Proposal to Renew the Center for Community and School Action Research (CCSAR)
as an Academic Center of Excellence at Southern Connecticut State University
Submitted by:
Norris M. Haynes, Ph.D.
Director of The Center for Community and School Action Research (CCSAR)
Chairperson and Professor, Counseling and School Psychology Department
Maureen Gilbride-Redman, MA
Assistant Director of The Center for Community and School Action Research (CCSAR)
James M. Granfield, Ph.D.
Interim Dean, School of Education
July 7, 2006
Table of Contents
Page
Introduction
3
Part I: Background
3
Part II: Description and Accomplishments
A. Need
B. Mission, Goals and Objectives
C. Accomplishments
a. Action Research and Grants
b. Interventions
c. Teaching
d. Investigative Research
e. Publications
f. Presentations
g. Other
D. Faculty and Staff
4
4
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5
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6
7
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10
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Part III: CCSAR in the Next Five Years
A. Proposed expanded role of CCSAR
B. The Division of Evaluation and Program Accountability
C. The Division of Educational Development and Improvement
D. Proposed Budget
E. Assessment and Evaluation
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15
16
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Appendix
2
Introduction
This is a proposal to renew the standing of the Center for Community and School Action Research
(CCSAR) as a Center of Excellence at Southern Connecticut State University. The proposal is divided
into three sections. Part I provides a brief background and introduction to CCSAR. Part II provides the
mission, goals, and objectives of CCSAR and its accomplishments since its inception as a Center of
Excellence in 2001. Part III describes the expanded role for CCSAR for the coming 5-year term.
Part I: Background
The Center for Community and School Action Research (CCSAR) was founded by Dr, Norris Haynes, in
the Fall of 1998, at the invitation of Dr. Rodney A. Lane, former Dean of the School of Education (SoE),
who saw the need to connect SCSU students, faculty and administration with school and communitybased research activities. Dr. Haynes is currently Professor and Chair in the Counseling and School
Psychology Department. In 2001 CCSAR received the distinction of becoming a Center of Excellence
within the CSU system for a period of five years (ending 12/31/06).
Under the guidance and support of Interim Dean James Granfield, CCSAR’s role has expanded to include
the collection and analysis of all data in the School of Education related to educator preparation.
CCSAR’s evaluation reports and feedback were instrumental in meeting the internal and external
assessment data requirements stipulated by National Council for Accreditation of Teacher Education
(NCATE). During the 2004-2005 academic year, the School of Education was granted full accreditation
at the initial teacher preparation and advanced preparation levels by NCATE. This accomplishment was
due in large part to the analysis of data collected and the production of reports within the unit by CCSAR
staff.
The CCSAR Advisory Board met in the Fall 2005 semester for its semi-annual meeting to review
CCSAR’s work over the past five years, and offered overwhelming support for CCSAR’s continuation
and expansion of its role and activities across the university, across the CSU system, and potentially
across the State of Connecticut as a Center of Excellence.
This proposal is CCSAR’s application to the Board of Trustees of the Connecticut State University
System to maintain its distinction as a Center of Excellence within the CSU system for another five years.
3
Part II: Description and Accomplishments
A.
Need
There is continuing need throughout the State of Connecticut and among community and school-based
programs for not only an action-oriented research and evaluation approach to improve program
implementation but also a systematic approach for assessing the programmatic impact of each of our
preparation programs. Now more than ever there is a critical need to link research to practice via an action
research paradigm and to bring research results directly into the school classroom. Furthermore, a related
need is for SCSU professors and university students to be involved in meaningful and mutually rewarding
ways in action research and evaluation activities in communities and schools. Over the past five years,
CCSAR focused its efforts to address this need and has done so with impressive results. (see
Accomplishments below).
B.
Mission, Goals and Objectives
The Community and School Action Research Group was established in the fall of 1998, by Dr. Norris M.
Haynes to address the needs identified above. In 2001 the research group was formalized into a Center
