TABLE OF CONTENTS
Page
Section I:
Overview of Institution.................................................................................. 1
Mission of the University of Dayton .............................................................. 3
Mission of the School of Education and Allied Professions.......................... 3
Program Offerings ....................................................................................... 4
Section II:
Conceptual Framework ................................................................................ 8
Development................................................................................................ 8
Element 1 - Shared Vision ........................................................................... 8
Element 2 - Coherence ................................................................................ 9
Element 3 - Professional Commitments and Dispositions............................ 9
Element 4 - Commitment to Diversity .......................................................... 10
Element 5 - Technology ............................................................................... 11
Element 6 - Candidate Proficiencies Aligned with Professional & ............... 12
State Standards
Section III:
Evidence for Meeting the Standards ............................................................ 14
Standard 1 – Candidate Skills, Knowledge, and Dispositions ...................... 14
1.1 Content Knowledge for Teacher Candidates...................................... 14
1.2 Content Knowledge for Other Professional School Personnel ........... 16
1.3 Pedagogical Content Knowledge for Teacher Candidates ................. 17
1.4 Professional and Pedagogical Knowledge and Skills for .................... 17
Teacher Candidates
1.5 Professional Knowledge and Skills for Other School Personnel ........ 20
1.6 Dispositions for All Candidates........................................................... 21
1.7 Student Learning for Teacher Candidates.......................................... 22
1.8 Student Learning for Other Professional School Personnel ............... 23
Standard 2 – Assessment System and Unit Evaluation ............................... 23
2.1 Assessment System ........................................................................... 23
2.2 Data Collection, Analysis, and Evaluation .......................................... 25
2.3 Use of Data for Program Improvement .............................................. 26
Standard 3 – Field Experiences and Clinical Practice ................................. 27
Standard 4 – Diversity.................................................................................. 29
Standard 5 – Faculty Qualifications, Performance, and Development ......... 32
Standard 6 – Unit Governance and Resources ........................................... 36
Section IV:
Appendices .................................................................................................. 43
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Divisional Strategic Plan (Unit Objectives 2001-2002) .......................... 44
Conceptual Framework and Department Themes ................................. 46
ADISC Framework (ITEL – The ADISC Model) ..................................... 56
Praxis III/Pathwise Framework (Teacher Performance ........................ 57
Assessments - Assessment Criteria)
Ohio’s Performance-Based Licensure Standards Compared ................ 58
with Praxis III/Pathwise Performance Assessment
SOEAP Organizational Chart ................................................................ 59
Department of Teacher Education Organizational Chart ....................... 60
Department of Educational Leadership Organizational Chart................ 61
Department of Counselor Education Organizational Chart .................... 62
Department of Health and Sport Science Organizational Chart ............ 63
INSTITUTIONAL REPORT
THE UNIVERSITY OF DAYT0N
I. Overview of the Institution
The University of Dayton is a private, coeducational institution founded and directed by
the Society of Mary (the Marianists), a Roman Catholic teaching order. It is among the
nation’s largest Catholic institutions of higher learning. Aware of the richness of cultural
diversity, representatives of many faiths are numbered among the University faculty and
candidates. For the same reason, the University has consciously drawn its candidates
and faculty not only from the immediate community and the middle-western
neighborhood, but from across the country and from numerous foreign nations. The
faculty, both lay members and religious, are competent and well qualified to provide
candidates with excellent instruction and prudent counseling.
Although in existence since 1850 as St. Mary’s School for Boys, it was not until 1882
that the institution was incorporated and empowered to confer collegiate degrees under
the laws of the State of Ohio. The school assumed its present identity in 1920, when it
incorporated as the University of Dayton. In 1935, the University turned its preparatory
school functions over to a local Catholic high school. In 1937, it became coeducational. The University presently consists of a College of Arts & Sciences, a School
of Education and Allied Professions, a School of Business Administration, a School of
Engineering, and a School of Law. More than just a breeding ground for academic
excellence, the University of Dayton responds to the needs of the surrounding
communities as well. It does it through program structures and direct research and
evaluation activities. For example, the Raymond L. Fitz, S.M. Center for Leadership in
Community, renamed in honor of our former president who stepped down June 30,
2002, was established under his tenure and will provide leadership in the community.
The University of Dayton enrolls approximately 6,600 full-time and 540 part-time
undergraduates, 2,675 graduate candidates (700 full-time and 2000 part-time), and 425
law candidates (all of whom attend classes on a full-time basis). Graduate degrees are
granted in the College and all Schools. The University grants Bachelor of Science and
Bachelor of Arts degrees, Master of Science and Master of Arts degrees, Educational
Specialist degrees (one in collaboration with Wright State University), as well as the
Doctor of Philosophy, the Juris Doctor and two joint degrees, Juris Doctor-Master of
Business Administration and Juris Doctor-Master of Science in Education (Educational
Administration). Specifically, the School of Education and Allied Professions grants a
Bachelor of Science in Education, a Master of Science in Education, a Master of
Science in Teaching, the Educational Specialist, and a Doctor of Philosophy in
Educational leadership.
The University of Dayton is a modern comprehensive university. It is listed in the top
100 research universities in the United States. Sponsored research at the University
began in 1949 with a few faculty members and student assistants doing part-time
research for industry and government agencies. In 1956, the University of Dayton
Research Institute (UDRI) was formed. Annual research volume at UDRI has increased
UD Institutional Report 2002, Page - 1 -
from $3,821 in 1949 (when research was conducted but not under the name of an
Institute) to nearly $41 million at the present time. (See UDRI at
www.udri.udayton.edu/ResearchInstitute/)
The School of Education and Allied Professions (SOEAP) includes four departments:
Teacher Education (EDT), Counselor Education & Human Services (EDC), Educational
Leadership (EDA), and Health & Sport Science (HSS). EDT offers both a B.S. and an
M.S. in Education. All undergraduate programs in EDT are conducted at the main
university campus, while graduate programs are offered at the main campus, as well as
the Capital University off-campus center (Columbus). HSS also offers both graduate
and undergraduate degrees. A Bachelor of Science degree is offered in Physical
Education, Exercise Science and Fitness Management, Pre-Physical Therapy, Sport
Management, Nutrition, and Dietetics. Physical Education and a program leading to the
M.S. in Education in Physical Education are the education programs offered by HSS.
The HSS programs are offered at the main campus only.
EDC and EDA offer only graduate programs. EDC offers graduate programs with
emphases in seven different areas: School Counseling, Teacher as Child/Youth
Development specialist, College Student Personnel Services Counseling, Higher
Education administration, Community Counseling, Human Development Services, and
School Psychology. School Counseling and School Psychology are the school-related
programs offered by the unit. Candidates can earn an Educational Specialist degree in
School Psychology. These EDC programs and licensure courses, with the exception of
School Psychology, are offered at the main campus, as well as Lima, Capital, and
Columbus North. EDA offers a M.S. in Education in Educational Leadership, as well as
coursework for principal, assistant superintendent, and superintendent licensure. The
Department also offers opportunity for advanced study leading to the Specialist Degree
(in collaboration with Wright State University) in Educational Leadership. The M.S.
program and most licensure courses are offered at Lima, Capital, Southern State, Clark
State, Columbus North, and the main campus. The principals license program is also
offered on-line. Programs and courses offered at off-campus sites are governed by the
same rules as all on-campus ones. The off-campus sites allow the University to provide
educational services to professionals working too far away to easily access the main
campus. Because advanced coursework, degrees, and licenses are equally important
to education professionals in the more rural communities as in the urban area
surrounding the University, the School has made these services available in both urban
and rural areas.
The SOEAP offers a Ph.D. in Educational Leadership. The Ph.D. program, begun in
1992, has seen a variety of changes. Prior to Fall 2001 there were three concentrations:
P-12 Leadership, Higher Education Leadership, and Interdisciplinary. During the 20002001 academic year a Ph.D. committee was formed to examine the viability of the
program offerings. As a result of this committee’s work, the Dean’s suggestions, and
faculty discussions, the program has been revised. There are now two concentrations:
Educational Leadership K-12 and Educational Leadership Higher Education. There has
also been a change in program director. All coursework changes and new syllabi were
UD Institutional Report 2002, Page - 2 -
presented to the SOEAP Congress in January 2002. Candidates entering Fall 2002 will
benefit from the changes. Documentation of program changes can be found in the
evidence room.
Mission of the University
The University of Dayton enters the 21st century celebrating 150 years of educational
excellence and a tradition of successfully adapting to new challenges. The University’s
mission statement articulates the fundamental purpose of the institution.
The University of Dayton is a comprehensive Catholic university,
a diverse community committed, in the Marianist tradition, to
educating the whole person and to linking learning and scholarship with leadership and service (Vision 2005: The Foundation).
As a comprehensive university, the University of Dayton is committed to the education
of the whole person within a vibrant learning community, to strong programs in both
liberal arts and sciences and the professional disciplines, and to collaboration across
disciplinary and organizational boundaries. It is also responsive to the needs of the
wider community. As a Catholic university, the University of Dayton has a Catholic
vision of the intellectual life based ultimately upon the acceptance of the revelation of
God in Jesus Christ received through the believing community, the church. The
Marianist vision of education emphasizes the creation of a strong educational
community. Members of the University community strive to be a community of learners
and scholars that supports the full human development of its members. The University
is also a community that looks beyond itself by rendering public service, a community of
servant-leaders from the President to the candidates, able to connect scholarship and
learning with leadership and service.
Mission of the School of Education and Allied Professions
The mission of the SOEAP is to educate distinctive graduates who will
effectively and efficiently utilize the highest quality of learning and scholarship
and engage students in building strong learning communities and in
developing collaborative, caring partnerships.
The SOEAP vision is to be the educational leader of the Schools within the Catholic
Universities in the United States. As that leader, it is to be particularly noted for an
emphasis on preparing candidates for servant leadership, for research contributing to
quality education, and for the ability to educate allied professionals who can enhance
quality of life decisions and experiences for children and adults. Three core beliefs
underpin and guide our functioning:
1. A cooperative and collaborative scholarly community based on care, learning,
and justice.
2. A community focused on its distinctive Catholic and Marianist educational and
intellectual traditions.
3. A community devoted to creating professionals who can help “clients” live more
fulfilled lives.
UD Institutional Report 2002, Page - 3 -
Annually, the Dean in collaboration with the department chairs, the president of the
SOEAP Congress, and the other Deans submits a Divisional Strategic Plan that
delineates the goals and objectives for the unit. These goals and objectives are
categorized into seven areas (see appendix A). The areas, Distinctive Graduates,
Connected Learning and Scholarship, Strong Campus Community, and Outstanding
Resource Management, Foster Diversity, Marianist and Catholic Tradition, and
Technology are reflective of and consistent with the Vision 2005, university document.
(The Vision 2005: The Foundation document can be found at:
www.udayton.edu/~pres/vision2005/)
Program Offerings
TEACHER EDUCATION (EDT) Programs Under Review
Program Name
Award
Level
Status of National and State
Program Review
Program
Current
Review
Status
Submitted
Program
Level
No. of
Sem.
Hours
No. of
Students
(per annual
cohort)
Agency or
Association
Reviewing
Yes
Complete
Yes
Complete
Multi-Age
Music
Bachelor
Initial
132140
4
Multi-Age
Visual Arts
Multi-Age
Visual Arts
Multi-Age
German
Multi-Age
Spanish
Multi-Age
French
Early
Childhood
Early
Childhood
Early
Intervention
Specialist
Bachelor
Initial
4
PostBaccalaureate
Bachelor
Initial
125135
86
Ohio Dept.
Of Ed.
(ODE)
ODE
4
ODE
Yes
Complete
Initial
124
2
ODE
Yes
Complete
Bachelor
Initial
124
2
ODE
Yes
Complete
Bachelor
Initial
124
1
ODE
Yes
Complete
Bachelor
Initial
124
50
ODE
Yes
Complete
PostBaccalaureate
Initial
64-65
8
ODE
Yes
Complete
Master’s
Advanced
64-65
2
ODE/CEC
Yes
Bachelor
Initial
124
43
ODE/NMSA
Yes
Complete
PostBaccalaureate
Initial
50
ODE/NMSA
Yes
Complete
Bachelor
Initial
8
ODE/NCTM
Yes
Rejoining
Middle Child:
Math, Science,
Read/Lang.
Arts, Social
Studies
Middle Child:
Math, Science,
Read/Lang.
Arts, Social
Studies
Adolescent
Young Adult
(AYA):
Integrated
Mathematics
Varies
based
on BA
or BS
124
ODEComplete
CECRejoining
UD Institutional Report 2002, Page - 4 -
AYA Integrated
Mathematics
AYA English/Langu
age Arts
Combined (712)
AYA English/Langu
age Arts
Combined (712)
AYA Integrated
Social Studies
AYA Integrated
Social Studies
AYA - Science
Intervention
Specialist:
Mild/Moderate
Intervention
Specialist:
Mild/Moderate
Intervention
Specialist:
Moderate/
Intensive
Educational
Computing &
Technology
Literacy
Endorsement
(K-12)
Reading
Specialist
(Pk-12)
Varies
based
on BA
or BS
2
132134
13
Varies
based
on BA
or BS
14
124
PostBaccalaureate
Initial
ODE/NCTM
Yes
Rejoining
Bachelor’s
Initial
Nat. Council
of Teachers
of English
Yes
Rejoining
PostBaccalaureate
Initial
NCTE
Yes
Rejoining
Bachelor
Initial
16
ODE/NCSS
Yes
Rejoining
PostBaccalaureate
Initial
Bachelor
Initial
Varies
based
on BA
or BS
124
13
ODE/NCSS
Yes
Rejoining
4
ODE/NSTA
Yes
124
16
ODE/CEC
Yes
Initial
40
4
ODE/CEC
Yes
Rejoining
ODEComplete
CECRejoining
ODEComplete
CECRejoining
Bachelor
Initial
PostBaccalaureate
PostBaccalaureate
Initial
30
0
ODE
Yes
Complete
Master’s
Advanced
30
98
Yes
Initial
Review
Master’s
Advanced
30
139
Yes
Conditionally
Recognized
International
society for
Technology
in Education
(ISTE)
International
Reading
Association
(IRA)
UD Institutional Report 2002, Page - 5 -
HEALTH AND SPORT SCIENCE (HSS) Programs Under Review
Program Name
Multi-Age
Physical
Education
Multi-Age
Physical
Education
Award Level
Status of National and
State Program Review
Program
Current
Review
Status
Submitted
Program
Level
No. of
Hours
No. of
Students
Agency or
Association
Reviewing
Bachelor
Initial
129
sem.
