors
Arts and Sciences Faculty, Content and Methods
General Ed.: Jena Burges
Theatre: Gene Muto and Pam Arkin
English, Phil., & Mod. Language: Dennis Burges, Lily Goetz,
Raymond Cormier, Hood Frazier,
History & Political Science: Deborah Welch
Math: Bill Abrams, Gary Nelson, Sharon Emerson-Stonnell and Clarence Davis
Music: Pat Lust
Art: Kelly M. Nelson
Natural Science: Alix Fink, Mark Fink, Jeremy Lloyd and Charles Ross
Sociology, Anthropology & Criminal Justice: Lee Bidwell, Ken Perkins and Darryl Poole
Student Teacher Supervisors
Hood Frazier
Lily Goetz
Lloyd Pugh
Rachel Mathews
Gary Nelson
Program Coordinators
Music Education: Pat Lust
Theatre Education: Pam Arkin
Science Education: Jeremy Lloyd
Phys. Ed. Education: Sarah Bingham
Elementary Education, Initial Licensure Undergraduate: Luther Kirk
Elementary Education, Initial Licensure Graduate: Deborah Frazier
Special Education: Peggy Tarpley
Middle School Education: Jim Riley
P <82>
Social Studies Education: Deborah Welch
Literacy and Culture, (Reading Education): Barbara Chesler
Educational Leadership: Lee Banton
Library Media: Audrey Church
Guidance and Counseling: Carolyn Cooper
Field Experiences Committee
Chuck Blauvelt
Jim Pirkle, Chair
Gretchen Braun
Deborah Frazier
Hood Frazier
Lily Goetz
Board of Visitors
Barry J. Case (Rector),
Helen P. Warriner-Burke (Secretary)
Ann Green Baise (Advisor)
Admissions and Advising Committee
Joanna Baker, Chair
Raymond Cormier
Marilyn Osborn
Teacher Work Sample (TWS) Committee and Arts and Sciences Mentors
Jeremy Lloyd
Mentoring Facilitator
Chuck Blauvelt
HPERD faculty member
Deborah Frazier
Education faculty member
Jim Riley
Education faculty member
Luther Kirk
Education faculty member
Gretchen Braun
Education faculty member
Ruth Meese
Special Education faculty member
Bob Webber
Arts and Sciences faculty member
Assessment Committee
Sarah Bingham
Sharon Gaunt
Barbara Chesler
Peggy Tarpley
Sandra Bollinger
Pat Lust, Chair
Judy Johnson
Teachers for Tomorrow
Frank Howe
Betty Jo Simmons
Classes Visited
PHED 364
Adapted PE
Dr. Olenik
PHED 380
Pedagogy I: Orientation Dr. Bingham
To Teaching Physical & Health Education
MUSC 441
Elementary School
Dr. Lust
Methods & Materials
THEA 101
Issues in Theater
Dr. Keith
P <83>
Website: http://www.longwood.edu/ncate/
Assessment system
Candidate proficiencies aligned with professional and state standards
Candidates’ development and demonstration of knowledge, skills, and dispositions to help all students learn
Coherence
Collaboration
Collaboration between unit and school partners
College of Education and Human Services
Commitment to diversity
Commitment to technology
Content knowledge for other professional school personnel
Content knowledge for teacher candidates
Contextual factors
Data collection, analysis, and evaluation
Design, implementation, and evaluation of curriculum and experiences
Design, implementation, and evaluation of field experiences and clinical practice
Dispositions for all candidates
Experiences working with diverse candidates
Experiences working with diverse faculty
Experiences working with diverse students in P-12 schools
History of development
Longwood University
Modeling best professional practices in scholarship
Modeling best professional practices in service
Modeling best professional practices in teaching
Overview of the conceptual framework
Pedagogical content knowledge for teacher candidates
Personnel
Professional and pedagogical knowledge and skills for teacher candidates
Professional commitments and dispositions
Professional knowledge and skills for other school personnel
Qualified faculty
Shared vision
Student learning for other professional school personnel
Student learning for teacher candidates
Teacher preparation programs
Unit budget
Unit evaluation of professional education faculty performance
Unit facilitation of professional development
Unit facilities
Unit leadership and authority
Unit resources including technology
Use of data for program improvement
Overview of Longwood University and CEHS