after receiving the distinction as a Center of Excellence by the CSU Board of Trustees. The proposed
renewal of the Center for Community and School Action Research (CCSAR) will ensure that it will
continue to be a collaborative enterprise involving faculty and students in various departments at Southern
Connecticut State University, and community agencies and school districts throughout the State of
Connecticut. The expectation is that the Center will actively involve other faculty at other CSU campuses.
Mission
The mission of the Center for Community and School Action Research (CCSAR) is to
inform educational and child development practices and policies, through action and
investigative research activities, thereby promoting educational improvement, and
children’s health and safety resulting in student optimal development and high levels
of achievement and accomplishments.
Goal
CCSAR will contribute to the community of practice, which will help to improve
teaching and learning in schools, the psycho-educational development of children
and the safety, health and well being of children in area public schools and
communities.
Objectives
1) Provide opportunities for SCSU professors and students to engage in action
research activities in school settings as teaching and learning experiences, and
service projects to schools.
4
2) Explore and examine issues related to the improvement of teaching, learning,
safety and health in schools
3) Conduct collaborative research on topics and interventions related to the healthy
physical, psychosocial and academic development of students in schools
4) Conduct research on school climate and contextual factors that influence students’
development and learning
5) Support the improvement of schools and communities through collaborative
interventions and evaluations based on documented need.
6) Systematically evaluate the programmatic integrity and specific programmatic
outcomes of all teacher education and other educator preparation programs at
SCSU.
7) Disseminate research findings and share conceptual ideas on educational and social
practices and policies to a wide audience, through publications, presentations,
seminars, workshops and other methods.
C.
Accomplishments
As outlined in its original application, the Center conducts, promotes and supports a number of activities
in six interrelated areas: Action Research and Grants, Interventions, Teaching, Investigative Research,
Publications, and Presentations. CCSAR’s accomplishments during the past five years are presented
below based on these six interrelated activity areas.
Action Research and Grants
The Center encourages, supports, and conducts intervention-based action research. Programs and
interventions involving faculty and students in various departments at SCSU as well as classroom
teachers and other educational professionals within local schools and community agencies constitute the
basis for action research activities.
 Approximately $500,000 grant for three years to conduct the evaluation of the Federal Safe
Schools/Healthy Students Initiative in Waterbury, CT
 $100,000 grant to conduct the evaluation of the Early Reading Success Institute/Initiative for
the Connecticut State Department of Education.
 $175,000 grant to conduct evaluation of Striving to Achieve Reading Success (Project STARS
I) with the Connecticut State Department of Education
 $200,000 grant to conduct evaluation of Striving to Achieve Reading Success (Project STARS
II) with the Connecticut State Department of Education
5
 $30,000 to serve as the state evaluators for the six Math and Science Leadership Training
Academies in CT as part of the Math and Science Partnership (MSP) federally funded
programs.
 $7,000 to conduct the evaluation of the community and educational outreach activities of the
Center for Research on Interface Structures Phenomena (CRISP) funded through the National
Science Foundation Materials Research Science and Engineering Center (MRSEC) programs.
 $6,000 to conduct the evaluation of the Summer Science Institutes (alternative energy sources
and bridge structure) for the CSDE as funded by the Math and Science Partnership (MSP)
federal programs.
Interventions
The Center supports school-based interventions and related evaluations undertaken by SCSU professors
and colleagues in school districts and schools when these activities are consistent with its mission and
goals.
 Conducted an analysis of Counseling and School Psychology student activities survey as part
of the required evaluation for the Council on the Accreditation of Counseling and Related
Education Programs (CACREP), CSP department of Counseling and School Psychology
 Developed an Educational Leadership Survey and collected and analyzed data for the