25
Ohio Dept.
Of Ed. (ODE)
Yes
Masters
Advanced
30
sem.
3
Am. Alliance
for Health,
Physical Ed.,
Recreation &
Dance
(AAHPERD)
Yes
Complete
Rejoining
EDUCATIONAL LEADERSHIP (EDA) Programs Under Review
Program Name
Award Level
Program
Level
No. of
Hours
*No. of
Students
Educational
Leadership
Masters
Advanced
30
Sem
226
Educational
Leadership
(Catholic)
Educational
Specialist
Principal
Licensure
Principal
Licensure
(Catholic)
Curriculum,
Instruction and
Professional
Development
License
Staff
Personnel
License
Superintendent
License
Educational
Leadership
Masters
Advanced
30
Sem
**14
Post-Master’s
Advanced
Post-Master’s
Advanced
Post-Master’s
Advanced
+33
Sem
+15
Sem
+15
Sem
Post-Master’s
Advanced
Post-Master’s
Agency or
Association
Reviewing
Status of National & State
Program Review
Program
Current
Review
Status
Submitted
Educational
Leadership
Constituent
Council
(ELCC)
ELCC
Yes
Initial
Review
Yes
Initial
Review
2
ELCC
Yes
Complete
82
ELCC
Yes
Complete
**6
ELCC
Yes
Complete
+12
Sem
4
ELCC
Yes
Complete
Advanced
+12
Sem
4
ELCC
Yes
Complete
Post-Master’s
Advanced
52
ELCC
Yes
Complete
PhD
Advanced
+15
Sem
66
Sem
8
ELCC
Yes
Initial
Review
*Average number of students based on course with largest enrollment at each site for Fall 2001, Winter
2002, & Summer 2002.
**Catholic master’s and principal programs are only offered during Summer II. Therefore, Summer II 2000
& 2001 were used.
UD Institutional Report 2002, Page - 6 -
COUNSELOR EDUCATION & HUMAN SERVICES (EDC) Programs Under Review
Program Name
Award Level
Program
Level
No. of
Hours
Average
No. of
Students
(per annual
cohort)
Agency or
Association
Reviewing
Status of National and
State Program Review
Program
Current
Review
Status
Submitted
School
Psychology
Masters &
Educational
Specialist
Advanced
72
sem.
11
NASP
Yes
Complete
6/01
School
Counselor
Masters
Advanced
48
sem.
65
Ohio Dept.
Of Education
Yes
Initial
Review
UD Institutional Report 2002, Page - 7 -
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.
The conceptual framework adopted by the School of Education and Allied Professions
(SOEAP) is “Building Learning Communities Through Critical Reflection.” (see appendix
B.) This framework was an outgrowth of departmental themes developed in the early
1990s. The SOEAP Congress approved the framework in 1996 after a consensus
building process that included faculty, staff and community partners. Since that
approval, the SOEAP has incorporated the framework into course syllabi, in
publications, on letterhead, in working with Arts and Science colleagues, and with
community and P-12 partners.
The conceptual framework was again formally reviewed as part of our self-assessment
in preparation for our 2002 NCATE visit. The review process this time began with the
departments editing their respective themes while the Dean made initial edits to the
framework document and distributed it to the four departments. Departmental
discussions and revisions included faculty discussions and sharing with advisory boards
and clinical partners. Input from the respective departments was synthesized and
incorporated. The Dean’s Council (dean, associate dean, assistant deans, department
chairs and president of the SOEAP Congress) reviewed the revised document.
Congress will approve the final document at the fall 2002 meeting. Changes made to
the document were minor. Information technology was identified as one of the myriad of
sources to be integrated in professional practice. Teacher Education revised the
outcome categories of its theme to reflect the four new licensure programs (early,
middle, adolescent/young adult, and intervention specialist) rather than the previous
elementary, secondary, and special education certification programs.
Element 1-Shared Vision
The unit’s conceptual framework(s) describes the vision and purpose of a unit’s efforts in
preparing educators to work in P-12 schools. It is well articulated, knowledge-based, and
consistent with the institution’s mission.
The framework includes a statement of philosophy and purposes, provides a rationale
for developing curriculum, planning coursework and field/clinical experiences, and
assessing program evaluations. The “learning community” in the context of the SOEAP
consists of persons functioning in several different professional roles: administrators
who fulfill their leadership roles by becoming scholar practitioners; teachers who make
decisions based on a critical understanding of classroom dynamics within a pluralistic
society; and human service practitioners who must deal with and appreciate the
multiplicity of forces that impact schools and social agencies. The “learning community”
also focuses on constructing a better understanding of multicultural perspectives in
educational practice “through critical reflection.”
UD Institutional Report 2002, Page - 8 -
This conception of critical reflection on educational practice has three roots: one in the
tradition of critical thinking, grounded in the humanist traditions; another in reflective
practice, a new tradition of practice in education with roots in the Deweyian conception
of education; and the third in the critical social science of Paulo Friere and the more
recent critical theorists and postmodernists who seek to bring more diverse voices into
educational practice. By linking critical reflection to the process of building learning
communities, the SOEAP is committed to bringing diverse voices about the educational
experience into the learning process in schools and the broader communities in which
schools are situated.
Element 2-Coherence
The unit’s conceptual framework(s) provides a system for ensuring coherence among
curriculum, instruction, field experiences, clinical practice, and assessment across a candidate’s
program.
As candidates progress through their respective programs, they are expected to
assimilate the ideas learned through experience in ways that enable them to critically
reflect; they then must interpret, analyze, and generalize the understandings in order to
better shape their own future professional practice. The SOEAP programs place
emphasis on connecting the concrete and abstract in ways that engender critical
reflection. Specifically, field/clinical experiences are considered essential elements of
both undergraduate and graduate programs, and those experiences are planned
throughout the program offerings. Those field/clinical experiences focus on ways in
which candidates can apply what they know and then critically reflect on what they have
done. Further, care has been taken to ensure that the field/clinical requirements
conceptually interface with on-campus coursework. Faculty attempt to insure that the
themes emphasized on campus are articulated in ways that “connect” with the
field/clinical components through on-going interactions with school partners. The
departmental outcomes evidence program coherence to the conceptual framework and
to the missions of both the School and the University.
At the undergraduate level the connectedness is not only evidenced in the field/clinical
work but also in the ways in which the general education and professional education
components are synthesized. For example, through the Humanities Base and the
Thematic Cluster component of the general education program, all undergraduate
candidates are supported in their understanding of how practice is enhanced by having
a solid foundation in the liberal arts. All undergraduate candidates in the University are
required to participate in the University General Education program. All undergraduates
must complete four specified courses in the Humanities Base, which have common
readings and themes that focus on the issue of “what it means to be human.” At least
three additional courses in different domains of knowledge must be completed as part of
a thematic cluster. A cluster is a series of approved general education courses focusing
on an issue central to the human condition. Professional education is not separate from
liberal studies; it is, instead, enhanced by the liberal arts.
Element 3-Professional Commitments and Dispositions
The unit’s conceptual framework(s) clearly articulates its professional commitments to
UD Institutional Report 2002, Page - 9 -
knowledge, teaching competence, and student learning. It has outlined the dispositions that the
faculty value in teachers and other professional school personnel.
All candidates are challenged to reflect upon the past in light of the present to gain a
perspective for shaping the future. Professional educators are viewed as life-longlearners who build upon experience to solve the problems of the present and to meet
the challenges of an ever-changing society. Understanding that learning in the context
of a community requires intellectual humility and openness to ideas on the part of all
constituent members begins with the Marianist tradition and extends to professional
dispositions delineated by departments and refined by program experiences and
assessments. Learned Societies’ code of ethic statements, our Marianist tradition, and
reflective departmental themes provide the framework for each program’s identified
professional behaviors and dispositions. Various assessment tools, specific to
departments, facilitate teacher, administrative, and human service candidate reflection
and self-assessment of the expected professional behaviors and dispositions.
Element 4-Commitment to Diversity
The unit’s conceptual framework(s) reflects the unit’s commitment to preparing candidates to
support learning for all students and provides a conceptual understanding of how knowledge,
dispositions, and skills related to diversity are integrated across the curriculum, instruction, field
experiences, clinical practice, assessments, and evaluations.
The University has been and continues to address the issues of diversity for university
candidates, faculty and staff. In 1996, the University’s immediate past President,
Brother Raymond Fitz, S.M. appointed the Presidential Task Force on Diversity in
Community. Since that time a number of surveys, dialogues, audits and reports have
provided the data base for the document, The Unified Strategy on Diversity in
Community at the University of Dayton.” The strategies in this document serve will guide
the university’s efforts to address issues of representation and climate for women and
minorities. The unified strategy focuses on five areas: commitment, affirmation, climate,
accountability, and competencies. The Provost has charged each department to begin
discussions on implementing the unified strategies during the 2002-2003 academic
year. (The document is available at: www.udayton.edu/~provost/campusinit/)
In 2001-2002, the SOEAP enrolled approximately 1,400 full-time candidates (60%
undergraduate, 35% non-doctoral graduate, and 5% doctoral) and 1200 part-time
candidates, 98% of who are graduate. This population was highly female (78% of the
full time undergraduates, 74% of the full time non-doctoral graduates, and 65% of the
doctoral candidates). It was also predominately white (94% of the full time
undergraduates, 76% of the non-doctoral graduates, and 69% of the doctoral
candidates). The graduate part time candidate population was 75% female and 82%
white. The most represented minority populations were Hispanic and Black. Among the
fulltime population minorities accounted for 3% of the undergraduates, 12% of the nondoctoral graduate candidates, and 23% of the doctoral candidates. Of the part-time
candidates, 12% of the undergraduates and 5% of the graduates would be considered
minorities. The minority population of the University was approximately 8% of the
undergraduates, 12% of the non-doctoral graduates, and 27% of the doctoral
UD Institutional Report 2002, Page - 10 -
candidates. About 60% of the University undergraduates were Ohioans while the
remaining 40% were predominately from the Midwest or the Eastcoast.
The SOEAP faculty, being aware of the minimal level of diversity among its candidates,
especially at the undergraduate level, has addressed the issue through a planned
sequence of coursework and by providing partnership opportunities with community
schools and agencies. Understanding the context of the community, as a classroom
teacher, administrator, or human service professional begins with a knowledge base
about diversity, applied to case studies/simulations, and implemented in practice. At the
undergraduate level, candidates bring a myriad of diverse experiences and attitudes
that are affirmed, challenged, and expanded through coursework, class discussions,
and field/clinical experience reflections. Undergraduate field experiences are designed
to provide candidates’ interaction with diverse populations in diverse settings. Two
initiatives, the Dean’s Scholars and the Urban Teacher Academy (UTA), were
established to increase candidate opportunities for understanding diversity. The Dean’s
scholars program is an attempt to increase the diversity of the candidates. The UTA is a
value-added program that provides interested candidates a mentoring experience in the
urban setting. At the graduate level, candidates typically bring a repertoire of
knowledge and attitudes about diversity grounded in school-related professional
experience. Validating and extending that base is accomplished through coursework
and clinical experiences designed collaboratively by faculty with the candidate. The
Lalanne program, another value-added program, is designed to meet the needs of
beginning teachers who minister in Catholic Schools. The Catholic schools involved in
the Lalanne program are located in urban, rural, and/or poverty areas.
Element 5-Technology
The unit’s conceptual framework(s) reflects the unit’s commitment to preparing candidates who
are able to use educational technology to help all students learn; it also provides a conceptual
understanding of how knowledge, skills, and dispositions related to educational and information
technology are integrated throughout the curriculum, instruction, field experiences, clinical
practice, assessments, and evaluations.
The University of Dayton has earned national attention as the top-wired university in
Ohio and is among the top 20 most-wired universities nationally according to the Yahoo!
Internet Life's 2001 survey. The University of Dayton has created a "technologyenhanced learning environment" that provides its undergraduates with around-the-clock
access to learning resources and collaboration tools. Candidates have access to the
tools of the information age with a learning experience designed to prepare them for a
career in the 21st century.
The University is committed to integrating technology throughout the curriculum to
expand learning beyond the classroom. The University has established a Competency
Program (see Undergraduate Bulletin, p. 51-52) for the purpose of developing
distinctive graduates who possess the critical communication, reasoning, and
information competencies they need to function effectively in their academic community
and professional life. Information literacy is one of the identified competency areas to
be developed through student work in General Education and in academic majors.
UD Institutional Report 2002, Page - 11 -
Beginning August 2003, all candidates will be required to purchase a notebook
computer. Notebook computers allow for portable learning not only on campus, but also
for candidates who student teach, intern, co-op, study abroad, and are involved in the
community in other ways.
The SOEAP faculty incorporate technology into each class, as indicated on their
respective course syllabi. During the 2000-2001 academic year approximately 90% of
the Teacher Education faculty were trained to use the TeacherLine program. The
TeacherLine program is anchored in ISTE/NETS standards and provides the instructor
with the skill and resources to enhance learning through technology. The training was
made available through the efforts of the Director of UD’s Institute for Technology
Enhanced Learning (ITEL) in securing a PT3 grant in cooperation with Sinclair
Community College, Public Broadcasting System Education, and their Dayton Ohio
affiliate, the ThinkTV Network. Over the next two years, ITEL will continue supporting
faculty use of technology to enhance learning. ITEL’s efforts to support students and
faculty in making effective use of technology to enhance teaching and learning are
grounded in the ITEL ADISC Framework. (see appendix C)
Element 6-Candidate Proficiencies Aligned with Professional & State Standards:
The unit’s conceptual framework(s) provides the context for developing and assessing
candidate proficiencies based on professional, state, and institutional standards.
The unit continues to ensure that teacher candidates achieve competence in pedagogy
and in the content areas they plan to teach. All areas are systematically reviewed and
critiqued to ensure that what candidates are learning is consistent with what they will
have responsibility for teaching. Program faculty, in collaboration with clinical faculty,
supervise and evaluate candidates. The majority of the field-based clinical faculty in
teacher education are trained in the use of the Praxis III/Pathwise framework (see
appendix D) for assessment purposes. Clinical faculty observations of candidate
pedagogical skills and content knowledge are shared with the candidate for their
professional development.
