March 4, 2014 CPEP Minutes 1
Council of Professional Education Program Minutes
March 4, 2014
In attendance: Laurie Morley, Jon-Olov Johansson, Corll Morrissey, Marion Moore, Tara Haskins,
Helen Bergland, Sharen Keattch, Susan Bachmeier, Susan Bar, Keith Adolphson, Kristina Ploeger,
Mariann Donley, Gayle Milsaps
Standard 4D Collaboration
Continuing a discussion from the last meeting, CPEP members are discussing how to best
meet Standard 4D. PESB is concerned with how the design of the program establishes responsive
and mutually beneficial collaboration between students, university and staff, and the
community. In particular, how to EWU faculty prepare their students for the diverse culture of a
school room?
The Senate Bill 6696, established in 2010, also demands that educator programs look
ahead to plan on what will be needed within the education fields as new teachers receive their
education. For example, there was a demand for special education teachers in the Tacoma area
so the universities and the district formed partnerships to help the students gain the necessary
knowledge and, in turn, to have new teachers to fill the gap.
On April 1, representatives from the Spokane School District will visit the campus to
discuss the needs they recognize within their district. There are general shortage areas across the
states, which differ from the needs of a district. For example, the Kent school district wants each
teacher to have an ELL endorsement. Legislators provide funds to aid in meetings these needs as
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well as Steering Committees; these committees not only identify the needs they observe, but
find solutions.
Although there are multiple reasons for a university and school to form a partnership,
common reasons include: focus of P12 student learning; field placements; professional
developments; strategic planning; workforce development; and inquiry and dialogue on best
practices. Representatives from EWU and local school districts can work together and determine
whether they feel their relationship is exhaustive, emerging, promising, or capacity building and
determine how to foster the most mutually beneficial relationship. Corll will send a form
containing a deeper explanation of these relationships.
If you know someone within a district who can speak to what is needed, please include
them in the conversation.
Steering Committee
A Steering Committee will be formed in order to discuss increasing add-on endorsements.
Add-on endorsements will not need approval as they are extensions of already existing
programs. This will allow active teachers to broaden their certification. This is in line with the
Senate Bill passed in 2010 which requires that teachers be endorsed in the areas they instruct.
This is an example of a partnership which could be developed. Additionally, increasing add-on
endorsements will increase the number of students.
A concern is conflict with the OSPI competencies. Not all endorsement areas will need to
introduce this program, but those who feel their program can support an add-on endorsement
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will be able to expand. However, many programs require that an instructor demonstrate content
knowledge before admitting someone into an add-on endorsement who is lacking in core
knowledge. The West-E could be required, or content area instructors with an interest in the addons can set their own requirements.
The length of the program can vary depending upon the instruction a content area deems
to be necessary. Two years is an average time frame, though some are a year’s time. These
decisions are to be made at the departmental level.
Data
Observation forms have now been standardized. This, in addition to hiring the field
supervisors, has improved the monitoring of field placements. Jon-Olov has been assembling and
collecting data regarding the field placements. Jon-Olov is also helping the Education Department
to construct their advising plans; the advising plans will merge with those of the content areas to
reduce duplicate areas while also allowing for each endorsement to offer unique information.
Data can be focused upon the individual endorsement areas to help inform practices,
which is in line with PESB standards. The PESB has been moving towards increasing the
importance of self-evaluation.
Another level is that mentors will need to receive training before they can participate in
a co-teaching model. Certain states are already moving in this direction.
The Education Department is measuring Standard 5 via observation forms, EDUC 420
provides a culmination of evidence, the edTPA, West-E, West-B, and evaluation forms also
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contribute. From this, a dataset or multiple data sets can be built to meet the criteria of standard
5 and aid programs in making informed decisions. A table format can be developed in Excel
spreadsheets as this provides utility and is accessible.
Rex Fuller wishes for faculty to have the data on-call so that they will be able to evaluate
themselves and inform their practices regularly. This will eliminate the need to always go through
an assessment director, empower the faculty, and allow the assessment director to direct more
time to other projects.
This data can be uploaded to department servers.
Qualification
Students who have already been deemed highly qualified should retain their standing.
However, universities will designate energy towards preparing new students for the new criteria.
Common Core
On April 24th, there will be a meeting held to discuss Common Core Standards. This
meeting will be led by Bill Moore at Whitworth University. It would be optimal if a district partner
could accompany as well.
New Requirements
General advising has requested that the new GPA requirements be delayed for a year,
rather than beginning this coming winter. A second request has been that the minimum GPA be
changed from a 2.8 to a 2.7 as a B- transfers into EWU at a 2.7. This will be discussed at the next
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Education Department Meeting so that it can be decided whether the minimum GPA will be
lowered and the implementation of the new requirements delayed.