Standard 1: Candidate knowledge, skills, and dispositions
Standard 2: Assessment system and unit evaluation
Standard 3: Field experiences and clinical practice
Standard 4: Diversity
Standard 5: Faculty qualifications, performance, and development
Standard 6: Unit governance and resources
The conceptual framework
Evidence Room
AACTE/NCATE Annual Reports
P <84>
Accreditations
Adjunct Faculty Guide
Agendas - Deans Advisory Council - 1998-2003
Clinical Placements - 2003
Conceptual Framework Workpapers
Continuing Accreditation of the College of Education & Human Services and College of Arts & Sciences - 2003
Continuing Accreditation Report of the School of Education & Human Services - 1998
Course Proposals - Graduate
Course Proposals - Undergraduate
College of Education & Human Services - Minutes of Department Meetings - 2000-2003
EBI Teacher Education Student Assessment Benchmarking Project - 2000, 2002 and 2003
Educational Leadership Field Experience Supervision Handbook - effective for students admitted August 2003 and after
Educational Policy Committee - Minutes 2000-2003
Faculty Policies & Procedures Manual 2003-2004
Field Services Manual
Health, Physical Education , Recreation & Dance - Committee Listings and Meeting Information
Institute for Teaching Through Technology and Innovative Practices - Book outlining ITTIP
Minutes –
Liberal Studies Committee,
NCATE Committee,
Partnership Committee,
PEC,
Special Ed. Committee,
Superintendent's Network
Miscellaneous Correspondence Pertaining to NCATE Continuing Accreditation
Review Reports on Association Standards
SPA Reports and Rejoinders
Educational Leadership - Graduate (ELCC)
Elementary Education - Undergraduate (ACEI)
English Education - Undergraduate (NCTE)
History & Social Studies Education - Undergraduate (NCSS)
Initial Physical Education Teacher Education Program - Undergraduate (NASPE) (AAHPERD)
Literacy and Culture - Graduate (IRA)
Mathematics with Secondary Teaching Endorsement - Undergraduate (NCTM)
Liberal Studies/Middle Education Program - Undergraduate (NMSA)
Natural Science Program - Undergraduate (NSTA)
P-6 Initial Licensure Program - Gradate (ACEI)
English with Initial Licensure Combined (6-12) - Graduate (NCTE)
Liberal Studies/Special Education Program: Initial Licensure (CEC)
Initial Licensure with Master's Degree Option
Curriculum & Instruction Specialist in LD/EBD/Mild MR: Advanced Professional
Special Education Programs 2003-2004 - Student Handbook
Special Education Programs - Graduate Internship Handbook
State Matrices - 1999-2000
Student Teaching Manual
Teacher Quality Institute - Notebook from Workshop conducted July 26-28, 2000
Teacher Work Sample Documentation
Transitions Plans - Professional Education Preparation Programs
Vita - Longwood University Teacher Education Adjunct Faculty and Clinical Faculty
Vita - Longwood University Teacher Education Full-time Faculty
Vita - Longwood University Arts and Sciences Full-time Faculty
Alternative Book Teaching Rubric
Shared Book Experience Rubric
P <85>
Portfolio Rubric
Longwood University Secondary Science Education, Summary of Changes Proposed in Program Rejoinder, Summer 2003
Outdoor Education in the Schools - Final Exam
Teacher Work Sample Ratings - Fall 2001
Three Electronic Portfolios
Analysis of a fundamental locomotor or manipulative skill
Autobiography of Your Personal Development and Scoring Rubric
Health Risk Assessment Journal Evaluation form
Outdoor Education in the Schools - Unit Plan
Physical Education 280 - Motor Development and Scoring Rubrics
Skill analysis Project Grading Rubric - PHED 386
2002-03 Cohort Praxis II Data - Summer 2002, Fall 2002, Spring 2003, Summer 2003
Minutes of meetings conducted Fall 2003 for review and revision of middle school program
Minutes of meetings conducted Fall 2003 for review and revision of elementary school program
National Middle School Association’s Position Statement on Professional Preparation
Evaluation Rubric for Course Papers - Education Leadership
Role Presentation Rubric - LISC 660: Collaborative Instructional Processes
