PTEAC Minutes
Thursday, February 18, 2016
1104 Kirkhof Center
3:00 PM
Present: Maria Cimitile, Shawn Evans (recorder), Beth Gibbs, John Golden, Caryn King, Paula
Lancaster, Amy Masko, Kelly McDonell, Sandy Miller, Tom Owens, Janel Pettes-Guikema, John
Shinsky, Jason Siko, Kevin Tutt, Raul Ysasi, David Zwart
I.
Welcome (John Shinsky) – 3:05 p.m.
II.
SPA Report Progress (Caryn King)
A. Our SPA reports will be due to our various professional organizations in less than one
month
B. Please ask your colleagues who have any issues with the AIMS system to contact
Caryn King
i. Faculty information will be in the AIMS system soon
III.
Student Teacher Survey Results (Caryn King)
A. State of Michigan requires an exit survey of all candidates for teacher certification
B. Survey addresses multiple areas
i. Designing High-Quality Learning Experiences
ii. Applying Critical Thinking
iii. Connecting Real World Problems and Local and Global Issues
iv. Assessing the Needs of Special Populations
v. Organizing the Learning Environment
vi. Using Technology to Maximize Student Learning
vii. Effective Use of Assessments and Data
viii. Field Experiences and Clinical Practice
C. 376 students from GVSU completed this survey last April; results shared
i. In a general sense, most of our students ‘strongly agree’ that we provide
strong teacher preparation in most areas
ii. Connecting Real World Problems and Local and Global Issues, Addressing the
Needs of Special Populations, and Using Technology to Maximize Student
Learning showed higher ‘Somewhat Agree’ responses
D. Specific areas where we may grow/improve
i. Connect content knowledge to local issues within my teaching
ii. Connect content knowledge to global issues within my teaching
iii. Adapt instructional strategies and resources to support students from
diverse cultural and ethnic backgrounds
iv. Adapt instructional strategies and resources to support English language
learners
v. Apply modifications and accommodations based on legal requirements for
supporting English language learners
vi. Apply modifications and accommodations based on Individualized Education
Program
vii. Adapt instructional strategies and resources to support students with
varying learning abilities (e.g. special education students, gifted and talented
students, and students with disabilities)
viii. Facilitate the creation of digital content by students
ix. Create an online learning environment for students which includes digital
content, personal interactions, and assessment
E. Areas in which we scored particularly well
i. Designing High-Quality Learning Experiences
ii. Applying Critical Thinking
iii. Organizing the Learning Environment
iv. Effective Use of Assessments and Data
v. Field Experiences and Clinical Practice
F. Recommendations for Improving the Program
i. Analysis by group (elementary, secondary, special education)
ii. Students want more exposure in adapting instruction to special populations
(ELL, special education populations)
iii. Students want more knowledge of legal requirements related to ELL and
special needs populations
iv. Students want more/earlier field experiences
v. Students also indicated that they want better communication between
COE/CLAS
K. Seeking to use these data to investigate our curriculum to see where we can make
substantive changes to address some of the perceived weaknesses in our program
i. CAEP wants program change based on student feedback
ii. Common themes emerge from the students’ feedback
iii. Comments on earlier field experiences were very informative and eyeopening
iv. Earlier, intentional work with students in the field before Teacher Assisting is
one change that we are considering
IV.
PRE Sub-area Report (Caryn King)
A. Information distributed
B. CLAS Advising/COE are preparing a study session for those students struggling with
the PRE
i. Helpful identification of areas within the PRE where our students are
struggling
ii. Word meaning example given
iii. Writing has two different sub-areas
C. Sub-area scores reviewed
i. One and two are not acceptable; three and four are passing rates
ii. Documentation of areas that have low passage rates
iii. Subarea 2 has a 49% pass rate and is an area where we can improve
iv. Subareas 8 and 9 are areas where we can work on
D. Focus on Writing Subareas
i. Multiple objectives within each subarea
a. Subarea 11; objective 20 discussed
E. Anecdotal feedback from students who take the test identifies the subject matter of
the tests
i. Unfamiliarity of issues with Education
ii. Several different prompts in composition that focus on educational issues
a. Taking Sides: Clashing Views on Educational Issues may be a good
resource for our students
b. Idea to order this text and keep a couple copies on hand on closed
reserve in the library
F. Discussion
i. Pass rate for reading is really high; writing is around 30%
ii. Writing has been working on PRE workshops
iii. Rob Rozema is working with CLAS Advising to incorporate the writing
sessions into the PRE workshops
iv. What is the formula that PRE uses to determine if a student fails a portion?