Educational Leadership department to meet accreditation requirements for their professional
program.
 Conducted on-going educator preparation program evaluation for the School of Education and
across the university (unit) to meet the assessment requirements stipulated by NCATE and the
CSDE, and to provide on-going feedback to SCSU faculty and administration for program
enhancement.
 Assisted in survey development and data analysis for NCATE to assess faculty members’ level
of professional development in the SoE and student perceptions of the quality of teaching in
the SoE during the past years.
 Provided survey development, data analysis and a summary report to our Ed.D. Program in
support of their application to continue as an approved, accredited program within the CSU
system.
● Collected, analyzed and summarized Exercise Science student teaching data in relation to the
National Association for Sport and Physical Education (NASPE) standards to maintain
accreditation and to ensure program quality.
.
6
● Provided survey development, data analysis and a summary report to the Undergraduate Early
Childhood Program to meet the accreditation requirements of the National Association for the
Education of Young Children (NAEYC) for Initial Licensure
● Consulted with faculty in the School of Arts and Sciences on evaluating their secondary
education programs in preparation for analysis of data via the Candidate Information
Management and Assessment System, the Schools’ data management tool.
● Conducted an analysis of qualitative data and a summary report to the Dean of the Graduate
School, to inform and expand upon the findings obtained from the Noel-Levitz Adult Student
Priorities Survey to improve the graduate student experience.
● Special report prepared of graduate student responses in the Elementary Education Program to
present to SCSU graduate council
Teaching
The Center offers seminars in action research, and qualitative and quantitative methods at the
undergraduate and graduate levels. Short courses in areas of high interest have been developed through
the Center. Students, supported and mentored by professors, have also participated in school-based
intervention and action research evaluation projects as part of their course work and field experiences.
The Center also serves as a resource and support for students in their research.
 Sponsored and co-sponsored faculty development forums. 2001-2006
 Sponsored workshop for School of Education faculty on “ How to Conduct Collaborative
Action Research”
Research design, data entry and SPSS data analysis training session for employees from the
Urban League of Rhode Island.
 Provide on-going consultation to SCSU faculty on research design, data collection and data
analysis for special projects and in relation to data collection and procedures in relation to
CIMAS.
Investigative Research
In addition to action research activities, the Center conducts and supports relevant research projects that
are designed to address questions pertinent to the mission and goals of the Center. These research
activities are designed to generate knowledge about the relationship between certain variables of interest
and to test certain hypotheses. The results of these studies can lead to the development of specific
interventions.
 Factors Influencing Student Learning Experiences in South Africa – Dr. Brian
Perkins
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 CMT and Measuring Reading Comprehension - Dr. Louise Spear-Swerling
 Freshmen Attitudes and Opinions”- Dr. Cynthia McDaniels
 Addressing the Needs of Homeless Families”- Dr. Joy Fopiano
 The Effects of Interest, Achievement and Motivation on Student Achievement and Selfesteem—Dr. Norris Haynes
 Increasing student content knowledge on the Physical Best Health-Fitness Specialist
Certification Exam and Changing Students’ Attitudes towards Fitness Tests - Dr, Sharon
Misasi
 The Relationship Between Learning Styles and Gender, GPA, Program of Study and Grade
Level –Dr. Jin Jin Yang and Dr. Sharon Misasi
 A Discussion Training Program and its Impact on Students’ Critical Thinking and Literacy
Achievement - Dr. Cheryl Dickinson
 The Impact of Professional Learning Communities on Teachers’ Attitudes and Student
Achievement in Reading and Language -- Dr. Norris Haynes and Maureen Gilbride-Redman
 Perceptions of School Climate in New Canaan -Dr. Norris Haynes and Maureen GilbrideRedman
 The Classroom Environment –Differences in Literacy Performance Between High and Low
Performing Kindergarten Classrooms in New Haven - Dr Norris Haynes and Maureen
Gilbride-Redman, M.P.A.
Publications
The Center supports the preparation and submission of manuscripts for publication in professional peerreview journals and other sources. The Center has established relationships with major book publishers