Technology Library System Report (TLSR) Rubric - Literacy & Culture
Technical Services Manual Checklist - LISC 580: Technical Processing of Materials
Website Correlation/Oral Presentation Checklist - LISC 660: Collaborative Instructional Processes
Scoring rubric for comprehensive exam - Literacy and Culture
Lesson Plan Form and Rubric - Physical Education Teacher Education
Micro Lesson Evaluation Form - HLTH 465
Outdoor Education in the Schools - RECR238: Teaching an Outdoor Education Activity and Rubric
Teacher Evaluation form - HLTH 465
Teacher Work Sample - Physical Education, K-6 "Striking"
Teacher Work Sample - Physical Education, Grade 10 "Volleyball"
Video Tape Analysis Form - PHED 380
Art - Teaching Assessment Form #1 and #2
Education - Classroom Management Plan
EDUC 506 - Philosophy Grading Rubric
EDUC 521, Human Growth - Application of Knowledge Project
EDUC 544, Integrated German Unit - Scoring Guide/Rubric
EDUC 544, Personal Social Studies Project - Scoring Guide/Rubric
Field Experience Assessment Form
Micro Lesson Evaluation
Reading & Culture - Rubric for Child Study and Rubric for Case Study
SPED321/323 - Teacher Work Sample, Reading Assessment and Lessons
SPED489 - Rubric for Assessing IEP Paper
SPED689 - Work Shop Class Presentation Form
SPED 689 - Rubric for Students Opting for the Comprehensive Exam Option
THEA250, Creative Dramatics for the Classroom - Scoring Rubric for Lesson Plans and Thematic Unit Checklist
THEA250, Self-Evaluation of Micro-Teaching Experience form
THEA401/Methods of Teaching Theatre - Scoring Rubric for Lesson Plans and Thematic Unit Checklist
Counseling Program Assessment Form - Pre-Clinical Experience
EDUC 521, Human Growth - Application of Knowledge Project
EDUC525, Immediate Literacy Instruction - Lesson Plan
LISC660, Collaborative Instructional Processes - Collaborative Lesson Assessment form
Internship for Educational Leadership - Documentation
LISC690: Clinical Experience in Library Media Services - Checklist and Final Evaluation forms
Cooperative Group Dispositions - Generic form
ART - Professional Teaching Dispositions form
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PHYSICAL EDUCATION - Admission to Teacher Preparation form and Professional Teaching Dispositions form
SPECIAL EDUCATION - Instruction Sheet for Writing Teaching Philosophy
ART - Candidate Knowledge, Skills and Dispositions requirements
PHYSICAL EDUCATION - Candidate Knowledge, Skills and Dispositions requirements
MUSIC - Candidate Knowledge, Skills and Dispositions requirements
LISC503, Media Selection and Evaluation - Collection Development Policy checklist
LISC503, Media Selection and Evaluation - Collection Mapping
LISC503, Media Selection and Evaluation - Collection Mapping - Teacher Work Sample
LISC660, Collaborative Instructional Processes - Collaborative Lesson Assessment
LISC660 - Teacher Work Sample
EDUC527, Evaluation of Literacy - Course Syllabus
EDUC627, Advanced Practicum in Analysis and Correction - Course Syllabus
Modern Languages - Results of Oral Proficiency Interviews conducted by ACTFL (required by ACTFL)
ART - Tapes and Slides
MUSIC - Field Observation form
Introduction to Music Education - Final Exam instructions and assessment of final examination form
MUSIC145 - Introduction to Music Education Syllabus
MUSIC213 - Theory of Music Syllabus
MUSIC343 - Advanced Instrumental Conducting Syllabus
Music Practica - schedule for Practicum seminar and Syllabus for MUSC 345/346/347
Points of Excellence - Status of Music Students
Procedures for Choral Conductor's Analysis - MUSC 342 Syllabus
Student web-based portfolios - available on Music Dept. website
SCHOOL LIBRARY MEDIA PROGRAM - Transition Plan, program information, syllabi,
Evidence for Level 2 and 3, Comp. Exam for Level 4 and State and National Requirements
THEATRE - Transition Plan, Syllabi and Scoring Rubrics for Level 3 and Level 4
SECONDARY SCIENCE - Transition Plan and correspondence pertaining to concentration
LITERACY & CULTURE - Program requirements