The guidelines and standards of specialty organizations as well as those established by
the State of Ohio continue to be used in developing programs in each content area. The
SOEAP has had two cohorts of completers since the Title II reporting mandate. The
1999-2000 cohort achieved a 95% summary pass rate and the 2000-01 cohort achieved
a 96% summary pass rate. Both years, the University of Dayton was ranked in the first
quartile of Ohio’s Institutions of Higher Education that prepare teacher educators.
Ohio’s legislation on standards for teacher preparation necessitated program changes
from certification to licensure. Those standards also mandated a twelve-hour reading
requirement in the early childhood, the middle childhood, and the intervention specialist:
mild/moderate teacher preparation programs at the initial license level. State
competency-based curriculum written for the P-12 grades required realignment of our
methods courses. The SOEAP faculty continue to monitor the P-12 content curriculum
guides being written at the state level. Currently, the language arts and social studies
UD Institutional Report 2002, Page - 12 -
state P-12 curricula are completed.
UD Institutional Report 2002, Page - 13 -
III. Evidence for Meeting Each Standard
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
disposition necessary to help all students learn. Assessments indicate that candidates meet
professional, state, and institutional standards.
The programs, both undergraduate and graduate, at the University of Dayton have held
on-going State and NCATE accreditation since 1954. The move from certification to
licensure was approved by legislative action in 1996 that affected candidates entering in
1998. The licensure programs in the State of Ohio are aligned with the standards set
forth by NCATE, INTASC, and the learned societies. In addition approved programs
must show evidence of incorporating the prekindergarten through twelfth grade
education State Board standards and curriculum models. (see
www.ode.state.ohio.us/teaching-perfession/teacher/certification_licensure/) Candidates
completing approved programs must take and meet the “cut scores” on both a Praxis II
test of Professional Learning and Teaching and a Praxis II test of Content Knowledge.
Ohio’s passing scores are among the highest in the nation. Program checksheets
and/or program outlines showing approved coursework are available on the respective
department websites as well as in the evidence room.
1.1 Content Knowledge for Teacher Candidates
In addition to the learned society content requirements, Ohio requires the content
knowledge needed for the various licenses. For example the Adolescent/Young Adult
license requires an academic major in the field of preparation and the Middle Childhood
License requires a strong liberal arts background which includes a concentration of 24
or more semester hours in two of the following areas: reading/language arts, social
studies, science, and/or mathematics. To be eligible for the initial two-year provisional
teaching license, the program completer must pass the appropriate Praxis II content
area test. University of Dayton Program completers in the 1999-2000 cohort, and in the
2000-2001 cohort, evidenced aggregate academic content pass rates of 97% and 98%,
respectively. In addition, the state requires 12 semester hours of reading coursework in
the Early Childhood, Middle Childhood and Intervention Specialist programs. Reading in
the Content area is required in the Adolescent/Young Adult and the multi-age licensure
programs. The SOEAP requires candidates to maintain a 2.5 grade point average
throughout their preparation program in the professional education coursework and in
their overall GPA. Candidates must also show competence in reading, writing, and
mathematics by passing the Praxis I exams unless they have a recorded ACT score of
24 or above or an SAT score of 1110 or above.
The following table shows the percent of coursework hours taken outside of the SOEAP
for each licensure program. The teacher education licensure programs are built upon a
strong liberal arts base.
UD Institutional Report 2002, Page - 14 -
Licensure Program
Total Hours
EDT/HSS Hrs.
ECE: Early Childhood
EMS: Middle
Childhood
EYA: Adolescent
Young Adult
EMM: Intervention
Specialist M/M
EDP: Physical
Education
FAE: Art Education
MUE: Music
Education
LNG: Foreign
Language
127
129
55 (43%)
47 (36%)
Not EDT/HSS
Defined
72 (56%)
82 (63%)
132-134
37 (28%)
95 (72%)
129
76 (59%)
53 (41%)
129
99 (77%)
30 (23%)
125-135
132-140
23 (17-18%)
30 (21-23%)
102-112 (82-83%)
102-110 (77-79%)
124
31 (25%)
93 (75%)
During their first-year, candidates are also expected to meet the general University
competencies in reading, writing, mathematics, and information literacy. These are met
in the lower level general education courses and in the first-year experience course (see
undergraduate bulletin, pages 52-53). The SOEAP first-year experience course is EDT
109 – The Personal Aspects of Teaching.
Initial licensure graduate candidates must meet the same content criteria as the
undergraduate. Those seeking licensure in a content field must pass the appropriate
Praxis II content area test and have their undergraduate coursework reviewed. If the
undergraduate work is not in alignment with the approved licensure program, the faculty
advisor identifies the coursework to be taken for program completion. The initial
licensure graduate candidate must also meet to the graduate candidate standards for
entrance and continuation in program. They must have a bachelor’s degree from an
accredited institution and must have attained a cumulative average of 2.75 or higher on
a 4.0 scale in the undergraduate studies. If an applicant’s undergraduate grade point is
less than 2.75, they can seek acceptance by achieving a score of 40 or higher on the
Miller Analogies Test or scores of 430 and 490 respectively on the verbal and analytical
sections of the Graduate Record Exam.
Content knowledge for both undergraduate and initial licensure graduate candidates is
further assessed in the student teaching/clinical experience by the university supervisor
and the school-based clinical supervisor.
Advanced programs of study in teaching, e.g., Literacy (Reading), Teacher as Leader,
Technology in Education, require candidates to complete a minimum of 30 semester
hours with 12 or 13 of those hours designated as core requirements. Candidates are
expected to emerge from the program as competent, human teachers and educational
leaders. The required three-hour research course and the options, research study (3
hrs.) or thesis (4 hrs.), support databased decision-making. Faculty teaching the
UD Institutional Report 2002, Page - 15 -
research courses, direct candidate research. Health and Sport Science Physical
Education candidates take two three-semester hour research/statistics courses and
then have an option of doing a research manuscript or additional coursework.
1.2 Content Knowledge for Other Professional School Personnel
The Educational Leadership (EDA) programs and the programs in Counselor Education
and Human Services (EDC) are advanced degree programs (Graduate School Bulletin
pp. 72-90). To be admitted candidates must hold a bachelor’s degree from an
accredited university with, at minimum, a 2.75 grade point average on a 4-point scale.
The school psychology program requires the GRE regardless of undergraduate G.P.A.
and admission is competitive. If the undergraduate grade point average does not meet
the required standard, the candidate can demonstrate knowledge by meeting the MAT
or the GRE requirement. Once admitted, candidates must maintain a 3.0 or better
grade point average. Candidates seeking licensure in one of the administrative areas,
school counseling, or school psychology must achieve a passing score on the
appropriate Praxis II Content area test prior to being recommended for a license.
In EDA, the master’s degree provides the foundation for the various licensure
programs. The mission of the department is to prepare candidates as educators and
scholar-practitioners for leadership roles. EDA provides a choice of a public school
focus or a Catholic school focus in the master’s degree. The thirty-semester hour
master’s program requires one foundation course, a research course, a core of seven
leadership courses, and an internship. The internship activities and requirements are
linked to the coursework such that the candidates relate theory to practice. The content
knowledge of the various license programs (principal, superintendent, staff personnel
administration, and curriculum, instruction and professional development) is reflective of
the State of Ohio standards. The department of Educational Leadership applied and
was accepted as a member of the University Council for Educational Administration
(UCEA), a testimony to excellence of program.
The Educational Specialist Degree, offered jointly with Wright State University, is a postmaster’s degree program. It is designed to prepare candidates for central office
positions and has its own set of admission requirements (see graduate bulletin, p. 85).
The Ph.D. program, approved by the Board of Regents in 1992, has recently undergone
change. At the dean’s direction, a committee of faculty was charged to review the
program and make recommendations. As a result, the program has been limited to two
concentrations and Dr. A. William Place was named program director.
In the department of Counselor Education and Human Services (EDC), there are two
school-related programs, school counselor and school psychologist. In addition to the
general requirements of the SOEAP, the EDC programs have additional requirements.
Candidates for school counselor licensure, in the past, have been required to hold a
teaching certificate/license and have at least three years teaching experience. Effective
January 1, 2003 the School Counseling license will be able to be earned by persons
without a teaching certificate/license, but such persons will be required to complete an
UD Institutional Report 2002, Page - 16 -
induction year under supervision as their first year of employment. Applicants with and
without a teaching license or experience are selected on the basis of responses to
essay questions and a personal interview. School psychology applicants must hold a
valid Ohio teaching license, or have a degree in psychology or another human service
related field, take the Graduate Records Examination, submit a typed statement of their
interest in and perception of the role of the school psychologist, interview with program
faculty, and submit to an extemporaneous writing exercise.
Coursework and clinical practice are extensive in both programs. School counselor
candidates are required to complete 48 semester hours, a 600-clock hour internship, a
scholarly project, and a comprehensive exam. School psychology candidates are
required to complete both a master’s degree (33 semester hours) and specialist level
training (36 semester hours). Within this seventy-nine semester hour program, the
candidates must complete a practicum, a yearlong internship, a research project, and
develop a professional portfolio (Stage 1 and Stage 2).
1.3 Pedagogical Content Knowledge for Teacher Candidates
The first courses taken by all SOEAP candidates are EDT 109 – The Personal Aspects
of Teaching and EDT 110-The Profession of Teaching. From the beginning the
candidates have opportunity for field experiences by visiting a number of P-12 school
sites and then have an opportunity through coursework to reflect on these observations.
EDT 109, a one credit hour course, introduces candidates to the University and the
SOEAP stressing the Marianist ideals and the SOEAP’s conceptual framework.
Expectations are established for the use of technology for completion of assignments
and communicating with faculty. EDT 110, a two-semester hour course, is designed to
assist candidates in making an informed choice about teaching as a profession.
Candidates are introduced to the four domains and nineteen criteria of Praxis
III/Pathwise as a framework for the candidate’s portfolio. Teacher Education faculty
chose this framework because Praxis III is the summative performance based
assessment used for licensure decisions for beginning teachers in Ohio (see appendix
E). The Praxis III/Pathwise framework serves as a thread that connects the four years
of study, including the student teaching. The candidate portfolio is used as an ongoing
form of assessment, with significant checkpoints structured throughout the preservice
program of study. Course syllabi reflect the Praxis III/Pathwise domains.
Candidates, depending upon their program, spend from 150 to 250 hours in the field
observing, interacting, and reflecting upon educational practices. Lesson planning,
introduced and applied to case studies in curriculum and methods courses, is further
developed in field/clinical settings. Every plan must include strategies for meeting
diverse student needs, including those with exceptionalities.
Grouping of Students: (How will you group students for instruction? -large group, small groups, cooperative learning groups, and/or individual
work? Why have you chosen these groupings?)
Methods: (What teaching methods(s) will you use for this lesson? --direct
instruction, cooperative learning, inquiry, etc? Why have you chosen this
UD Institutional Report 2002, Page - 17 -
method or these methods?)
Instructional Modifications: (What modifications will you include for
learners with special needs?
--IEP goals, ADD students, ESL students, students with behavior
challenges... What modifications will you include for learners with
different learning styles? --auditory, visual, kinesthetic learners...)
Every plan requires candidate reflection about student responses and teacher
strategies.
Reflection: Which learned society guidelines (NAEYC, NMSA, CEC,
IRA, NCTE, NCSS, NCTM, NSTA) does this lesson meet? Did you
depart from anything you planned for today? If so, why? If you were
going to teach this class again to the same students, what would you do
differently? What would you do the same? Why? Based on what
happened today, what do you plan to do next with this class? Identify an
individual or group of students who did well in today’s lesson. How do
you account for their performance? Identify an individual or group of
students who had difficulty with today’s lesson. What accounts for this?
How will you help these students achieve the learning objective? Other
comments? Is there anything that you felt particularly good about,
frustrated with, or confused about today’s lesson?
Use of technology as a tool for information gathering, communicating, teaching, and
assessment is infused throughout the licensures programs. Two courses that address
technology, EDT 110 -The Profession of Teaching and EDT 340 – Educating Diverse
Student Populations in Inclusive Settings are common to all the programs. Within each
licensure program, technology is infused in curriculum, methods, and assessment
courses. Teacher education faculty use the twenty-four ISTE National Education
Technology Standards for Teachers as the criteria for competence. A matrix of the ISTE
NET standards with corresponding program courses will be available in the evidence
room. The Institute for Technology-Enhanced Learning (ITEL) supports the SOEAP
faculty and its candidates. ITEL’s mission is to provide leadership for the University of
Dayton’s SOEAP and the public and parochial schools of the Greater Dayton area with
regard to the development, study, and dissemination of best practice in technologyenhanced teaching and learning.
Advanced program candidates build upon their undergraduate pedagogical base in the
required EDT 500 Models of Teaching (3 hrs.) and either EDT 502 Philosophical
Studies in Education or EDT 503 History of Education in the United States.
1.4 Professional and Pedagogical Knowledge and Skills for Teacher Candidates
Undergraduate and initial licensure graduate candidates develop the professional and
pedagogical knowledge and skills associated with their respective licensure programs in
a planned, sequenced manner that reflect Marianist ideals, professional, and state
UD Institutional Report 2002, Page - 18 -
standards. The teacher licensure programs endeavor to foster both the development of
those general capacities of the candidates, which flow directly from their human nature,
and the development of those particular capacities, which enable them to become
effective practitioners in the field of professional education.
The undergraduate programs are built over a four-year experience beginning with a
strong emphasis in general education and ending with a year of methodology/fieldbased/clinical experiences with SOEAP higher education and field-based clinical faculty
mentoring the candidates. The following chart reflects the incremental percentage of
coursework satisfied each year in the SOEAP. Variations across the four years in the
different undergraduate licensure programs are reflective of the subject specific content
requirements for the license and the availability of the courses in the College of Arts and
Science.
Percent of EDT/HSS Coursework Across Four Years by Program
Program
First Year
Second Year
Third Year
Fourth Year
ECE
9%
19%
56%
90%
MC
9%
9%
70%
52%
AYA
8%
10%
8%
94%
IS: M/M
9%
48%
85%
92%
HSS: Physical
41%
90%
79%
100%
Education
First year candidates acquire an understanding of the University, its mission,
philosophy, and relatedness to the SOEAP. Candidates are afforded the opportunity to
integrate and evaluate information from various disciplines. First year candidates
engage in self-reflection on teaching and the skills needed to teach in EDT 110 – The
Profession of Teaching. Development of the portfolio around the Praxis III/Pathwise
domains is addressed in the first year. Candidates who maintain a 2.5 grade point (out
of 4), pass the Praxis I tests, receive positive EDT 110 evaluations from the field-based
and higher education faculty, and make application to one of the Teacher Education
licensure programs are admitted.