with a view to exploring the feasibility of book contracts for members of faculty. The Center will also
publish position papers on critical issues and publishes a quarterly newsletter highlighting important work
being done by faculty, students and affiliates. The Center also plans to establish a resource library that
will house relevant and significant publications in educational research.
 The CCSAR Herald- a semi-annual newsletter published by the Center.
 Fopiano, J., & Haynes, N. (2002). Homeless Shelter Manual – A Handbook of Guidelines for
Working with Homeless Children and Families in Shelters. New Haven: CCSAR
 Haynes, N., BenAvie, & Ensign, J. (2003). How Social and Emotional Learning Add Up:
Getting Results in Math and Science Education. New York: Teachers College Press
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 Haynes, N. (2006). Pathways to school success: Leaving no child behind. New York:
University Press.
Presentations
The Center conducts and supports presentations by students and faculty at major national and regional
professional conferences. The Center also sponsors and co-sponsors symposia, seminars and workshops
on critical issues related to educational practice and policies, counseling and school psychology,
children’s health and development and school reform and improvement. The Center also sponsors annual
student and faculty research poster sessions during which the works of students and faculty are shared in
poster format and reviewed, critiqued and discussed by other students and faculty.
 Haynes, N. (2006). Pathways to school success: Leaving no child behind. Keynote Address at
the Inside the Schoolhouse Door Conference. Southern Connecticut State University. March
2006.
 Haynes, N. (2006). Using action research to enhance the teaching and learning among
English language learners. Presentation at the National Association of Bilingual Learners.
Tempe, Arizona January 2006
 Gilbride-Redman, M, Raul, G., & Granfield, J. (2005). Evaluating preschool literacy and
language development: Project STARS. Presentation at the American Educational Research
Association Conference. Montreal, Canada April 2005.
 Haynes, N. (February 2005). Effective Single parenting: A developmentally sensitive Approach:
Durham School District. February 2005
 Haynes, N. (2005). Using action research to enhance learning and achievement for bilingual
students. The University of Connecticut Bilingual Conference. January 2005
 Haynes, N. (2005). Ecological approach to enhancing the psycho-educational development of
English language learners. Presentation at the Connecticut Psychological Association
Regional Conference, November 2005
 Haynes, N. (2004). Early childhood psychosocial and emotional development: Strategies for
meeting the unique needs of the young child. Safe Schools/Healthy Students Annual
Conference, Washington, D.C, 2004
 Haynes, N. (2003). The Cultural Context of Evaluation. Panel presentation at the National
Science Foundation Systematic Initiatives Principal Investigators meeting 2003
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Other Accomplishments, Grants and Research Partnerships
External Grant Funded Initiatives and Projects
-Assessment of Alcohol, Tobacco and
Drugs (CSDE)
$10,000
-New Haven Literacy Project of
Kindergarten Classrooms
(New Haven)
$10,000
- Sliver Grant
(City of Waterbury)
D.
Administrative, Faculty, Community and Student Research
Projects and Partnerships
Charter Oak –Development of Exams
(Charter Oak College)
$22,000
-Work, Achievement, Values and
Education Study (private org.)
26,000
$50,000
Dr. Christine Broadbridge National Science Foundation
Dr. Joy Fopiano- A Study of Children in Homeless Shelters
Dr. Louise Spear Swerling- A Study of Child Performance on 4th
grade CMT’s
Dr. Perkins-Factors that Influence Student Learning in South
Africa
Dr. Cynthia McDaniels- A study on Freshman Attitudes and
Opinions and Their Relationship to Academic Performance
Dr. Sandra Holley - A Focus Group Study of Graduate Student
Perceptions of their Graduate Experience
SCSU-Hillhouse Teacher Preparation Program-CCSAR
provided support and coordination for the SCSU Hillhouse
Teacher Preparation Program
Julie Wessinger, M.S Research Fellow-The Differential Effects
of Teaching Learning Strategies on the Attributions, Motivation
and Academic Achievement of Seventh, Eighth and Ninth
Graders
Math Education Honors College- Data collection and survey
development for Student Honor Thesis study on the History of
Mathematics in curriculum
Faculty and Staff:
The Center for Community and School Action Research (CCSAR) has a Director, Norris M. Haynes,
Ph.D. He is a full professor and chairperson in the Counseling and School Psychology Department.
Maureen Gilbride-Redman, M.P.A. serves as Assistant Director of CCSAR. Dr. Michael Ben-Avie serves