Transition plan
Level 2 - TLS Report, PowerPoint presentation, Simulated Conference proposal,
Child studies, authoring cycle, and literacy profile
Level 3 - Literacy profile, parent extension kit, and Teacher Work Sample
Level 4 - I-Search paper, focus papers, needs assessment, and Teacher Work Sample
Correspondence from Patty Whitfield to Sarah Bingham regarding NCATE assessment component
Memo from Ed Smith, director of Assessment & Institutional Research, to Dean Smith regarding
alignment of student teaching assessment form with Teacher Work Sample
Transition points - Final assessment system
Transition points - workpaper
Use of assessments at multiple transition points
Graduate survey forms and scoring rubrics
Copies of letters sent from the Interim Dir. of Graduate Studies to graduate students, graduate alumni,
and employers of graduate alumni regarding assessment
Undergraduate survey forms - 2001
Working copy of undergraduate alumni survey to be mailed 2003
Summary of Unit Operations Assessment System
Assessment Activities and Timeline - 2003-04
Procedure for addressing written student complaints
Memo to Education faculty advising status of rejoinders
Student Teaching rubric
Scoring rubric for lesson plan
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Sample letter sent to Human Resource office in counties and cities where Longwood has placed student
in partnership, practicum, or student teaching
Teacher Candidate Database
Advanced Teaching Philosophy Statements
Practicum Evaluation Rubrics, Reflection and Self-Evaluation Rubric, and
Practicum I and Ii Assessments (Summer 2003 Pilot Study)
E-mail from Patty Whitfield to Education Faculty members regarding assessment of teacher candidates
Assessment of History Portfolio
Assessment of Social Studies Portfolio
Teacher Work Samples
Crate #1 - High
Crate #2 - Average
Crate #3 - Low
Partnership Evaluation form
Partnership brochure
Partnership Advisory Committee membership and minutes of meetings
Field Services Manual
Examples of Student Teacher Performance Evaluations and Student Teaching Rubrics
Partnership agreements
Evaluation of Student Teaching form
Student teacher comments and CD depicting students in Ireland
Student Teaching Application Information Sheet and Application
Sample letter and Memorandum of Agreement for Student Teaching
Sample correspondence regarding Student Teacher Placement
Sample "memo for record" regarding student placement abroad that was cancelled at student's request
Sample of letter sent to student applying for Teacher Education Program who does not meet the requirements
Rubrics for Field Experiences
Professional Teacher's Assessment Requirement for Virginia Licensure
Practicum 2 Journals
Examples of correspondence pertaining to Practica
College of Education & Human Services - Diversity Plan
Student Assignments for SPED 520 and SPED 515
Information on "Teachers for Tomorrow" Symposiums held annually at Longwood University
"Cultural Patterns of South Asian and Southeast Asian Americans" written by Dr. Rachel Mathews
E-mail from Admissions Office regarding recruitment of minority students
Student Teacher placements for Fall 2003 and diversity survey of those schools
Brochures on Arnhem International School
Guide to Field Experiences in Ireland
Information on Dowal School in Tegucigalpa, Honduras
Information on Mayatan Bilingual School in Honduras
Report of Percent Students Passing SOL test - Spring 1998-2002 - by Ethnicity
Ethnic/Racial Representation in Field Experience School Divisions
Examples of Diversity in partnership schools
Diversity survey form for documentation of diverse experience in Field Experiences
Disk containing Access database of all Longwood University and Non-Longwood University supervisors
Disk containing Access database for school faculty qualifications
List of teaching awards for professional education faculty
Summary comparison of student evaluation of instruction
Representative listing of professional education faculty scholarly productivity