Second-year candidates begin taking introductory coursework with field experience in
their specific programs. Courses such as educational theory and practice, history and
philosophy of education, and child/adolescent development provide candidates a
contextual framework within which to understand their particular program of study.
Continued self-reflection on in-class and field-based experiences aid candidate and
program faculty in determining the candidate’s disposition for a chosen field.
Third-year candidates, with the exception of AYA, are heavily involved in their
respective programs, acquiring the knowledge, skills, and dispositions needed for the
intensive fourth-year experience. Much of the pedagogy is acquired during this year,
portfolio evidence is collected, information to address the needs of diverse populations
is provided, and the state required reading mandated coursework is part of the
candidate’s program of study. Field experiences are attached to coursework and
UD Institutional Report 2002, Page - 19 -
feedback from field-based clinical faculty provides candidates with a critique of their
competence. Candidates in the AYA program spend the third year acquiring the content
coursework necessary for proficiency in their teaching field.
Fourth-year candidates, for the most part, spend an entire year with one or two teachers
first in methods-related coursework and experiences, and then in the student
teaching/clinical experience. The candidate’s performance in the methods-related
coursework and experiences, as assessed by the higher education faculty and the fieldbased clinical faculty determines placement into the student teaching/clinical
experience. The Praxis III/Pathwise framework augmented to address content
knowledge proficiency is used as the assessment tool of candidate competency.
Initial licensure candidates at the graduate level are held to the same standards as the
undergraduates, but they progress to program completion more quickly. Evidence of
candidate proficiency consistent with university, state, and professional standard
requirements can be found in assessment examples, research project examples, and
thesis examples available in the evidence room.
1.5 Professional Knowledge and Skills for Other School Personnel
Candidates seeking licensure in the EDA programs hold an undergraduate degree and
have educational experience, typically teaching, at the P-12 level. These candidates
bring an experiential base upon which the advanced programs in Educational
Leadership build, expand, and focus. In the EDC school counseling and school
psychologist programs candidates hold an undergraduate degree and most have some
educational experience; however, it is not required. A route has been established for
candidates without such experience, but with an interest in working with children in a
school setting.
The EDA and EDC licensure programs are aligned with professional, state, and
institutional standards. In EDA, the candidates’ professional knowledge and skill
requirements are guided by the Educational Leadership Constituent Council (EDLEA)
Advanced Program Standards and ISLLC (Interstate School Leaders Licensure
Consortium) Standards for School Leaders. In EDC, both programs meet the State of
Ohio standards. The school counselor program, a 48- semester hour master’s, is
designed after the CACREP (Council for the Accreditation of Counseling and Related
Education Programs) standards, although not CACREP accredited. The school
psychology program, including the Educational Specialist in School Psychology,
received NASP accreditation in June of 2001.
In addition to coursework evaluation of tests, papers, case studies, research, portfolio,
and practicum/internship assessments, the content knowledge of EDA and EDC
candidates is assessed by the related Praxis II licensure test. The pass rate on these
tests is 93% & 97% for EDA candidates, 99% & 98% for EDC school counselors, and
100% & 100% for EDC school psychologists for the 1999-2000 and 2000-2001 cohorts,
respectively. Skill assessment of the candidates begins with applied coursework
assignments (e.g. case studies and simulations) and concludes with assessment of
UD Institutional Report 2002, Page - 20 -
candidate reflection logs and performance in the internship/practicum experience.
Programs are designed to develop candidate knowledge and skills throughout their
courses of study. Evidence of candidate proficiency will be provided in the evidence
room.
1.6 Dispositions for All Candidates
The University of Dayton’s Marianist Catholic tradition and the ethics professed by the
various educational professional groups are the foundation of the value and attitude
expectations (dispositions) of the SOEAP candidates. At the undergraduate level,
candidates begin exploring the University of Dayton’s Marianist philosophy and servantleader perspective in the General Education program and in the initial orientation
courses in the SOEAP. Within the school, this initial base is expanded to an
appreciation of our American education heritage and diversity in EDT 305 – History and
Philosophy of American Education and in EDT 340 – Educating Diverse Student
Populations in Inclusive Settings, respectively. The various human development
courses within specific programs (AYA, MCE, ECE, and IS) give the candidates an
understanding of the social, psychological, emotional, and cognitive needs of the
population they are preparing to teach. Field-based experiences, tied to coursework,
provide the necessary cognitive information for candidates to come to terms with
values, human development, and the educational system. Finally, the culminating
clinical experience, with a trained field-based teacher and a university supervisor, gives
the candidate a forum for defining oneself as a teacher, a humanitarian, and a leader.
Throughout this sequenced development, candidates are guided by higher education
faculty and field-based faculty. Critiques of reflective papers, logs, and journals as well
as formal observation feedback using the Praxis lll/Pathwise framework, particularly
Domains B and D, support and facilitate candidate growth in this area. Candidates
themselves demonstrate their depth of understanding the dynamics of their role as a
member of the teaching profession in their professional portfolio. The dispositions
specific to Teacher Education are:
1. Candidates value all students and families regardless of ethnic, racial, cultural,
economic, and/or religious background.
2. Candidates exhibit an understanding of the importance of education for all
children and believe that all students can learn.
3. Candidates view themselves as change agents and actively seek to meet needs
of students in their classrooms.
4. Candidates demonstrate the qualities of the Marianist “family spirit” in their
relationships and in turn value their role in a community of learners. They will
seek to improve their ability to collaborate with their peers, instructors, mentor
teachers and students.
5. Candidates value the process of critical reflection as they engage in open
dialogue and inquiry about problems essential to understanding current practice
and for adjusting to the future.
6. Candidates value their role as professional educators, and in doing so adhere to
the guidelines of the Professional Code of Ethical Conduct for their specialty
UD Institutional Report 2002, Page - 21 -
area as well as the professional behaviors required for participation in class and field
experiences.
7. Candidates express well-informed views on important ideas and bodies of
knowledge including their content area. Likewise, candidates foster competent
and well-integrated knowledge in their students through multi-perspective inquiry.
8. Candidates value the profession of teaching as a dynamic profession that is
driven by current research and requires ongoing professional development and
life-long learning.
At the graduate level, the department themes, the various professional codes of ethics,
and the Marianist tradition drive the dispositions candidates are expected to
demonstrate. Beginning with the initial foundation course of the respective programs,
the candidates begin framing their role as a professional leader and facilitator of
individual and community growth. The development of attitudes and values or
dispositions are identified on each course syllabus and evaluated through activities such
as class discussions, opinion papers, reflective activities, and feed-back from
field/clinical experience.
1.7 Student Learning for Teacher Candidates
Beginning with the first field experience observations, candidates assess the
environments and conditions that appear favorable to student learning. In class
reflective discussions on field observations, examination of teaching models, and
knowledge of human development and diversity, provide the foundation for defining
student learning. Domain A of the Praxis lll/Pathwise framework directs the candidate to
connect learning expectations with student background and experiences, with the
student’s learning style, and with the appropriate evaluation strategies. These elements
must be addressed in the lesson planning.
Connections: (How does this lesson fit within the subject area curriculum that
the students are learning?)
Learning Goals/Objectives: The student will be able to: (What are your goals
for student learning for this lesson? That is, what do you intend the students to
learn? Why have you chosen these goals?) Do you have immediate and longterm objectives? What are your individual and/or group goals? Be mindful of the
individual learning needs of the students. You must use Bloom's verbs.
Objectives must tie and be coded to Ohio Proficiencies Outcomes/Competencies
when possible. When writing your evaluation methods, be sure you are
measuring what you stated in your chosen objective.
Evaluation: (How and when do you plan to evaluate student learning on the
content of this lesson? Why have you chosen this approach to evaluation?
What evidence do you have that shows that the learning goals/objectives were
met? What adjustments or modifications in evaluation strategies are included for
special needs learners?)
Evidence of student assessment monitoring and learning are collected and evidenced
in reflective journals, as attachments to lesson plans, in case study documents, as a
UD Institutional Report 2002, Page - 22 -
part of research projects, and in portfolios. Student learning assessment data will be
available in the evidence room.
Graduate students in the initial licensure programs are also required to demonstrate
evidence of student learning. They often have the advantage of sharing data from their
own classrooms. Authentic assessment and progress monitoring with these more
mature candidates often provides an opportunity to address specific individual student
learning using a case study approach. Supervised field/clinical experiences provide the
candidates an opportunity to expand their repertoire for assessing and monitoring
student learning.
1.8 Student Learning for Other Professional School Personnel
Graduate candidates in EDA often impact student learning indirectly. By acquiring the
knowledge, skills and dispositions that effect the school environment for students,
parents, and staff, the educational leader defines acceptance of individuals, promotes
the value of diversity, and defines student learning expectations. Through class
activities and field/clinical experiences, EDA candidates demonstrate the ability to have
positive effects on curriculum, teacher growth and development, parental involvement,
and school improvement.
Graduate candidates in school counseling and school psychology more often have a
direct impact on individual students and their learning. Both the School Counselor and
the School Psychology programs have a significant number of field-based and
internship requirements. In these various field/clinical settings the candidates assess,
monitor, and describe the growth of both individuals and groups. Evidence of
competency is shown in class assignments, internship assessments, and portfolio
development. These products will be provided in the evidence room.
Standard 2 - Assessment System and Unit Evaluation
The unit has an assessment system that collects and analyzes data on applicant
qualifications, candidate and graduate performance, and unit operations to evaluate and
improve the unit and its programs.
2.1: Assessment System
The Unit has been under a continual process of assessment from both internal and
external forces since our last NCATE review.
A. Undergraduate
1. When the state moved from certification to licenses teacher preparation
programs were redesigned to meet new standards.
2. Ohio’s adoption of the Praxis I, II, and III sequence prompted the alignment of
teacher preparation programs with the Pathwise domains.
3. Examination of the candidates not passing Praxis I and II resulted in
adjustments to the acceptable ACT and SAT scores for entrance.
4. Self-study and documentation of program quality resulted in Teacher
Education’s acceptance into the National Network for Educational Renewal
(NNER) in May 2001.
UD Institutional Report 2002, Page - 23 -
B. Graduate
1. When the state moved from certifications to licenses all graduate certification
programs moved to licensure status requiring program redesign.
2. The graduate level programs moved from a quarter hour base to a semester
hour base requiring faculty examination and articulation of the programs prior
to implementation Fall 2001.
2. Self-study and documentation of program quality resulted in Educational
Leadership’s acceptance into the University Council for Educational
Administration (UCEA) in November 2001.
3. Dr. Ted Kowalski was hired as the Kuntz Professor of Education in Fall 2000
to address the needs of the Ph.D. program.
4. The school psychology was approved June 2002 by NASP based on selfstudy and documentation of program quality.
C. The Unit
1. Dean Lasley annually submits a divisional report to the President’s office that
outlines the SOEAP’s accomplishments and strategic goals and needs.
2. The Lalanne Program, established in 1999, provides a commitment to our
Marianist heritage and to provide teachers to the most needy Catholic
schools, typically urban, poor, or rural.
3. Establishing the Urban Teacher Academy in 2001 provides mentoring
opportunities for candidates interested in teaching in urban settings.
D. University-wide
1. As a part of the University’s North Central Accreditation each department of
the SOEAP conducted a survey of graduates regarding program satisfaction.
2. In response to the Provost’s request the SOEAP will begin discussion on
implementing the “Unified Strategy for Diversity in Community at the
University of Dayton.”
All of the above provided a foundation for the NCATE self-study and for the
development of the unit’s assessment system.
The system is shaped by both a top-down and a bottom-up process and coordinated
through the Dean’s Council. The dean, the associate dean, the two assistant deans, the
department chairs and the president of the SOEAP Congress form the nucleus of the
Dean’s Council. Various administrative staff (e.g. NCATE coordinator) are included as
needed. The Dean represents the larger university and his vision for the SOEAP. The
departmental chairs represent the programs. The president of Congress represents the
perspective of the faculty. As a unit the Dean’s Council works to juxtapose the various
perspectives.
The following SOEAP Assessment System reflects the deliberations of this
organization.
2001-2002
SOEAP departments established assessment committees to reexamine their current
assessment systems that collect and analyze data on applicant qualifications,
candidate and graduate performance, and unit operations for the purpose of evaluating
UD Institutional Report 2002, Page - 24 -
and improving the unit and its programs.
2002-2003
SOEAP department assessment committees adjust, augment and collect data pursuant
to departmental assessment systems and recommend changes common to the SOEAP
as a unit based upon their respective findings of 2001-2002.
2003-2004
SOEAP department assessment committees determine the validity and utility of the
data generated by the departmental and SOEAP assessment systems on applicant
qualifications, candidate and graduate performance, and unit operations to evaluate and
improve the unit and its programs.
2004-2005
SOEAP department assessment committees refine and align their respective
departmental assessment systems with the SOEAP assessment system on applicant
qualifications, candidate and graduate performance, and unit operations to evaluate and
improve the unit and its programs.
2005-2006
SOEAP has an assessment system that collects and analyzes data on applicant
qualifications, candidate and graduate performance, and unit operations to evaluate and
improve the unit and its programs.
2.2: Data Collection, Analysis, and Evaluation
Each department, working in conjunction with the registrar, the Dean’s office, program
faculty and school/agency partners collect, analyze, and evaluate the following data.