as Senior Research Associate and Ms. Susan Tiso serves as Program Manager. James Granfield, the
interim Dean of the School of Education co-directs the Center.
Associated faculty include: Drs. Joy Fopiano, Michael Martin, Uchenna Nwachuku, Patricia DeBarbieri,
William J. Diffley, Esther Howe, Susan Duke, Pamela Brucker, Nancy Marano, Jean John, Louise SpearSwerling. Affiliated faculty include Ms. Maureen Ruby and Ms. Janet Price The Center is also be staffed
by other faculty collaborators, Graduate Assistants and University Assistants.
An Advisory Board provides input, guidance and advice to the Director. The Board is chaired by the Dean
of the School of Education at SCSU, and includes representatives from various departments at SCSU,
school systems and community agencies. A Steering Committee provides direction and policy advice to
the Director. It is comprised of Department Chairs, the Dean of the School of Education, the Provost/Vice
President for Academic Affairs or his designee and the Dean of Graduate Studies at SCSU.
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Part III: CCSAR in the Next Five Years
A.
Proposed Expanded Role for CCSAR
CCSAR will continue with its major initiatives as outlined in its original proposal and as described in Part
II C above. The six interdisciplinary areas will remain a focus: Action Research and Grants,
Interventions, Teaching, Investigative Research, Publications, and Presentations. CCSAR has
successfully demonstrated its ability to carry out this mission. However, because the School of
Education has in the past two years expanded its role in public schools via research and practice, as well
as developing several major new initiatives in the area of teacher education, it is essential that CCSAR
expand its role to measure the impact of these initiatives within the educational community.
Our proposal to restructure CCSAR’s organizational and operational framework will be phased in over
the next two years and will allow for (1) the expansion and improvement of the SCSU Educator
Preparation program unit assessment through the further refinement and full implementation of the
Candidate Information Management and Assessment System for SCSU, and (2) the creation of one,
central body to oversee, coordinate and direct related activities and programs in the School of Education
that seek to enhance and prepare future educators, and that support the academic growth and research
interests of faculty, students and community organizations.
The restructuring of CCSAR will include the creation of two divisions over this two-year period: The
Division of Evaluation and Program Accountability and the Division of Educational Development and
Improvement. Immediately, we will establish the Division of Evaluation and Program Accountability.
Ultimately, each division will have its own Division Director, who will report to the Executive Director of
CCSAR, Dr. Norris M. Haynes. An Advisory Board will continue on its semi-annual meeting basis and
members (re)appointed by the Dean, School of Education and the Executive Director to provide support
and guidance to CCSAR’s Executive Director in areas related to policy development, resource
enhancement, strategic and long-range planning and operational matters.
Each division will include work currently being performed within the current CCSAR structure and work
being conducted within the School of Education outside of the current CCSAR structure. Both divisions
will support CCSAR’s mission and yet each will have its own set of responsibilities and goals. It provides
for a strong, centralized and efficient management structure that will support and benefit the SoE in many
ways. Table 1 below shows the two divisions and their related tasks and responsibilities.
B. The Division of Evaluation and Program Accountability
At the Advisory Board meeting it was noted that given the expanded and critical role that CCSAR has
played in the NCATE /CSDE accreditation process at SCSU and within and across departments in the
School of Education, and given the continuing and expanded role that CCSAR is expected to play with
the oversight and management of the Candidate Information Management and Assessment System
(CIMAS), as well as in interfacing with other SCSU Departments and possibly other CSU campuses, it is
proposed that evaluation and program accountability become a stronger and more vigorous thrust within
CCSAR, in the form of the Division of Evaluation and Program Accountability. Maureen GilbrideRedman who will be upgraded from an ADM IV to an Admin V will direct this division. The general
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Table 1-The Future of CCSAR
ADVISORY BOARD
Ten members appointed for two-year tenure
Dean, SoE
Executive Director, CCSAR
Director, SoE Assessment Systems and Research
DIVISION OF EVALUATION AND PROGRAM