a. Cut-off scores on any combination of the subareas as a
failing/passing score
b. ACT equivalencies also accepted as fulfilling the PRE
v. How is the new Math course one credit PRE preparation course going?
a. The remediations are appropriate
b. Consideration of trying this approach as a hybrid option discussed
vi. History has done something similar for the MTTC
vii. Please use this information to help keep informed on how to best advise
students on their options
a. This is information that can/should be shared; you have it hard copy
and it was attached to the agenda email for this meeting
V.
Teacher Preparation Collaborations (Paula Lancaster)
A. Over thirty faculty members from the English and Psychology departments and
literacy faculty within the COE to meet for an early literacy summit in late January
B. Curriculum mapping was discussed in detail
i. It was a good start-up conversation to really begin to identify what was
happening in each course
C. Survey results were discussed in detail
D. From this conversation came three priorities that we will continue to use to move
forward
E. March 17, 2016 from 4:30 p.m. – 6:00 p.m. we will be hosting a Teacher Education
Forum
i. Another opportunity for CLAS and COE faculty to come together to discuss the
specifics of teaching/teacher preparation
ii. Thought to have a spring session that focuses on teaching; the practice
thereof
iii. Fall session that will focus on scholarship
iv. All COE/CLAS faculty who work with our teacher preparation candidates are
welcome
v. Paula noted appreciation of all CLAS faculty who have taken the time to
engage in this work
VI.
CEEDAR Update (Paula Lancaster)
VII.
PRE Prep Session (Kelly McDonell)
A. John Golden to help with the Math portion; Rob Rosema to help with the Writing
portion
B. The sessions will take place over four different nights
C. Registration is free
D. Sessions will also include someone from the Counseling Center to help with issues of
test anxiety
E. Flyers/more information forthcoming
VIII.
Alternative Scoring for the PRE (Kelly McDonell)
A. Update from DARTEP on the ACT Writing/English Combined Score Chart
i. Working on a document that will walk students through their option
B. Discussion
i. Does the English/Writing ACT score attend to both subareas
ii. They have no combined them; so this has been a bit streamlined
iii. Keith Vree in the COE is the expert on these matters
a. Keith approves the undergraduate applications, and approval for PRE
is one of the things that he approves in this process
iv. It should be noted that the state continues to change the cut-off scores
v. The state’s moving target is based on the norms for that group of test takers
vi. It will be interesting to see results following participation in the CLAS PRE
prep sessions
a. We still have approximately 82 students who are denied for fall 2016;
55 are denied for PRE reasons
b. This has improved since Winter 2016 when we had 81 who were
denied for non-passage of the PRE
vii. Is there a way that we can know before students apply that they have not
passed the PRE
a. We would like to encourage students to get the assistance that they
need
b. We are allowing students to participate in Teacher Assisting, but we
cannot (by state law) allow them into Student Teaching
c. SISC can provide a list of the students who have not passed the PRE
d. Would it be a huge amount of extra work to copy their CLAS advisor?