Type of Data
(internal & external)
Applicant Data
Candidate
Proficiency Data
Candidate Complaint
Data
Graduate/Completer
Data
Faculty Data
Other Professionals
Present Collection
(Examples)
Admissions criteria,
application to programs
Benchmarks, rubrics,
portfolios, field/clinical
evals, impact on K-12
student learning
Informal system,
documentation in student
file
Praxis II, Follow-up surveys
Program & committee
minutes, composition,
annual, evaluations, P & T
process, vitae
Advisory Board minutes, A
Additional Data to Collect,
Analyze, Validate
Annual determination per
transition plan (2002-2006)
Annual determination per
transition plan (2002-2006)
Annual determination per
transition plan (2002-2006)
Annual determination per
transition plan (2002-2006)
Annual determination per
transition plan (2002-2006)
Annual determination per
UD Institutional Report 2002, Page - 25 -
Data
& S faculty meeting
(advisory boards,
minutes, Employer survey
clinical faculty, A & S) of candidates, Clinical
faculty feedback on
partnerships
Unit Operations Data Use of technology,
assessment systems,
administrator evaluations,
organization
Program Quality Data Minutes, honors, awards,
accreditations,
transition plan (2002-2006)
Annual determination per
transition plan (2002-2006)
Annual determination per
transition plan (2002-2006)
Specific data and sequence of evidence development, aggregation, and evaluation for
each department (EDA, EDC, EDT, and HSS) can be found in department binders for
Standard 2.
2.3: Use of Data for Program Improvement
Within each department, program faculty in conjunction with the Chair, review the data
to make program improvements where appropriate. See individual department binders
for specific evidence.
Program Improvements
based on data
collection.
Courses
Programs
Clinical experiences
Data Sources
(Examples)
Outcome of
Data Review
Next Steps
Candidate
evaluations, clinical
faculty evals, student
performance on
course activities,
Ohio P-12 curriculum
updates, Relevant
research data
Learned Society
changes, Legislative
changes, Advisory
Board input, Number
of students,
University or Unit
initiatives
Candidate evals, site
evals, clinical faculty
evals, student
learning evidence
UD Institutional Report 2002, Page - 26 -
Candidate Performance
Faculty Performance
Grades, Portfolio
evals., Field/Clinical
evals, Praxis II pass
rate, Employer
surveys, Praxis lll
data
P & T process,
Course evals.,
Annual reviews
Standard 3 – Field Experiences and Clinical Practice
The unit and its school partners design, implement, and evaluate field experiences and
clinical practice so that teacher candidates and other school personnel develop and
demonstrate the knowledge, skills, and dispositions necessary to help all student learn.
Field and clinical experiences at the University of Dayton are shaped and governed by a
number of principles, including our Marianist heritage, the University’s Vision 2005
commitment “To be a national leader in Catholic education,” and the themes of the
SOEAP and the departments. Our Marianist heritage is the vision for us to be
committed to field experiences that educate our candidates in family spirit, for service,
justice and peace, and for adaptation and change, all characteristics of a Marianist
university education. This is especially demonstrated in the recent institution of the
Urban Teacher Academy. Our SOEAP and department themes further challenge us to
be committed to critical reflection about our experiences with students in preschool
through grade 12, and also to be reflective decision makers about best practice for
students as we operate in a pluralistic society.
Initial License Field and Clinical Experiences
The field/clinical experiences at the University of Dayton have undergone major
changes in the last five years. During the 1995-96 academic year, the Department of
Teacher Education began forming partnerships with the Centerville City Schools and
the Miamisburg City Schools. Teachers who served as field-based partners received
training. With the training came the expectation that the field-based supervisors and
mentor teachers would take on more responsibility for candidate development, thereby
lessening the number of observations required of the university faculty. The concept of
trained school partners continued to grow and expand with more and more teachers
from a number of the surrounding public, private, and charter schools being trained.
Currently, all field-based supervisors are trained. The only exceptions would be for hard
to find placements (e.g., certain foreign language areas and special education) and for
music and art with qualified teachers. Candidates in the early childhood program use
the Miami Valley Child Development Centers (Head Start) and the Bombeck Family
Learning Center as practicum and clinical sites. The Center, dedicated on Friday,
March 8, 2002, was a UD child-care center that was renovated and transformed into an
early childhood demonstration school.
The partnership concept of trained field-based supervisors directly impacted the
UD Institutional Report 2002, Page - 27 -
functioning of the Educational Placement Center in the SOEAP. Whereas, the
Educational Placement Office formally identified all of the field/clinical sites and made all
of the placements, now field practitioners and university faculty jointly determine
placements and evaluate candidates. Rationales for experiences are constructed
between and among partners. Field partners are continually involved in decision making
with university partners about opportunities for candidate observation, practice, and
evaluation. Partnership conversations are prevalent throughout all programs. The
Educational Placement Center is still responsible for candidate field and clinical
applications, confirming faculty identified placements, supplying observation forms,
maintaining records of candidate experiences, providing seminars for candidates on
common topics (e.g., resume development and legal responsibilities), posting job
openings, holding simulated job interviews, responding to requests for candidate
credentials, securing and maintaining contracts with the placement sites, and compiling
an annual survey of candidate employment.
Field experiences begin in the first year with EDT 109 and EDT 110 and continue in a
sequenced manner per licensure program design. All licensure programs culminate with
a senior year experience that provides extensive and intensive opportunities for full
candidate integration into school community life. In all programs, candidates are
expected to observe students, collect data about performance, and design programs to
meet the needs of students. All licensure programs adhere to specific entry and exit
criteria, some of which are generally applied to all programs and others that are specific
to an individual program. Mastery of pedagogical and content area is assessed
throughout the program sequences and culminates with scheduled Praxis lll/Pathwise
evaluations during the senior year. Other evaluation procedures are specific to
individual licensure programs and may include narratives, portfolio assessments, and
individual conferences. All programs stress competencies that support the education of
students with special learning needs and those from diverse backgrounds. Individual
programs have compiled program binders documenting the field/clinical experiences of
their respective program candidates. The Educational Placement Office has compiled
binders with demographic information on the placement sites as well as field/clinical
process and procedure documents.
Candidates at the graduate level seeking initial license are required to fulfill fieldwork
that is connected to courses and a clinical student teaching/internship, depending upon
the program. Program advisors can individualize fieldwork to complement and extend
the experiences held by the more mature candidate.
Advanced Programs
The internship in the EDA master’s is designed to be a series of self-directed
opportunities for the candidate to experience administrative responsibilities. The
emphasis is placed on practicing skills learned in the program, receiving feedback on
the efforts, and relating practice to theory. Field-based activities are conducted under
the supervision and direction of a university instructor and with the approval of the
candidate’s supervisor in the school district.
UD Institutional Report 2002, Page - 28 -
The internship requirement in the Principal License program is intended to provide the
candidate with the opportunity to relate coursework, research, simulations, and
independent study to actual problems in an elementary or secondary school. The
internship is conducted with the supervision of a university instructor and with the
approval of a supervisor in the school district.
The Department of Counselor Education and Human Services faculty in School
counseling and School Psychology work closely with candidates to place them in
practicum sites with licensed professionals. The School Counseling program requires a
pre-counseling practicum, a 100-hour practicum, and a 600-hour internship. The School
Psychology program requires a sequence of assessment and intervention practice
practicum in schools under the supervision of a school psychologist prior to a ninemonth internship under the immediate supervision of a certified school psychologist.
Standard 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.
“The Marianist educational traditions emphasize community as ‘the indispensable
element in the formation and education of all persons’…and ‘a commitment to the
fostering of diversity, and ultimately, a commitment to the service of humanity’”
(Presidential Task Force on Diversity in Community, Final Report to the President of the
University, April 19, 2000)
“Our different perspectives and modes of reasoning are shaped by a variety of life
experiences: our culture, our racial, ethnic, and religious backgrounds, our gender, our
socioeconomic class, our age, our sexual orientation, and our varying abilities. Yet to
be a community of common mission we must develop a common ground of shared
perspectives and shared ways of reasoning about our work.” (Diversity in Community at
the University of Dayton, October 13, 2000).
The University of Dayton and the SOEAP are committed to developing “diversity in
community” and understand the complexities of the task. The University has identified
five interrelated initiatives: social justice, educational mission, representation, campus
climate, and assessment/evaluation as essential to fulfilling the commitment.
Fundamental to developing such a community is the individual. Our candidates must
possess the behaviors needed to learn and work in a diverse community. The behaviors
have been identified as:
1. Manifesting awareness of oneself and one’s own diversity.
2. Managing oneself on a diverse team or environment.
3. Working, learning, living effectively in a diverse environment.
4. Engaging in constructive social criticism and change to promote the dignity of all
people.
UD Institutional Report 2002, Page - 29 -
The curriculum requirements of the SOEAP candidates are designed to develop such
behaviors. Self-knowledge through reflective practice within a pluralistic society
permeates the teacher education programs. Beginning with observations and reflection
in EDT 109 and EDT 110, candidates begin to understand that tension between
diversity and unity. Class discussions throughout the programs centering on cultural
mores, familial differences, sexual orientations, learning differences, and socioeconomic influences provide the candidate with a variety of learner attributes.
Sequenced field and clinical experiences promote the development of how a teacher
models dignity for the individual by first grasping the mosaic of a group of learners and
then planning for the success of the individual within that group. Evidences of the
candidates’ understanding of diversity and success in advancing the learning of all
students are found in the candidate performance data collections of the various
programs.
Candidate Composition
Undergraduate. The enrollment data of the undergraduate candidates in the SOEAP
shows that minority enrollment at the undergraduate level has declined gradually from
1997 to 2001 (4.8%, 4.4%, 4.3%, 4.1%, 3.3%) and the percent of female candidates
has increased gradually (76.7%, 77.7%, 79.2%, 80.7%, 81%). In contrast the University
has maintained a 6 – 7 % minority population and a 51% female population. For the
coming school year, it is anticipated that about 6% of the entering first year students
identified as SOEAP candidates will be minorities. The SOEAP has engaged in several
initiatives in an attempt to increase the percentage of minorities in the undergraduate
population. These initiatives include: the Dean’s Scholars Program, the Urban Teacher
Academy, CAPE, and Project Grad.
The Dean’s Scholars Program has been in place for approximately six years. This
initiative is intended to identify candidates of color while they are in high school, who
would be admissible to UD, and who would be interested in matriculating through the
University for their professional preparation. In 2001-2002, Ms. Linda Gillespie served
as a resource person to actively recruit candidates and Ms. Yolanda Hart served as
program coordinator for the Dean’s Scholars. Since 1997, there have been five cohorts
for a total of forty-nine candidates. Twelve individuals from the first two cohorts have
graduated
The Urban Teacher Academy (UTA) is now in its third year of operation. This program is
structured to encourage candidates, especially person’s of color, to consider the
possibility of urban teaching. Preservice candidates are provided an urban teacher
mentor and UTA graduates are provided mentorship/coaching during the first three
years of teaching. In the first year of operation, five candidates and five mentors were
admitted, following an application and interview process. In 2002-2003, an additional
four candidates were admitted. The first “graduate” will assume a teaching position in
the Dayton Public Schools in 2002-2003.
During the summer of 2002, two initiatives, CAPE and Project GRAD, were held on the
UD campus as a way of recruiting persons of color. CAPE is a statewide effort and
UD Institutional Report 2002, Page - 30 -
involves many of Ohio’s teacher education institutions. Cape’s purpose is to make high
school students aware of teaching and education and of encouraging them to apply to
one of the participating institutions. Project GRAD is part of a national initiative to work
with at-risk high school students who need focused academic programs. UD
participated in an “out of zip code” residential experience for students from Columbus,
Ohio. These students were having academic difficulty, but showed academic potential.
All students who participate are then encouraged to apply to UD for college admission.
Most participants are persons of color.
Non-Doctoral Graduate. The SOEAP enrolls about 63 to 67% of the non-doctoral
graduate candidate population at the University of Dayton. Whereas the University’s
population is a 48% male to a 52% female ratio, the SOEAP’s ratio is about a 20 to 80
percent male/female proportion with the exception of Educational Leadership. EDA is
closer to a 40/60 percent male/female population. The graduate population is also about
seventy-five to eighty percent white. The preponderance of females and Caucasians in
the graduate programs is understandable. It is reflective of the teaching population in
the surrounding school districts (see charts below) because Ohio licensure regulations
require a master’s degree for the second renewal of the five-year professional license.
As a partner to the area schools, we are attracting a white, mostly female teaching
population. Finding ways to attract a more diverse graduate population is an on-going
challenge.
Field/Clinical Site Demographics
It is evident from the charts that the percentage of minority teachers in the surrounding
schools is small and that some sites have no minority teachers. All sites do have
minority student populations, including students with disabilities, with the exception of
8% of the Catholic schools. Placement of our candidates to ensure experiences with
students of diversity is a deliberate process.
Percent of
Minority
Students
Above 84%
74-84%
15-32%
1 – 12%
0%
Most Frequently Used Public School Districts (N=28)
Percent of Percent of
Percent of Percent of
Districts
Minority
Districts
Students
Teachers
w/Disabilities
None
Above 53%
None
Above 17%
11%
33-53%
11%
14-17%
28.6%
5-15%
14%
11-13%
61%
1-3%
61%
7-9%
None
0%
14%
Less than 9%
Percent of
Minority
Students
99-100%
60-77%
12-37%
Most Frequently Used Catholic Schools (N=25)
Percent of Percent of
Percent of Percent of
Schools
Minority
Schools
Students
Teachers
w/Disabilities
8%
Above 77%
None
Above 20%
8%
77%
4%
16-20%
24%
27%
4%
11-15%
Percent of
Districts
None
14%
64%
21%
None
Percent of
Schools
None
12%
12%
UD Institutional Report 2002, Page - 31 -
1 – 10%
0%
60%
None
2-13%
0%
36%
56%
1-10%
0%
68%
8%
Doctoral. Over the years the Ph.D. program has maintained a balance of men and
women. It has also averaged a 16%-18% minority population. Special doctoral
scholarships have been created to assist persons interested in pursuing advanced
study. One of those scholarships focuses specifically on urban contexts and is intended
to help attract candidates of color into the program. The chart below evidences that
minority candidates are successful in their doctoral studies. Program graduates closely
represent the percentage of male/female and ethnic groups accepted into the program.
Demographics of Doctoral Candidates Accepted and Graduated: 1990 through 2002
Ph.D.
Male
Female
Caucasian African/Am International
UNK
103
104
170
33
3
1
Accepted
(49.8%)
(50.2%
(82%)
(16%)
(1.4%)
(.5%)
47
46
75
16
1
1
Graduated
(50.5%)
(49.5%)
(81%)
(17%)
(1%)
(1%)
Faculty Composition
At our last NCATE review, the SOEAP had five faculty of color. Since that time one
faculty retired, one died as a result of a car accident and one completed his doctoral
studies and took a position at another university. The two remaining faculty of color are
in teacher education. They are special educators who teach in the Middle Childhood
program, the Adolescent Young Adult program and in the Intervention Specialist:
Mild/Moderate program. A new faculty member of color has been hired for the 20022003 academic year. He will be in a tenure track position in the Department of
Educational Leadership. One member of the teacher education faculty holds Canadian
citizenship.