ACCOUNTABILITY
DIVISION OF EDUCATIONAL DEVELOPMENT
AND IMPROVEMENT
Function: This division will function to improve and augment the
educational programs and activities for current and future
professional educators at SCSU.
RESPONSIBLE FOR THESE ENTITIES
Maureen Gilbride-Redman
♦NCATE Unit Assessment-The systematic annual evaluation of all
SCSU Educator preparation Programs in the SoE and across the
university, e.g., Speech-language Pathology, Library Media
Specialist, etc.
♦ C.I.M.A.S- The Candidate Information Management and
Assessment System database
-develop system and procedures
- maintain integrity of the data
-feed info back into the system to identify areas in need of
improvement(assessment loop)
♦technical assistance and support to SoE faculty and students for
issues involving research, e.g., survey development, data analysis
and interpretation, SPSS, data manuals, etc..
♦ public relations and marketing efforts with Alumni to improve
the educator preparation program and raise dollars for the SoE.
♦ membership on the University Assessment Board
-support the development of departmental assessment criteria for
each gate and for the unit assessment
Function: This division will function to expand and support
community initiatives and partnerships that provide for the
educational advancement and scholarly research endeavors
of SCSU faculty and students.
RESPONSIBLE FOR THESE ENTITITES
Norris Haynes (interim)
♦ obtain grant dollars to fund research activities for CCSAR
and SoE faculty and students.
♦ maintain and develop affiliations with community based
programs that support the development of current/future
educators, e.g., PDS, Hillhouse High School Minority
Teacher Education, etc.
♦ direct and coordinate the SCSU ETS Test Center housed in
the SoE, e.g., Praxis I, training, tutorials and testing, Praxis IItraining, tutorials, and testing,.
♦educational seminars, lectures, professional development
workshops developed in collaboration with state and
community agencies/programs to support the needs and
interests of current and future teachers and professional
colleagues
premise is to have one, central body housed in the School of Education that functions to oversee,
coordinate and direct all related activities that serve to enhance and support the preparation of future
educators; that maintain the standards stipulated by all of the accrediting agencies; and supports the
academic growth and research interests of faculty and students. Through this initiative, CCSAR would
also partner and network with the Connecticut State Department of Education (CSDE), the Center for
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School Change, local school systems, and other CSU units to identify needs for research, training, data
driven decision making, and to inform educational policy with state agencies.
The initiative in Evaluation and Program Accountability will function to improve and augment the
educational programs and activities for current and future professional educators at SCSU, other CSU
units and school systems in the State of Connecticut. CCSAR’s primary responsibility through this
initiative is to conduct a systematic evaluation of Educator Preparation Programs. This broad-based
approach includes a variety of evaluation instruments to assess and measure the overall effectiveness and
quality of the SCSU Educator Preparation Programs and inservice training programs within school
systems across the State. The purpose of this Initiative is to improve the quality of the educational and
field experiences that SCSU and possibly other CSU campuses provide to pre-service students, and to
continue to meet accreditation standards set by various accrediting bodies, e.g., National Council for
Accreditation of Teacher Education (NCATE), Connecticut State Department of Education (CSDE), etc.
Through this initiative in evaluation and program accountability, CCSAR will also be responsible for
housing CIMAS and all related activities regarding technical oversight, maintenance of unit assessments,
maintaining the integrity of the data, performing statistical analyses, and writing data-based reports that
will used to inform our practices.
The implementation of the above listed initiatives will enable SCSU to identify and track individual
student performance at each gate and as they progress through their program; the ability to summarize the
performance of the ‘unit ‘ and specific programs at each gate and as a whole; and to ascertain the
performance of SCSU alumni in the field and link this information back to the database and to the
student’s initial progression through a program.
I.
Diagram of how the database will function as SCSU teacher candidates’ progress through their Educator
Preparation Program.
Internal Progression & Assessment
Gate 1
Gate 2