Partnership Manual and partnership agreements
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Teacher Work Sample information
List of department committees
List of college-wide committees
List of university committees
Copy of Reading grants
List of Dean's grant recipients with service implications
Final Fulbright Report on service to Many Immaculate College, Limerick, Ireland
Comprehensive list of faculty service
Professional Educators Council bylaws
Report on Special Education partnerships
Teacher Work Sample grant
Copy of most recent report on Teacher Work Sample grant
Copy of PTPT grant - still in progress
Copy of final report on TPPT grant
Listing of faculty collaborative interactions
Irish Curriculum Package - Bí Gnóthach: Enterprise Education in Irish Primary Schools
Mentoring materials
Information from Faculty Policies & Procedures manual on Tenure, Promotion and Post Tenure Review
Promotion and Tenure Evaluation form
Representative Promotion and Tenure portfolio - on CD
Annual Evaluation form
Two annual evaluations - names has been removed
Course Evaluation form
Summary of Course Evaluations for College of Education and Human Services
Summary of Course Evaluations for Education Department
Faculty policies on sabbaticals, grants, and Faculty Connection Program
Example of Recent final Reports submitted for Graduate Faculty grants
Example of final reports for Dean's Faculty Development grants
Example of final report on Faculty Connections Program
Brochures and other materials from Professional Development Conferences at Longwood, In-time, and Principal's Institute
List of training classes taken by faculty in the College of Education & Human Services and the College of Arts & Sciences
Program Progression Check Sheet
College of Education & Human Services - Grants awarded 1999-2003
Budget information
Faculty policies for Leaves of Absence and Faculty Development and Research
Dean's Faculty Development Grants, Fall 2000-Spring 2003
Listing of Hull classrooms and equipment
Location of buildings that provide instruction for teacher licensure for the College of Arts & Sciences academic programs
Overview of the Institute for Teaching Through Technology and Innovative Practices (ITTIP)
1999 PT3 Grant Final Report
Listing of Instructional Technology Services (ITS) classes taken by faculty in the College of Education & Human Services and
College of Arts & Sciences
Schedule for SVRTC and NITPR Conferences at Longwood University
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CORRECTIONS TO THE INSTITUTIONAL REPORT
Page
19
41
44
The accreditation association for music was listed incorrectly. It should be the
National Association of Schools of Music (NASM).
Link: “Undergraduate Programs for Teacher Education.” Information from the
original document (dated 6/12/03) was incorrectly typed into this linked
document. Following is the correct information:
Education Courses
Knowledge, skills, and dispositions addressed in the education courses are:
Knowledge
 Candidates use contextual analysis to design instruction
 Understanding of our cultural heritage is expressed in literature and artistic
achievements.
Skills
 Reflective practitioners rely on analytical skills to solve problems facing
our diverse public schools
 Rich, diverse, and varied preservice experiences develop skills required to
become a citizen leader
 Candidates use collaborative and communication skills to formulate action
plans that value all participants
 Exposure to diverse individuals and experiences allow candidates to
develop skills needed to determine the needs of their students
 Candidates use contextual analysis to design instruction to maximize
achievements.
Dispositions
 Candidates use contextual analysis to design instruction for diverse, racial,
cultural and social-class groups
 Candidates use collaborative efforts to formulate action plans that value all
participants.
Table 4-4 has one incorrect figure. The total for White, not-Hispanic, is 203, not
202.
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