All full time faculty and a representative sample of part time faculty were surveyed
regarding their training and experiences with diverse populations. Not all surveys were
returned in time to be included in this document. The initial responses, however,
indicate that both full time and part time faculty have a knowledge base (either formal
coursework training or workshop training) related to diverse populations, and
experience (teaching or community involvement) with diverse populations. The
completed survey data and analysis will be available in the evidence room.
Standard 5: Faculty Qualifications, Performance and Development
Faulty 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.
The faculty of the SOEAP for the 2001-2002 academic year is comprised of fifty
-six highly qualified individuals. Forty-nine (87%) hold terminal degrees. The other
seven individuals have masters degrees and experience in their respective teaching
UD Institutional Report 2002, Page - 32 -
fields. Among the seven are two lecturers, two administrative faculty, a teacher-inresidence, a principal-in-residence, and the director of the Lalanne program. About fiftythree percent of the faculty are female, two faculty are African/American, and one
faculty is a National board Certified Teacher. Forty-six (82%) of the fifty-six are in tenure
track positions. Eighteen are tenured at the associate professor rank and thirteen as full
professors. Tenure is not granted at less than the associate rank.
2001-02
Total
Teaching
Totals
EDT
EDA
EDC
HSS
56
M
9
F
18
M
7
F
5
M
5
F
4
M
4
F
3
Tenure
Status
Tenured
NonTenured
Totals
M
F
M
F
M
F
M
F
30
16
6
2
8
4
4
2
3
1
5
0
1
3
2
2
1
2
Rank
Full
Associate
Assistant
Totals
13
18
15
M
5
2
1
F
2
6
4
M
2
2
2
F
2
1
1
M
1
4
0
F
1
0
3
M
0
2
2
F
0
1
2
The faculty is also stable in that sixty-six percent have been at the University of Dayton
in the SOEAP since the last NCATE visit and eighty-seven percent of the faculty have
been here since the 2000-2001 academic year. This stability has allowed faculty to
establish themselves within programs, with colleagues, and with the field-based schools
and agencies.
For the 2002-03 academic year, the stability of faculty will continue. In the Educational
Leadership department, one faculty member is leaving for another position and is being
replaced by a person of color from Bermuda. The principal-in-residence is also leaving
to pursue full time doctoral studies and one faculty member is returning from a two-year
sabbatical. In the Department of Teacher Education, one lecturer and the teacher-inresidence are being replaced by two new teachers-in-residence. No changes are
anticipated in the Departments of Counseling and Human Services or Health and Sport
Science.
Higher education faculty who supervise field/clinical experiences have either been
certified/licensed in their area of supervision or have particular expertise for working
with a specific population. All of the field-based clinical faculty are fully licensed or
certified for the positions they hold in the schools or agencies. Adjunct faculty, teaching
in the SOEAP, are recruited based on years of experience and leadership in the
curriculum area in which they are asked to teach. A minimum of a Master’s degree is
required. All adjuncts are provided orientation to the university, the SOEAP, the
department, and the course expectations by Department Chairs or program
coordinators. The University of Dayton holds annual trainings for adjunct instructors
UD Institutional Report 2002, Page - 33 -
Teaching, Scholarship, and Service
The mission of the University of Dayton states that in the Marianist tradition we are
about, “educating the whole person, and linking learning and scholarship with
leadership and service.” The faculty in the SOEAP strive to link teaching, scholarship,
and service. Academic vitae provide evidence of this.
As a part of the NCATE self-study, all faculty did an analysis of their teaching, looking at
the following factors:
1 – integration of technology, diversity, and strategies for meeting the needs of
candidates with varying learning styles,
2 – strategies for developing candidate dispositions, problem solving skills, critical
thinking skills, and reflective thinking,
3 – strategies for assessing candidate performance, and
4 – strategies used for assessing themselves as teachers.
Aggregated lists and charts of the faculty’s deliberations provide a picture of faculty
expertise as teachers. These data are being used differently within departments and
among faculty to look at programs as well as to improve instruction. All faculty, full time
and part time, are required to have course evaluations. These evaluations are returned
to the Department Chairs who, in turn, provide them for faculty review. Our faculty
perform well on the 4-point rating system, such that a mean score of 3.3 to 4.0 has been
established as an expectation. Faculty with poor evaluations are provided counsel by
their respective departmental Chair. The Small Group Instructional Diagnosis (SGID)
process is also available for faculty. SGID is a midterm evaluation process that provides
faculty with student feedback on how a course is going. Unlike end-of-term student
evaluations, the intent of SGID is to improve a course during the term that the review is
conducted. It has been shown that students view SGID positively, feeling that it does
improve courses. Use of SGID is voluntary, and the results of the process are
confidential.
Faculty vitae evidence the proliferation of faculty scholarship and service. Connecting
the “head” and the “heart” are a part of the Marianist ideals. Faculty are expected to
inform their practice by engaging in research and being active in professional
organizations. They are expected to acquire knowledge and to share that knowledge in
writing, in oral presentations, and in visual presentations. (see P&T document in
evidence room) As with any faculty, there is a range of scholarly productivity among the
faculty. There are those who produce books, chapters, and articles. One faculty
member was awarded the University of Dayton Alumni Award for Scholarship (2000).
Others diligently produce an article or two a year, make presentations at National
Conferences, and forge strong partnerships with the P-12 community. All individuals are
valued for their contributions. Faculty vitae show that most faculty choose to write
articles and make professional presentations. There are, however, a large number of
books, grants, and projects that have been produced.
Another aspect of faculty function is Service. Faculty are expected to serve the
UD Institutional Report 2002, Page - 34 -
department, the SOEAP, the university, and the community (local, national, and
international). Faculty provide leadership within their professional organizations, serve
on community service boards, and extend themselves to assist and collaborate with our
P-12 school partners. Partnerships, especially at the undergraduate level, are integral to
candidate development over the four years of their programs. The SOEAP, as a unit, is
providing curriculum development assistance to the University of Sarajevo in Bulgaria.
The Center for Catholic Education and the Urban Teacher Academy were responses to
needs identified in the community. Both faculty vitae and charts enumerating faculty
scholarship and service will be available in the evidence room.
Faculty Performance and Development
Faculty performance is evaluated annually based on faculty goals established in
collaboration with the department chair. It is the faculty member’s responsibility to
address the goals (for teaching, scholarship, and service), collect the evidence showing
goal attainment, and present the data to the Department Chair. Evaluation of the data
presented results in a level of performance rating (3-exceeds expectations, 2-meets
expectations, or 1-is below expectations). Performance ratings, in turn, become the data
for merit pay recommendations. Merit pay recommendations are made by the Chair in
consultation with the other SOEAP chairs, the Associate Dean for Academic Affairs, and
the Dean based upon the following criteria:



Faculty members achieving all agreed upon job targets and receiving an
assessment of 3 in two or more categories will be recommended for ”highest
merit” increase.
Faculty achieving an assessment of at least 2 or above in all categories will be
recommended for a “merit” increase.
Faculty achieving an assessment of 1 in one or more categories will be
recommended for “no merit” increase, but will be eligible for a base increase.
The following guidelines are suggestive of what criteria must be met in scholarship,
teaching, and service to receive a performance rating of 2-meets expectations:
Scholarship. A minimum of two articles (one published in a refereed journal
and one in a non-refereed journal) or three (3) articles published in regional or
national non-refereed journals and one (1) juried conference presentation.
Teaching. Student evaluations (with a mean score of 3.3 to 4.0) and attempts
to improve delivery, content, etc. with emphasis on the use of technology.
Service. At least one (1) department or SOEAP’s committee and two (2)
others that may be either internal or external to the University.
In addition, special merit may be awarded to faculty members who excel in terms of
scholarly productivity. The level of special merit is determined by the Dean in
consultation with the Department Chairs.
UD Institutional Report 2002, Page - 35 -
For junior faculty, the first annual evaluation has additional significance. As a result of
the evaluation, the Chair writes a letter to the Dean outlining the faculty’s achievements
or suggestions for improvement in the areas of scholarship, teaching, and service. The
Dean subsequently forwards a letter of evaluation of the junior faculty to the Associate
Provost for Academic Affairs.
In the junior faculty’s second year, a peer from the SOEAP reviews the individual’s work
and establishes a collaborative plan for professional development is established.
During the third year, the junior faculty participates in a Level One Review (see P&T
document in evidence room) conducted by the P&T committee. The review examines
aspects of teaching, scholarship, service, and the integration of the Marianist heritage in
these three areas since joining the SOEAP. The process is rigorous and results in a
formal letter recommending the areas for further professional development.
In the fourth year, the department Chair reviews the junior faculty’s progress and in the
fifth year, another peer review is conducted. In the sixth year documents are prepared
for the P&T Committee Level II review.
Annually, Department Chairs allocate funds to support faculty presentations and service
for state, national, and international professional groups. If an individual needs funds
beyond that provided, a special request can be made. Decisions are made on the
amount of funds available and the merit of the request.
Standard 6: Unit Governance and Resources
The unit has the leadership, authority, budget, personnel, facilities, and resources,
including information technology resources, for the preparation of candidates to meet
professional, state, and institutional standards.
Unit Leadership and Authority
The School of Education and Allied Professions (SOEAP), led by the Dean Thomas
Lasley III, provides the organizational unit for the following departments: Counselor
Education and Human Services, Educational Leadership, Health and Sport Sciences,
and Teacher Education. Within each department, the Chair oversees the program
assistants, administration assistants, and faculty division committees. Within this
structure, program faculties are accountable for professional education program
decisions pertinent to design, implementation, and assessment in the unit. (See
appendices F, G, H I J for department specific organizational charts). Program and
course changes are initiated at the program faculty level and move through the following
channels for approval: the academic department, the applicable Academic Affairs
Committee, the SOEAP Congress, and the University Academic Senate, as appropriate.
(See minutes of meetings per department and or committee)
Within the unit level, various groups form advisory councils for the Dean regarding
issues and concerns across all program areas. The department chairs and their
faculties meet on a monthly basis, the Department’s advisory committees meet once or
UD Institutional Report 2002, Page - 36 -
twice per year, the SOEAP Dean’s Council meets monthly and the Dean’s Advisory
Committee meets twice per year.
Budget
For the year 2001, the SOEAP shows expenditure totals of $9,475,563. Under SOEAP,
Teacher Education has a total of $2,018,019; EDA stands at $648,834; Health and
Sport Science show a total of $790,248, and Counselor Education displays $543,128.
SOEAP’s budget as compared to other units on campus would indicate that the school
receives a fair share of the total university budget when compared to the remaining
schools on a full-time and part-time faculty salary basis for FY01 and Budgeted FY02.
FT-PT Salaries
UD Total
College of Arts and
Sciences
School of Business
School of Education
School of Engineering
School of Law
FY01
51,849,000
23,675,000
Budgeted FY 02
48,942,814
23,199,358
7,548,000
4,713,777
8,386,000
5,093,000
7,509,111
4,865,744
8,298,348
5,070,253
In comparison with other Category II-A (Comprehensive) universities, a faculty member
of Professor status earns $4,021 more than a professor at UD. An Associate faculty
member according to AAUP II-A 70th percentile earns $905 more than an associate at
UD. An Assistant faculty member at UD earns $367 more than assistants at other
Category II-A universities.
The computation of benefits for UD compensation is calculated at 25.0%, which is
based on the percentage of salary for all ranks combined in 2000-2001. The
compensation calculation of 24.2% (+/-) for the AAUP is the average of benefits at II-A
institutions reported by the AAUP in Academe, March/April 2001, Vol. 87, No.2.
In comparison with the other units at the University of Dayton, the SOEAP salaries are
higher than the College of Arts and Sciences for the Professor and Assistant Professor
ranks. However, the SOEAP salaries are lower than the other professional Schools at
the University of Dayton pertaining to the Professor, Associate, and Assistant ranks.
2001-2002 Faculty Salary School
Comparisons
School of Law
School of Business Administration
School of Engineering
School of Education
College of Arts & Sciences
Professor Associate
106,474
101,362
81,405
79,340
65,315
NA
82,743
64,513
52,546
52,792
Assistant
NA
79,938
58,561
55,242.92
43,991
In the SOEAP FY02 and FY03 Academic Budgets an increase in all categories was
UD Institutional Report 2002, Page - 37 -
realized. The total academic budget change for the SOEAP showed an increase of
$206,304.
Comparison of FY02 and FY03
SOEAP Academic Budgets
FY 02
FT Faculty
2,284,533
PT Faculty
169, 134
Administration
595,783
Info. Tech
58,795
Clerical
366,816
Salary Sub-total
3,776,072
Faculty/Staff Benefits
1,167,621
Salary and Benefits Subtotal
4,965,744
Grad Assist Tuition Reimbursement
138,896
Academic Program Changes
NA
TOTAL BUDGET
5,677,243
FY 03
2,371,069
174,208
613,656
60,559
379,320
3,899,824
1,241,590
5,163,465
147,480
50,000
5,933,548
Pertaining to 2000-2001 Student Credit Hour (SCH) trends, the SOEAP total costs
increased by 2%. In addition, the total number of SCHs decreased by 1.5%. The cost
per SCH shows a trend of a 3.6% increase. (The 2001-20002 were not available at the
time this report was written.)
Total costs
Total SCH
Cost/SCH
Cost Index
Cost/SCH Trends: School of Education
2000-01
2% (increase)
1.5 % (decrease)
3.6% (increase), 224.17 (Below University-wide total
of 236.40)
125.58 (Above the University-wide total of 115.76)
Personnel
Faculty workloads allow for a diverse range of professional activities, including teaching,
scholarly activity, research, assessment, advisement, collaboration in schools/agencies,
and service. In addition to refereed publications and presentations, scholarly activity
and research take on diverse forms: non-refereed publications and presentations,
editing of journals, scholarly inquiry for course/program development, and grant
proposal writing projects.
Each department employs part-time faculty to assist and strengthen programs in
teaching. There is a demand for high quality, part-time faculty and the SOEAP’s faculty
are continuously searching for master teachers to serve in clinical roles as instructors
and mentors.