Data
Collected
Data
Collected

Analysis
& Report
Gate 3

Analysis
& Report
Gate 4


Data
Collected

Analysis
& Report
Alumni/External Assessment

Unit Assessment
Gate 5-‘Alumni’ of
↔
=
Educator Prep.
Program

Performance based
data collected, e.g.,
BEST portfolio
scores, Principal
Surveys, ,etc.
Data
Collected


Analysis
& Report
Analysis
& Report
↔
=
Unit
Assessment

Data Collected

Analysis
& Report
The expected learner outcomes and minimum proficiency standards are defined at each gate in accordance
with the standards and requirements stipulated by the faculty and by NCATE, CSDE and the other
accrediting bodies for our various programs. Multiple measures of student performance are now
incorporated at each gate to ensure that a student has mastered the required skills and competencies at
each gate. Individual departments and programs are responsible for entering candidate data into the
database and tracking student performance. CCSAR will collect and analyze the data at each gate and
provide a summary of its findings to the Dean, SoE and to the Department Chairs. A unit report will also
be prepared that synthesizes the findings obtained from all sources, and provides a written summary of
13
programmatic strengths and weaknesses, and lists recommendations for program improvement. This
continuous, on-going assessment of student performance will provide SCSU with opportunities to
strengthen individual programs, improve student performance and thus, enhance the University.
CCSAR’s new role and function with the implementation of above listed initiative will be to:
■ collaborate and partner in the on-going development of a database to track students as they
progress through a program
■ communicate and inform departments of changes in state and federal standards and assessment
requirements regarding state educator preparation programs
■ direct and provide on-going oversight and management of the Candidate Information
Management Assessment System (C.I.M.A.S.) to allow for one central office to maintain data,
analyze data and generate reports for NCATE and other accreditation bodies
■ ensure data collection methods and instruments reflect ‘best practice’ in scientific- based
research, e.g., valid and reliable instruments, protocol development, random selection, etc.
■ direct/assist/ train staff members with data input and tracking student performance through the
gates
■ collect and analyze data at each gate based on established standards and measures, and then
regularly summarize and compile the data into meaningful reports for the ‘unit’ assessment;
■ link alumni performance based assessment data, e.g., CAT, BEST Teaching Portfolio scores,
Principal Surveys, etc. to a student’s earlier progress/performance through the gates and the
program, and to use data to improve the program;
■ place all Educator Preparation Program evaluation surveys on-line (e.g., cooperating teacher
survey, supervising teacher survey, CCSAR alumni and students surveys, etc)
■ provide support, e.g., training, technical assistance, data interpretation workshops, etc. for a
centralized and integrated system of data collection across the university for all SCSU
professional educator preparation programs
BENEFITS:
■ Provide on-going feedback at each gate (action research) and not just at the end of the
program
■ Identify areas of strength and weakness at each gate, for specific programs for the unit
■ Centralization and oversight of the database will eliminate duplication of effort and information
across programs and for different accreditation bodies
■ Reliability and validity of evaluation instruments maintained
■ Data readily available, fully accessible and functionally used to inform decision-making
■ Highest quality data collection procedures guaranteed through the application of scientific-based
research practices
■ Elimination/reduction of expenses associated with ‘paperwork’ e.g., time, personnel, etc.
■ Provide a continuous flow of data and information exchange by linking on-line surveys to the
individual student as they progress through a program and to facilitate the assessment of the
‘unit’.
■ Improve the quality of the SCSU Educator Preparation Programs and ensure that we continue to
meet the standards established by all of our accrediting bodies
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■ Provide students with feedback regarding their individual performance relative to program
objectives
At this point in the evolution of CIMAS, the role of CCSAR has been one of general participation in
planning meetings and assistance with conceptualizing the data management system. Currently, CIMAS
is being directed out of the Dean’s office, but during the next year of its “incubation”, the system will
slowly be integrated into CCSAR where it will be permanently housed and maintained.
C. The Division of Educational Development and Improvement
This division will be fully operational over the next two years and will function to support the SoE with
its current educational activities and related community programs, and sustain and provide the necessary
funding to support CCSAR and its various community-driven initiatives. Many of CCSAR’s current
activities from its original proposal will be integrated in this Division, e.g., grant writing, workshops, etc.
via the collaborative work with Dr. Haynes. The resulting outcome will be a ‘win-win’ for all involved.
CCSAR’s connection with the SoE’s community-based educational initiatives and projects such as its
Professional Development School Network (PDS), its Hillhouse High School Minority Teachers
Education Scholarship program, and its initiatives in the Early Childhood Paraprofessional-to-Teachers
program is a natural extension of the unit assessment and provides CCSAR with an opportunity to work
more closely with areas school to (1) identify needs and (2) provided on-going support and suggestions
through “action research’. PDS schools will continue to play a critical role in providing students with the
essential practical and diverse field experiences they need as preservice and in-service teachers.
The combination of grant monies secured by CCSAR and the revenue generated through a pilot initiative–
the SoE/ ETS Testing Center—has provided the SoE and SCSU with over 2 million dollars in funding
during these past five years. CCSAR continues to seek grant funded research opportunities. State testing
and the need for assessment continue to increase, as does the need for ‘test centers’ in Connecticut. Aside
from the support it would provide our teacher candidates, the SoE/ETS Testing Center promises to be a
lucrative business opportunity and in line with SCSU’s mission to prepare “preeminent educators”. The
oversight and management of external funding activities under one umbrella is both expedient and
efficient. Grant funded research activities and symposium/workshops also provide opportunities for
scholarly endeavors, collaborative partnerships, publications, and the advancement of the academic
excellence of SCSU faculty.
IMMEDIATE BENEFITS:
■ SCSU students are provided with ‘quality’ practical, hands-on training during their preservice
training years
■ The SoE will enhance PDS experiences for all students based on information learned thru
Program evaluation
■ SCSU students are better prepared to teach when they graduate
■ Increased dollar amounts to CCSAR to build its operation and to secure additional space
■ Data preparation for future accreditation visits will be centralized and simplified
■ Collaborative efforts with colleagues and members of the community will address current and
future needs of educators and student
■ This Division will serve as an incubator for innovative, cutting-edge programmatic and
demonstration projects that will be submitted to rigorous evaluation by its sister division.
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D:
Proposed Budget
E. Assessment and Evaluation:
Several approaches continue to be used to assess and evaluate the productivity and effectiveness of the
Center over the next five years. These approaches include:

