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SCHOOL OF EDUCATION
ANNUAL PROGRESS AND PLANNING REPORT
Part One: Annual Report for Calendar Year 2004
A.
School Mission and Vision
See attached Mission Statement (MS) and Conceptual Framework (CF), pp. 5a and 5b.
B.
School Goals and Accomplishments, Calendar Year 2004
University
Strategic Goals
1. Provide
innovative, relevant,
and rigorous
academic programs
School Goals
CF:
3. Pedagogy,
4. Knowledge.
MS 5,6
List of 2004 Activities and
Accomplishments
a. MS in Elementary Education with
Emphasis in Early Childhood
Education approved at campus level.
MS in Special Education approved at
SOE level.
b. Continued review of MS programs
in Elementary and Secondary
Education, as per IPFW requirement
and to address issues raised in the
NCATE review.
c. Unit Assessment System
Committee, led by Associate Dean,
oversaw the revision of the UAS for
all advanced programs: School
Counseling, Elementary and
Secondary Education, and Educational
Leadership. Newly revised UAS
systems began implementation in fall
of 2004, as per requirement of
NCATE.
d. Ed. Specialist program
implementation and ongoing revision,
as well as first four program
completers.
e. Built alternative Educational
Leadership cohort model to start
summer of 2005, approved by SOE
faculty.
f. Educational Leadership expanded
distance education and online course
offerings.
g. Special education, both distance and
on-line courses, expanded to
accommodate program needs across
disciplines.
Bottom Line
b. See NCATE
Institutional Report, BOE
Report, SOE Rejoinder,
and Final NCATE
Assessment letter.
d. Agreement with IUB
reached to have more
faculty teach courses, for
more ownership of
program. Program in
cohort level: 9 students in
program; 35 students in
enrollment process.
g. Because of new areas
of concentration, special
education classes were
extended to programs not
formally served, such as
Early Childhood, Early
Adolescence, and
Adolescence /Young
Adulthood.
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h. Portfolios continue to be a
performance-based assessment tool for
Professional Studies as well as
Educational Studies. Educational
Leadership program planned its own
Portfolio Day to include area
administrators as assessors.
i. Portfolio Guidelines for initial
programs were revised in summer of
2004. Clarifications and additions
were made. Portfolio Guidelines for
the Educational Leadership program
are in progress.
j. Associate Dean, Dean, and some
faculty attended extensive meetings
and video conferences, in part in
collaboration with IPFW Director of
Assessment, Erin Frew, regarding the
integration of e-portfolios into the
SOE unit assessment system.
2. Create an
exceptional campus
environment for a
diverse community
of learners
CF:
1. Democracy &
Community,
2. Habits of Mind,
6. Leadership.
MS 1,2,3
k. We hired faculty for Elementary
Education Social Studies, Counselor
Education, and Special Education. We
are continuing searches for two
Educational Leadership and two
Elementary Education faculty.
l. Second group of T2T students
completed the program. A new
Education Specialist, Anne Roberts,
was hired. The T2T program
continues to be implemented.
m. In fall of 2004, continued work of
Data Manager with new Data
Manager, Jason Hoover, to refine
assessment system and add new fields
as part of UAS revisions in MS
programs.
n. Each department is developing a
five-year strategic plan, to be
completed May 2005.
o. A new Coordinator of Advising,
Ron Gage, was hired.
a. All students in initial certification
programs must take two Special
Education courses to understand
diverse student populations,
EDUC K201 and EDUC K206.
b. Students in the undergraduate
programs and Counselor Education
are required to have at least one field
placement experience in an urban
setting with a diverse population.
c. All faculty continue to have
opportunities to attend diversity
workshops on campus.
h. Portfolio Days in spring
and fall of 2004 included
evermore faculty, EACS
faculty and
administrators, and staff.
j. In spite of intensive
research and discussion,
the UAS Committee
decided to postpone
initiating e-portfolios until
after the NCATE Focused
Visit in November 2005.
The Data Manager
continues to explore this
option, however.
k. New hires: Dr. David
Lindquist, Elementary
Social Studies; Dr. Amy
Nitza, Counselor
Education; Dr. Steven
Crites and Dr. Jane
Leatherman, both in
Special Education.
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d. Secondary methods are taught onsite at Paul Harding High School and
South Side High School, urban high
schools with diverse populations.
e. Counselor Education collaborates
with the Allen County Probation
Department to facilitate university
experiences for children on probation.
f. A 30-hour Field Experience: Service
Learning for Diversity has been added
to the MS programs in Elementary and
Secondary Education, Educational
Leadership, and, in the future, Special
Education.
g. The Educational Leadership course
EDUA T555, Problems in Human
Relations and Cultural Awareness,
continues to offer multiple diversity
experiences to students.
h. The concentration in Early
Childhood, part of the Initial
Elementary Education program,
includes field experiences in Title I
schools in the Fort Wayne Community
Schools.
i. Invited guest speakers on diversity
initiatives, Becky Hill and Rosetta
Moses-Hill.