1. Academic advisors are unsure when a student comes to
them to discuss their PRE situation because they are missing
information
2. Calling SISC can always alleviate these situations for
academic advisors
3. This would need to be initiated by the student (FERPA), but if
the student requests that their information be shared with their
advisor, we will comply
4. Is this something that can be put into MyPath?
5. FERPA issues should be discussed with Sherill Soman;
suspicion expressed that this is not a FERPA issue
- Information discussed with one advisor should be able
to be shared with another advisor from another College
6. Associate Dean Tutt offered support
7. CLAS Advising would also like access
8. Tom Owens to discuss with Sherill Soman to find out what is
possible
viii. Continued discussion on the ethical issue on how we advise students who
are on the cusp of PRE passage, but just can’t get past this point
i. The state says that we cannot allow students to participate in student
teach
ii. Teacher assisting is unique to GVSU
iii. It’s very tough to even consider doing this statistically; analysis of
GPAs shows that many of the students who are not passing the PRE are
very bright students
iv. Analysis of students’ performances in Teacher Assisting has also not
proven indicative of PRE passage
v. We should also consider that we just recently updated the COE
Catalog language to inform students on when they need to take each
test
vi. Special Education situation considered – students wouldn’t miss a
semester – they would miss an entire year
vii. Students/parents have expressed that this is their decision, and that
we should not be attempting to make this decision for these students
ix. More intrusive advising, more informed advising on the ranges,
providing PRE scores to all advisors in all colleges, more PRE prep
sessions, etc. seems to be the direction that we should move
x. Of the 81 who couldn’t get in last semester, how many got in?
a. Approximately 75
b. A few struggled with low GPAs; a few struggled with the OPI
xi. Have we considered becoming a certification institution for large
teacher import states?
a. We have a few opportunities in Arizona and Utah that we
should investigate
b. Illinois is not possible, but the other neighboring states are
possible
c. The Arizona and Utah opportunities are intriguing
d. Is there someone in the COE who can explore this
opportunity?
1. Yes; we have known about it, but we haven’t been
able to move on it yet
e. Michigan Deans Council has requested the State
Superintendent to consider the Praxis in place of the PRE
1. Michigan is moving toward the SAT rather than the
ACT
2. State is looking at the possibility of correlating the
SAT with the PRE
3. If that happens, we will use SAT instead of ACT
4. Bottom line: the state spent a significant amount of
money on this test and plan on using this entrance
exam for a number of years
x. Some private institutions (Robert Miller College/Olivet College) are
discontinuing their Teacher Preparation programs; others may follow
IX.
Announcements
A. Big Data Event may be very applicable to education faculty/students
i. Flyer to be distributed
ii. Please email Maria if you are interested in the faculty luncheon
iii. Seeking to incorporate how we can incorporate some of her work into our
classrooms
B. Fifth-year Follow Up Announcement
i. We are continuing to make this work
ii. Hosting an information day in a few weeks for students who may be
interested
iii. Students interested in working with the district identify themselves
a. Application process
b. Interview
c. Letter of Recommendation
iv. Placements for the entire year for Teacher Assisting/Student Teaching
v. If the placement goes well, students will be offered a position and have a
faculty member mentor them throughout the first year
vi. If the students complete three years of employment, we will begin to work
on graduate tuition reduction and/or loan forgiveness
vii. Seeking tuition reimbursements on those who seek ELL certification
viii. Please share this information with specific students who may be
likely/possible candidates
ix. Seeking 20-25 candidates in the fall
x. Will be reaching out to content areas when these students begin their 5th
year
C. Continuing Partnership with Alpine West Elementary
i. 10 students placed there this year for the entire year
ii. We may have more students participate next year
iii. They are in love with our students/field coordinators
a. Co-teaching model is helping the K-12 students in the classroom
iv. Conducting research on the benefits of this program
D. Fire Up Conference is coming up
i. Seeking more participation from CLAS
ii. Please send Fire Up information to Kevin Tutt to be placed in the CLAS
Faculty mailing
E. Please share communications on student PD days
i. Another item to be sent directly to Kevin Tutt for the Ed Prep mailing/posting
on the Bb site
ii. There are also CLAS faculty who are not education faculty who would like to
know when these events are taking place
X. Adjourned – 4:35 p.m.