Assessment of the quality of research and evaluation reports produced by CCSAR. The quality of
these reports will be assessed by the audience for the reports. An evaluation checklist will be
developed for this purpose.

Assessment of the level and quality of technical and research assistance provided by CCSAR staff
to faculty and students. The Community and School Action Research Group has developed and
has begun to use an assessment form for this purpose. As a Center, CCSAR will expand the use of
this form.

Evaluation of CCSAR’s contribution to the improvement of educator preparation at SCSU.
Currently the Community and School Action Research Group conducts educator preparation
evaluation and provided feedback to the Dean of the School of Education and to Department
Chairs. A Dean and Department Chairs will be asked to provide more extensive and regular
feedback to CCSR staff on the value and usefulness of the evaluation data and information that
CCSAR provides.

Review of the number and kind of grants and contracts applied for and the number and kind of
grants and contracts received will be conducted annually.

The Dean and Director will conduct an annual internal review, and a bi-annual external review
will be completed. The co-directors also conduct staff evaluations and process audits of CCSAR’s
work. Members of the Advisory and Steering Committees will continue to meet semi-annually and
will be invited to provide critical feedback of CCSAR’s work and recommendations for
improvement.
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APPENDIX
Curriculum Vitae
Dr. Norris Haynes
Maureen Gibride-Redman
Dr. Michael Ben-Avie
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