Longwood Unit Professional Educational Unit Samples of Changes
Data have been used to implement or plan for the following changes:
Multiple changes in programs and the unit have impacted the assessment systems and
mechanisms.
In 2004, based on a review of the data and assessments available, all program
coordinators developed assessments and scoring tools required by their SPA; and the
assessment committee for the unit developed and piloted a scoring tool for collecting
data on candidate dispositions.
The unit began a process of collecting information on diversity of field placements in
the initial licensure and in the endorsement programs.
The unit revised the ratio of candidates to student teacher supervisors, and adjusted
the load for coordinators to allow for a 3 credit hour reassignment during the fall or
spring semester. (For example, at the undergraduate level, a standard teaching load is
based on 24 credit hours, or the equivalent, per academic year. This applies to both
on-campus and off campus offerings. For faculty teaching a combination of graduate
and undergraduate courses, the standard teaching load is based on 21 credit hours.
Faculty members who teach only graduate courses, the standard teaching load is 18
credit hours or the equivalent per academic year).
In 2005-2006 the unit revisited the LU Conceptual Framework. The original
standards were revised to accommodate more concise standards that embraced the
concept of educational professionals. The unit also developed and defined a number
of key indicators with rubrics for each standard. From this work, there were a few
important advances. The Diversity standard was embedded throughout the other
standards to prevent it from being perceived as an add-on standard. The collection of
data on Dispositions were divided into a two- tier assessment with one as an
assessment at entry and another group of indicators that would be observed in the
classroom setting.
In 2006-2007 because of Longwood work in the Renaissance Group and a belief in
fairness, accuracy, and consistency the PEC voted that all candidates for initial
licensure would complete a teacher work sample during student teaching. A data
source matrix was developed and continually refined to reflect where across most
programs each of the standards and their associated rubrics would be used for
assessment purposes. An electronic location where all the unit and program level
assessment data can be housed was developed. An Access database with supporting
files and data that was located on a webshare for all education faculty and
administrators and for program coordinators to store program level assessment data
with supporting files.
In 2007-2008 the unit and programs began collection data from early field
experiences prior to admission to student teaching. During this experience, candidates
were observed using an evaluation form that is consistent with the revised Conceptual
Framework Standards and assessed on Dispositions. Candidates also collected
information regarding the diversity of their students using the Diversity Report Form.
Assessment plans were submitted and approved by the institutional research office for
all program areas. VITAL, the Virginia Department of Education pipeline for ITP
came on-line and data were created and loaded into the Weave on Line system that
was purchased by the university to enable each department and program within the
university in order to display its goals and achievements for review.
The CEHS implemented the Call Me MISTER program to specifically target an
increase in the number of minority, male candidates entering the unit and the
elementary education profession.
The Cook-Cole College of Arts and Sciences initiated offering a Liberal Studies
undergraduate program at the New College Institute in Martinsville Virginia.
In 2008-2009 the mathematics department added K-8 Mathematics Specialist at the
graduate program level. This program was developed as a result of the continued
interest of our partnering school divisions, particularly those in Region 8. Other
interests obtained from follow-up of employers is the desire for a Master’s level
Science and Mathematics programs which would enable graduates to teach dual
enrollment classes. This particular need has been submitted as part of the university
six-year plan. ESL undergraduate and graduate programs were added and approved
by the state for teacher preparation and licensure. These programs were added in
response to stated needs from our school division partners.
The Educational Leadership revised its clinical practice to meet the state standards
and to allow for adequate assessment of the candidate skills and dispositions. The
Educational Leadership program, also, made curricula changes to utilizing case
studies as more appropriate prepare for State Licensure tests. The program
assessments were changed to more readily consider student learning outcomes.
The foreign language program coordinator has instituted recruitment of candidates
into the foreign language program to bolster an almost non-existent program.
School Library Media offered an additional assessment to bolster the use and
collection of data for their candidates.
In 2009-10 the PEC voted to amend the Conceptual Framework to more clearly
reflect the professional preparation of candidates to meet the future needs of PrK-12
students in the Commonwealth. The initial preparation and advanced preparation
programs submitted these amendments to the Virginia Department of Education for
approval and subsequently received state approval of all programs.
The review of faculty credentials indicated that, for the first time, all full-time faculty
members at CEHS who instruct initial licensure candidates have a terminal degree.
Additional reviews led to the PEC voting to require all faculty both full time and
adjunct that supervise clinical experiences to possess a license in the field supervised.
In response to a needs assessment survey of graduates and employers, the unit has
started the process to implement an M. Ed. for elementary and middle education
programs for initial licensure.
The unit began the development of an in-house data management system utilizing
Banner with an Oracle database. The projected completion of this project is August
2012.
In 2010-2011 as a result of feedback from our partner schools and employers, the
PEC program members voted to require that specific area required licensure tests is
taken prior to the final clinical practice.
As reflected by the Liberal Studies committee, Praxis II results in Middle School
Science indicated a need to integrate changes in the science coursework requirements
in the middle school program.
Data management has been a recurring challenge, particularly where the individual
candidate is concerned. Data is collected by the unit before one becomes a candidate,
during candidacy, and after the candidate becomes a graduate. During that period, the
candidate has to go to several links to access the data that the unit collects. Primarily,
the unit collects data at the entry to initial and advanced programs, during the
program and after exit. This data is currently being held in a web-share system that
allows for data to be circulated to the various programs, to the administrators, and to
Office of Professional Services (OPS). The process by which a student can access the
data is to ask OPS or an academic advisor. As a way to improve this process, the unit
has developed a management system that allows for access of candidate data by the
candidate, the involved faculty, the program area coordinator, and the various deans.
Training on this system has begun and will continue through the 2011-2012 year.
This newly revised system should allow the unit to decrease the need to circulate
individual student or program reports and give program faculty instant access to
program data.
Longwood University empowered the unit to reached out to the larger community by
making the commitment and opening an offsite center for Liberal Studies Elementary
Education in Emporia, VA.