3. Promote the
scholarly and
creative
achievements of
faculty, students,
and staff
CF:
4. Knowledge,
6. Leadership.
MS 3,6
a. Continue steps to develop ScholarPractitioner journal, collaboratively,
with East Allen County Schools.
Editors (Drs. Kanpol, Moss, Murphey,
and Nichols) planned Summit in
spring of 2005 on Scholarly
Partnerships.
b. In spring of 2004 an Assistant
Professor in Counselor Education, Dr.
James Burg, was awarded tenure and
promotion on the basis of excellence
in research and an Assistant Professor
of Educational Psychology, Dr.
Phyllis Agness, was awarded tenure
on the basis of teaching. In spring of
2005, an Assistant Professor of Social
Foundations, Dr. Sheena Choi, was
d. Dr. Glenda Moss’s
secondary methods
courses include
opportunities for
certification candidates to
bring their high school
students to the university
to speak with professors.
h. Dr. Terri Swim worked
with classroom teachers to
arrange field placements.
i. On January 28, 2004,
Becky Hill and Rosetta
Moses-Hill met with SOE
faculty to present “White
Privilege, Black
Baggage.” They also met
with the Educators for
Excellence student
organization, and on
December 9, 2004, they
met with faculty (Drs.
Lindquist, Moss,
Murphey, Nichols, Smith)
interested in a grant
funded diversity training
module for pre-service
teachers.
a. This will provide
opportunities for scholarly
writings of faculty in
collaboration with
practitioners. Drs. Patrick
Jenlink and Raymond
Horn, authorities on the
Scholar-Practitioner
concept, will meet with
faculty, students, and
invited community
stakeholders on March 22
& 23, 2005.
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awarded tenure and promotion on the
basis of research.
c. Faculty mentor students for research
projects, which have been presented
(Drs. Hickey and Murphey). Faculty
members have written articles and
published with students (Drs. Choi
and Moss).
d. The Faculty Research Discussion
Forum continues under the auspices of
the Associate Dean. Nine people
presented.
4. Advance
economic
development and
the quality of life in
Fort Wayne and the
surrounding region
CF:
1. Democracy &
Community,
5. Experience,
6. Leadership.
MS 1,2,3
e. The Dean, Dr. Barry Kanpol,
continues to offer mentorship
opportunities to faculty in their
scholarly endeavors.
f. Dr. Barry Kanpol has started a book
club for faculty on narrative inquiry
and the NCATE process.
g. Invited guest speaker, Dr. Henry
Giroux, noted Critical Theorist, spoke
with SOE faculty and gave a lecture to
students, faculty, and Fort Wayne
educational community.
h. Travel funds for faculty have been
increased significantly to encourage
conference presentations.
i. Education Specialist, Anne Roberts,
supported by SOE, attended
conference on alternative programs.
j. Dr. Jeff Nowak, Coordinator of
T.E.A.M. II, and Data Manager, Jason
Hoover, web-enabled the forms for
making field placements for T.E.A.M.
II.
a. The Dean of the School of
Education serves as a member of
FWCS Cabinet, which meets weekly,
as well as on the LEAD team, which
meets monthly.
b. Faculty serve on many community
boards.
c. Faculty provide many consultations
to the community.
d. Programs and individual faculty
members have partnerships with
organizations and individuals in Fort
Wayne.
e. Faculty and students are
volunteering in community service.
f. Service learning projects for
students are being integrated into
course curriculum at the Master’s
level in Elementary and Secondary
Education, Educational Leadership,
and, in fall of 2006, Special
Education.
c. See Section C, number
4, of this report for
complete citations.
d. The presenters were
Drs. Moss, Nichols,
Djamou, Leatherman,
Choi, Merz, Swim, Nitza,
and Nowak.
e. Increase in level of
scholarly publishing
outlet.
g. March 24, 2004.
a. Dr. Barry Kanpol began
serving in Fall 2003 and
continues to serve.
b., c., d., and e. See
Section D, Community
Involvement/Economic
Development/Engagement
Activities for Calendar
Year 2004, numbers 1, 2,
3, and 4. Additionally,
Drs. Garvey and Myers
provided workshops for
school districts across
Fort Wayne and Northern
Indiana to help with
various leadership and
reform issues.
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5. Pursue the
continuous
improvement of
university
operations
CF:
1. Democracy &
Community,
2. Habits of Mind,
6. Leadership.
MS 2,4
a. Faculty are encouraged to
participate in campus committees.
b. New Student Handbook continued
under revision.
c. All Educational Studies faculty, as
well as Licensing Office and T2T
Education Specialist, involved in
program review of MS programs in
Elementary and Secondary Education.
d. All faculty in Educational
Leadership involved in development
of UAS and new cohort model for
program.