Program assistants and administrative assistants (secretaries) provide further
assistance. Graduate assistants work twenty hours per work, aiding the faculty in
UD Institutional Report 2002, Page - 38 -
research and administrative responsibilities, enabling the faculty to extend their
expertise to specific needs in the various programs. Student workers aid the faculty in
preparation for their course materials. The support staff enhances the effectiveness of
faculty in their duties, and allows for growth in dialogue and skill development
connected to emerging theories and practices.
Workload
Faculty workload expectations are established by the SOEAP Congress and University
guidelines in accordance with NCATE standards. A full-time faculty teaching load is
defined as a maximum of 12 undergraduate semester hours, 9 graduate semester
hours, and 6 doctoral semester hours. The number of course preparations per faculty
member will not exceed a maximum of 6 per year.
SOEAP Faculty
Workload by
Department
EDA
EDC
EDT
HSS
TOTAL
FTE
14.35
13.84
27.99
12.2
68.38
1999-'00
Load
256
392
564
394
430
2000-'01
Load
286
390
554
355
429
% Change
11.80%
-0.40%
-1.70%
-9.70%
-0.20%
Professional Development
There are a variety of programs and services available to the faculty to assist them in
their professional and personal development. (See faculty handbook) Of particular
note are the University sponsored continuing education offerings, the University
Wellness program, and the employee assistance program. In addition, the University
has an extensive faculty exchange program and provides funds, in addition to the unit’s
funds, to support educational development opportunities.
The University provides sabbatical leaves for tenured faculty to enhance their
professional competence and the total teaching/learning environment. Sabbatical
leaves, therefore, represent a dual investment--an investment of time and expertise on
the part of the individual faculty member and a financial investment by the University-that promises to result in improved teaching, enriched programs, and the advancement
of knowledge and creative activity at the University. All full-time faculty members, with
tenure, are eligible for a year sabbatical following seven continuous years of
employment.
Facilities
The unit has an outstanding campus and a state-of-the-art early childhood center (The
Bombeck Family Learning Center). The SOEAP is housed in Chaminade Hall, an older
building, scheduled for renovation. PC computer labs provide the most recent
developments in technology. Faculty are able to model the use of technology and
candidates can learn and practice technology applications. Many of the classrooms are
equipped with wireless access points to enhance the use of laptop computers that will
UD Institutional Report 2002, Page - 39 -
be a school requirement next year. Technology services are available during the lab
hours to support faculty, staff, graduate assistants, and student workers.
Academic and Research Support
Library and curriculum resources are provided to support student and faculty needs.
Both the Roesch Library and the SOEAP’s curriculum materials center (CMC) are
examples of the types of academic and research facilities provided to the faculty and
students. The Roesch librarians work closely with the SOEAP Department Chairs to
alert them of the latest publications in their areas. We can get most any publication we
feel we need. The Curriculum Materials Center (CMC), housed in Chaminade Hall,
provides support for education students. It includes a collection of tradebooks suitable
for PK-12 schools, a collection of textbook series for PK-12 schools covering a broad
range of subject areas, curriculum guides, learning/teaching kits, videocassettes, and
other material practicing teachers might use.
Library Holdings, June 30, 2001
Main Library
Volumes of Monographs
Uncatalogued Rare Books
Bound Periodicals
Government Documents
Microfiche Gvt. Documents
Books, Journals in Microform
Current Periodicals
Marian Library
Monograph Volumes
Bound Periodicals
Current Periodicals
635, 142
31,400
152,407
100, 285
4,850
373,308
6,682
55,616
8,655
188
In addition to the money provided by the University and that budgeted by the
Department chairs for faculty technology upgrades, the Dean of the unit sets aside
additional money for technology enhancement. The Dean is committed to providing
faculty with the most recent advancements in technology hardware and software. The
University of Dayton is also committed providing technology support. Faculty, staff and
candidates have access to the Ryan C. Harris Learning and Teaching Center (LTC).
The LTC contains a computer lab, various technologies, software, and a variety of
instructional materials. Technicians and student workers are available to assist
candidates and faculty in accessing all the resources in the lab.
Partnerships with area schools provide a wealth of research opportunities for faculty
and students. Many of the research opportunities are supported by University seed
grants, Dean’s grants, and partnership grants.
The unit provides extensive instructional and research support for all undergraduate and
graduate students as well as full-time faculty and part-time instructors.
UD Institutional Report 2002, Page - 40 -
Quality of Practicum Sites/Field Experiences
The unit has established a clear set of protocols to ensure high quality practicum and
field experiences. Cooperating teachers trained in the Pathwise/Praxis III framework
have been selected to supervise teacher candidates because of their demonstrated
expertise and ability to guide and assess the progress of our candidates. School and
district-based administrators and counselors, who work with the administrator and
counselor licensure programs, are selected as mentors based on their expertise and
ability to mentor candidates in yearlong, field-based experiences. Annually, nearly 80
percent of our graduates who want to teach do secure positions and others are
employed in education-related positions. A broader discussion of practicum and field
experiences is located in Standard 3 – Field Experiences and Clinical Practice.
Unit Resources Including Technology
The SOEAP unit provides resources to support exemplary programs to ensure that
candidates meet standards. The unit serves as an information technology resource
beyond education programs via the Institute for Technology-Enhanced Learning (ITEL)
and the Curriculum and Materials Center (CMC). Aware that tomorrow's professionals
must be prepared to function effectively in technology-enhanced work environments, the
School of Education and Allied Professions co-sponsors (ITEL), which is committed to
ensuring candidates experience state-of-the art technologies in their professional
preparation, and are afforded rich opportunities to apply such technologies in their own
professional development. The ITEL staff, lead by Dr. Jim Rowley, is especially
committed to ensuring faculty and candidate development of knowledge and skills in
technology-enhanced teaching and learning.
The CMC houses teaching aids, such as children's literature, educational books,
textbooks, games, audio and videocassettes are critical to varying classroom instruction
in order to facilitate optimum student learning. Teacher education candidates benefit
greatly from the CMC devoted to providing free, supportive material to help with
observations (field experiences) and student teaching experiences. Faculty and
candidates have access to exemplary library collections, curricular, and/or electronic
information resources that serve both the unit and a broader community.
Technology Facilities and Equipment
The unit’s Instructional Resources and Technology Center maintains a variety of
technology resources that are available to support the efforts of faculty, staff, and
candidates. There is a range of equipment that can be used and integrated into
instruction.
The Center for Technology in Education provides a learning environment in which preservice and in-service teachers can access and use the most current technology
resources for creating and implementing learning communities that engage in critical
reflection.
The Office of Information Technology (OIT) for the School of Education and Allied
Professions was established to provide technical support and guidance to all faculty
UD Institutional Report 2002, Page - 41 -
and staff within the School to ensure that the faculty and staff have, and can operate,
the most current computer hardware and software; to maintain a dynamic, interactive,
and useful website; and to provide the latest devices such as projectors, laptops and
cameras for classroom and other professional use.
The goals of OIT are attained by purchasing all technology equipment, installing
computers and the current software, maintaining and loaning out various pieces of
technology equipment and troubleshooting problems with hardware and software as
they occur. In addition, training seminars are available to faculty on an as needed
basis.
Distance Education Facilities
The EDA Distance-Learning Principal Licensure Program enables candidates to pursue
Principal Licensure courses that are offered via the Internet. Candidates must possess
a University of Dayton Master's Degree in Educational Leadership (or its equivalent)
and must have access to, and knowledge of, the Internet. Distance Learning courses
may be combined with traditional courses. The format of the courses included in the
Principal Licensure Program is designed to provide pertinent knowledge and simulated
"on the job" experiences that will help the candidate be better prepared to fulfill the role
of school principal.
Advances in electronic media will likely increase in the foreseeable future and the
school principal must be knowledgeable about using such technology. The format of
courses in the Principal Licensure Program engages the candidate in electronic
communication and research, thus immersing the candidate in learning experiences that
are applicable to the future role of the school principal.
UD Institutional Report 2002, Page - 42 -
APPENDICES
Appendix A – Divisional Strategic Plan
Appendix B – Conceptual Framework and Department Themes
Appendix C – ADISC Framework
Appendix D – Praxis III/Pathwise Framework
Appendix E – Ohio’s Performance-Based Standards Compared with Praxis lll/Pathwise
Performance Assessment
Appendix F – SOEAP Organizational Chart
Appendix G – Department of Teacher Education Organizational Chart
Appendix H – Department of Educational Leadership Organizational Chart
Appendix I – Department of Counselor Education Organizational Chart
Appendix J – Department of Health and Sport Science Organizational Chart
UD Institutional Report 2002, Page - 43 -
Unit Objectives
2001-2002
Distinctive Graduates
1.
Enroll at least 10-20 students in the UTA program.
2.
Secure SOEAP approval for three courses (EDT651, 652, 653) included in the National Board Certification
(NBC)master’s level coursework and pilot test the NBC program in Dayton and Columbus.
3.
Redesign the doctoral program to sustain enrollments and enhance financial efficacy.
4.
Initiate extended curriculum in school counseling and maintain student enrollments in 48 semester hour
master’s degree programs.
5.
Develop and initiate program requirements for Ed.S. in School Psychology.
6.
Identify specific distinctive program features for all teacher licensure program areas.
7.
Establish clear research agenda for higher education and school leadership doctoral areas.
8.
Incorporate the Pathwise-based performance assessment system into all licensure program areas.
9.
Expand professional knowledge of BFLC teaching staff by financially supporting teachers in Reggio and in
literacy, numeracy and science.
Connective Learning and Scholarship
1.
Reestablish ASED Committee to further interface program initiatives between the College and the School.
2.
Create technology integration teams to ensure development of Teacher modules.
3.
Create Institute for Technology Enhanced Learning.
Strong Campus Community
1.
Develop strong partnerships with area schools to ensure that teachers mentors and UD students can work within
aligned programs.
2.
Incorporate the Pathwise training into all program areas.
Outstanding Resource Management
1.
Assess the financial efficacy of online programs.
2.
Prepare NCATE documentation for 2002-2003 accreditation visit.
Foster Diversity
1. Involve women and minority faculty more fully in the leadership of the school.
UD Institutional Report 2002, Page - 44 -
2.
Recruit at least 10 students of color into the various SOEAP licensure programs.
Marianist and Catholic Tradition
1.
Place at least 20 teachers in four different diocese and maintain program enrollment of 20 students in Lalanne
program.
2.
Ensure that Center for Catholic Education salaries are on base budget.
3.
Secure sufficient funding for Center for Catholic Education operations and program initiatives regionally and
internationally.
Technology
1.
Redesign the technology related graduate programs.
2.
Fully implement the on-line distance education programs.
UD Institutional Report 2002, Page - 45 -
SCHOOL OF EDUCATION AND ALLIED
PROFESSIONS
CONCEPTUAL FRAMEWORK
SOEAP Theme
Building Learning Communities Through Critical
Reflection
Department Themes
HSS
Reflective
Decision
Maker
EDT
Teachers as
Reflective
Decision
Makers in a
Pluralistic
Society
EDC
Human Service
Practitioner as
Facilitator of
Individual and
Community
Growth
EDA
Educational
Leader as
ScholarPractitioner
OUTCOMES
ASSESSMENTS
EVALUATION
Learning Communities
UD Institutional Report 2002, Page - 46 -
BUILDING LEARNING COMMUNITIES THROUGH CRITICAL REFLECTION
Theme 1: Reflective Decision Marker (HSS: Physical Education)
Outcomes
1.
Graduates will demonstrate
knowledge of the content area.
2.
Graduates will demonstrate
pedagogical knowledge and
skill.
3.
Graduates will exhibit a sense
of community and diversity.
4.
Graduates will demonstrate
leadership qualities and
professionalism.
5.
Graduates will demonstrate
reflective thinking and
decision-making skills.
Link to Conceptual Framework
Link to SOEAP Mission
Statement
The Department of Health and
Sport Science is one of the learning
communities in the School of
Education and Allied Professions.
As a learning community, the
department encompasses an
organized body of knowledge
collectively embraced in a formal
course of learning. The emphasis
of the undergraduate and graduate
level programs are teacher
education and the preparation of
Allied health scientists.
The School of Education and Allied
Professions provides undergraduate
and graduate study in many fields of
professional education. Although
the content of this training differs
according to emphasis, each
program offers instruction that
integrates professional knowledge
with attitudes and values congruent
with the Marianist heritage and the
ideals of American universities.
Learners bring diverse knowledge,
skills, attitudes and values to the
program. Program outcomes are
designed to further develop those
learner qualities through the
process of critical reflection on past
experiences while acquiring broader
knowledge, skills, attitudes and
values. Reflection in learning is
encouraged as the learner cycles
through the program components.
Reflection for future growth is
encouraged through decision
making aspects within all the
components. The Department sub
theme is linked to the School of
Education and Allied Professions
theme as the learner, through
critical reflection, enhances their
knowledge, skills, attitudes and
values.
Link to University Mission
Statement
Graduates should achieve a high
level of professional and academic
competence and commitment
through their respective majors and
programs.
Our learning community should
encourage each of us to appreciate
and fully develop our unique talents
and at the same time challenge us
to create the conditions where
others can also fully develop their
talents.
Education must go beyond the
accumulation and integration of
knowledge and preparation for the
world of work; it must call us to
leadership and service.
Our educational experience should
provide a reflective knowledge of
our own religious traditions and
allow these traditions to shape our
thinking and action.
UD Institutional Report 2002, Page - 47 -
BUILDING LEARNING COMMUNITIES THROUGH CRITICAL REFLECTION
Theme 2: Education Leader as Scholar-Practitioner (Educational Leadership)
Outcomes
Link to Conceptual Framework
Link to S.O.E. Mission Statement
Link to University Mission Statement
Graduates will be able to appreciate
and apply the knowledge base from
history, philosophy, learning
theory, evaluation, and research to
promote increased school
effectiveness and student learning.
7. Graduates will be able to
demonstrate an understanding of
the school system organization and
the responsibilities of school
administrators in the major
administrative task areas.
8. Graduates will be able to
understand and apply the principles
of curriculum theory, development,
and evaluation.
9. Graduates will be able to
understand and apply the
knowledge base related to models
of teaching and learning, diagnosis
of learning, and technology toward
the improvement of student
learning.
10. Graduates will be able to apply the
principles of effective supervision,
communication, and staff
development toward the
improvement of student learning
and within a positive school
culture.
11. Graduates will know, appreciate,
and understand the value of the
characteristics of the Catholic
intellectual tradition and the
Marianist heritage and be able to
carry out their professional roles
consistent with this tradition.
These outcomes link directly to the
three aspects of the conceptual
framework Building Learning
Communities Through Critical
Reflection. First, an appreciation of
the ways that the knowledge base of
educational administration informs
practice relates directly to the
process of critical thinking, a root
of the concept of critical reflection.
Second, building capabilities of
educational leaders to reflect on
their tasks as administrators relates
directly to our conception of
reflective practice, another root of
the concept critical reflection.
Third, building an understanding of
the critical social context of schools
relates specifically to the Marianist
heritage as well as serves as a
foundation for all six outcomes.
The link to building learning
communities, an emphasis that
emanates from the University
Vision 2005, also provides a
foundation linking all six outcomes.
The School of Education and Allied
Professions provides venues for
students to reflect mindfully on
professional practice, value the
integration of knowledge, understand
the knowledge base that undergirds
their practice, and appreciate the
moral and philosophical dimensions
of their work. The School of
Education and Allied Professions
helps students engage in inquiry into
professional practice that focuses on
improving school and community life.
As an expression of the Catholic
intellectual tradition the curriculum
must be characterized by integration,
balance, reflection, adaptation to
change, social justice, community
spirit, and support for all inquiries
into the truth. The university
provides venues for all students to
learn, lead, and serve. Leadership is
not without service.
6.
UD Institutional Report 2002, Page - 48 -
BUILDING LEARNING COMMUNITIES THROUGH CRITICAL REFLECTION
Theme 3: Teacher as Reflective Decision Maker in a Pluralistic Society (Teacher Education)
Outcomes
Link to Conceptual Framework
Link to S.O.E. Mission
Statement
Link to University Mission Statement
REVISION of Teacher Education
Department Program Outcomes (8/22/02)
The Teacher Education program faculty
revised the “outcomes” identified on pages
49-52 of the Institutional Report (IR) to
reflect the Praxis III/Pathwise framework
that shapes the department’s programs
and aligns with the State of Ohio licensure
standards.
The Department of Teacher
Education is one of the learning
communities within the School of
Education and Allied Professions
(SOEAP) that provides both
undergraduate and graduate level
teacher preparation programs. As a
community of learners,
collaboration and critical reflection
is fostered and encouraged through
efforts to integrate and connect
knowledge, skills, attitudes and
values gained from various courses
within the (SOEP) and the general
education curricula.
The School of Education and
Allied Professions adds to these
traditions the desire to implement
standards of performance defined
by professional peers at the highest
level.
Candidates should achieve a high level of
professional and academic competence and
commitment through their respective majors
and programs.
This change also appears in the teacher
education department’s portion of the
SOEAP’s Conceptual Framework
document.
activities in meeting the needs of their students.
Undergraduate Middle Childhood Program
1. Candidates will demonstrate their ability to
write effectively in communication with
various groups of people.
2. Candidates will demonstrate an ability to
integrate ideas from both the general
education and professional education
dimensions of their preservice experience.
3. Canidates will demonstrate pedagogical
skills relstivr to the requisite knowledge
needed for effective teaching.
Although the emphasis differs
according to the population which
will be served, each program offers
instruction as well as clinical and
field experiences that integrate
professional knowledge with the
pedagogical skills needed for
effective teaching. The outcomes
are designed to reflect the on-going
development of those knowledge
and skills, as well as the attitudes
and values of the teacher as a
reflective practitioner. Critical
analysis of teaching and learning is
encouraged throughout each
program as learners reflect on past
experiences, foundational and
theoretical knowledge, and various
program experiences and elements
as it relates to the pedagogical
decisions which are required of
teachers who work with diverse
Each program offers instruction
that integrates professional
knowledge with attitudes and
values congruent with the Marianist
heritage and the ideals of American
universities.
The SOEAP adds to these
traditions the desire to implement
standards of performance defined
by professional peers at the highest
level.
Any anti-intellectual tendencies of
religion are turned to a realization
of the integration of knowledge and
fervent support of the innovative
individual spirit found in the
American university tradition.
Candidates should graduate with the ability
to write and speak with clarity and
authority.
We also emphasize graduate education
which both strengthens our
undergraduate programs and provides
opportunity for advance studies and
original research.
Graduate students should be given a
variety of opportunities:
1.
2.
to do independent research (2005)
to solve problems (2005)
Graduate students should achieve a
high level of professional and academic
competence and commitment through
their respective programs. (2005)
UD Institutional Report 2002, Page - 49 -
BUILDING LEARNING COMMUNITIES THROUGH CRITICAL REFLECTION
Theme 3: Teacher as Reflective Decision Maker in a Pluralistic Society (Teacher Education)
4.
Candidates will be able to demonstrate
pedagogical knowledge in structuring
lessons.
5. Candidates will exhibit an ability to work
effectively with diverse learners, including
those with exceptionalities and those from
diverse minority groups.
6. Candidates will demonstrate an ability to
utilize on-going informal assessment
techniques as they design instructional
activities and evaluate the success of these
activities in meeting the needs of their
students.
7. Candidates will exhibit an ability to reflect
critical on their pedagogical decisions.
student populations. Appreciation
of and sensitivity to differences is
fostered through the interaction and
communication present during
varied collaborative projects and
field experiences within each
program, adding a multidimensional
perspective to teaching and
learning. In our community of
learners, the conversations that
nurture reflection and critical
analysis are vital to the teacher
preparation program as learners
move into the role of the teacher as
reflective decision maker.
Undergraduate Adolescent Young Adult
Program
1. Candidates will demonstrate pedagogical
skills relative to the requisite knowledge
needed for effective teaching.
2. Candidates will exhibit an ability to reflect
critically on their pedagogical decisions.
3. Candidates will demonstrate an ability to
integrate ideas from both the general
education and professional education
dimensions of their preservice experience.
4. Candidates will exhibit an ability to work
effectively with diverse learners, including
those with exceptionalities and those from
diverse minority groups.
5. Candidates will demonstrate their ability to
write effectively in communication with
various groups of people.
6. Candidates will be able to demonstrate
pedagogical knowledge in structuring
lessons.
7. Candidates will demonstrate an ability to
utilize on-going informal assessment
techniques as they design instructional
UD Institutional Report 2002, Page - 50 -
BUILDING LEARNING COMMUNITIES THROUGH CRITICAL REFLECTION
Theme 3: Teacher as Reflective Decision Maker in a Pluralistic Society (Teacher Education)
activities and evaluate the success of these
activities in meeting the needs of their
students.
Undergraduate Intervention Specialist
Mild/Moderate Program
1. Candidates will demonstrate their
pedagogical skills relative to the requisite
knowledge needed for effective teaching.
2.
Candidates will exhibit an ability to reflect
critically on their pedagogical decisions.
3.
Candidates will demonstrate an ability to
integrate ideas from both the general
education and professional education
dimensions of their preservice experience.
4.
Candidates will exhibit an ability to work
effectively with diverse learners, including
those with exceptionalities and those from
diverse minority groups.
5.
Candidates will demonstrate their ability to
write effectively in communication with
various groups of people.
6.
Candidates will have the skills to engage in
professional collaboration through the use of
role release and group decision making
models.
7. Candidates will demonstrate an ability to
utilize on-going informal assessment
techniques as they design instructional
activities and evaluate the success of these
activities in meeting the needs of their
students.
Graduate Education Program
1. Candidates will be able to design and
conduct research that focuses on a specific
problem of pedagogical interest.
2. Candidates will be able to identify and use
instructional strategies the empower
diverse student populations.
UD Institutional Report 2002, Page - 51 -
BUILDING LEARNING COMMUNITIES THROUGH CRITICAL REFLECTION
Theme 3: Teacher as Reflective Decision Maker in a Pluralistic Society (Teacher Education)
3.
4.
5.
Candidates will demonstrate pedagogical
skills relative to the requisite knowledge
needed for effective teaching.
Candidates will demonstrate their ability to
write effectively in communication with
various groups of people.
Candidates will demonstrate an ability to
utilize on-going informal assessment
techniques as they design instructional
activities in meeting the needs of their
students. .
UD Institutional Report 2002, Page - 52 -
BUILDING LEARNING COMMUNITIES THROUGH CRITICAL REFLECTION
Theme 4: Human Service Practitioner as Facilitator of Individual & Community Growth (EDC: Counseling)
1.
2.
Outcomes
Link to Conceptual Framework
Link to SOEAP Mission
Statement
Link to University Mission
Statement
Graduates will be able to plan and
conduct individual and group
counseling designed to assist
individuals from varied socioeconomic backgrounds with a
variety of education,
developmental, social and
adjustment problems.
These outcomes link directly to three
aspects of our conceptual framework
building learning communities through
critical reflection. First, being able to
practice the art of counseling (Outcome
1) with individuals and groups in the
process of building learning
communities. Second, developing an
understanding of counseling theory and
techniques and assessment procedures
(Outcome 2) directly relates to the
process of critical thinking, a base of
critical reflection. Third, developing an
understanding of oneself as a
practitioner and the impact this has on
individual and community well-being
(Outcome 3) relates specifically to the
Marianist heritage as well as all three
outcomes.
“The graduates of these programs work
in a variety of settings, touching the
lives of students and clients who also
touch their friends and families.”
“Founded by the Marianist community
and guided by its spirit, the University
of Dayton enriches persons and their
communities by continually adapting
the works of education to the needs of
the times.” (MS, 1)
Graduates will demonstrate
knowledge and effective uses of a
variety of data gathering
techniques in the assessment of pupil
performance.
3. Graduates will know self in
relation to one’s profession, career
and the performance of diverse
duties required of the school
counseling.
.
“Another set of understandings for the
human service specialists are those
which concern self as a person and the
realization of the potential impact of the
self upon students, parents, teachers,
administrators, and other professionals.
Toward this end, there is a continual
attempt to provide opportunity for
activities designed to clarify values,
increase self-awareness and improve
interpersonal skills on the part of the
graduate students.”
“Graduate students should achieve a
high level of professional and academic
competence and commitment through
their respective programs.” (2005, 13
UD Institutional Report 2002, Page - 53 -
BUILDING LEARNING COMMUNITIES THROUGH CRITICAL REFLECTION
Theme 4: Human Service Practitioner as Facilitator of Individual & Community Growth (EDC: School Psychology)
Outcomes
Link to Conceptual Framework
1. Relative to the profession of school
psychology, graduates will be well
grounded in the appropriate
psychological foundations
(including cultural diversity and
human exceptionality, human
learning, normal and abnormal child
and adolescent development, the
biological bases of behavior,
psychometrics, statistics, and
research design); the appropriate
educational foundations (including
educational philosophy, curriculum,
the education of exceptional
learners, and the organization and
operations of schools); and the
appropriate school psychology
foundations (including the history of
school psychology, laws and ethics,
professional standards, and the role
of the school psychologist.
2. Graduates will know techniques for
assessing and remediating basic
academic skills, and for applying
behavior change for children and
adolescents.
3. Graduates will understand and be
able to apply a variety of data
gathering techniques in the
intervention-based multi-factored
evaluation of learners.
4. Graduates will demonstrate effective
collaboration skills in their
consultations with educators and
parents.
5. Graduates will be able to plan and
conduct individual and group
These outcomes link directly to the
conceptual framework. First, critical
reflection is required throughout the
school psychology candidate’s
coursework, as key issues in
psychology, education and school
psychology are examined. The constant
themes which interrelate these
foundation topics are those which focus
on improving the classroom as a
learning community in its efforts to
meet the needs of abled and disabled
students. Second, school psychology
candidates are presented with a variety
of assessment and remediation
techniques, and with outcome-based
criteria for evaluating which techniques
are effective for meeting the needs of
individual learners. Such decisions
require continual critical reflection.
Third, school psychology candidates
are continuously challenged to critically
analyze the effectiveness of
interventions as they assist teams of
educators and parents to modify
instruction on the basis of progressmonitoring data. This process requires
the development of intervention teams,
school staffs and school districts as
learning communities.
Fourth, school psychology candidates
participate in and contribute to the
development of learning communities
in the form of intervention teams, and
in their consultations with individual
teachers and parents. In these
collaborative settings, they join with
their colleagues and clients in critical
Link to SOEAP Mission
Statement
“Although the content of this
preparation differs according to
emphasis, each program offers
instruction that integrates professional
knowledge with attitudes and values
congruent with the Marianist heritage
and the ideals of American
universities.”
“The School of Education and Allied
Professions adds to these traditions the
desire to implement standards of
performance defined by professional
peers at the highest level.”
“Another set of understandings for the
human service specialists are those
which concern self as a person and the
realization of the potential impact of the
self upon students, parents, teachers,
administrators, and other professionals.
Toward this end, there is a continual
attempt to provide opportunity for
activities designed to clarify values,
increase self-awareness and improve
interpersonal skills on the part of the
graduate students.”
Link to University Mission
Statement
“Graduate candidates should achieve a
high level of professional and academic
competence and commitment through
their respective programs.” (2005, 13)
“Graduate candidates should be given a
variety of opportunities:
(1) to do independent research
(2005,13)
(2) to solve problems (2005,13)
(3) to work in teams (2005,13)
(4) to present their learning coherently
and effectively to their peers and
professors (2005,13)
(5) to examine ethical and religious
issues inherent in their areas of
study (2005,13)
“The graduates of these programs work
in a variety of settings, touching the
lives of students and clients who also
touch their friends and families.”
“Founded by the Marianist community
and guided by its spirit, the University
of Dayton enriches persons and their
communities by continually adapting
the works of education to the needs of
UD Institutional Report 2002, Page - 54 -
BUILDING LEARNING COMMUNITIES THROUGH CRITICAL REFLECTION
Theme 4: Human Service Practitioner as Facilitator of Individual & Community Growth (EDC: School Psychology)
counseling designed to assist
individuals from varied socioeconomic backgrounds with a
variety of educational,
developmental, social and
adjustment problems.
reflection to design and implement best
practices.
Fifth, school psychology candidates are
challenged to critically reflect on which
counseling approaches (theoretical and
applied) will be the most effective with
each clients’ presenting issues, and to
assist in the design and implementation
of the most effective learning
communities toward such ends.
the time.” (MS,1)
UD Institutional Report 2002, Page - 55 -