Institutional Report for Pilot Visit
Of the College of Education and Human Services, the Cook Cole College of Arts and
Sciences, and the College of Business and Economics
Longwood University
201 High Street
Farmville, Virginia 23909
NCATE Continuing Accreditation visit
November 6-8, 2011
Presented by the Professional Education Council
http://www.longwood.edu/cehs/7521.htm
A. Overview & Conceptual Framework
1. What are the institution’s historical context and unique characteristics (e.g., HBCU or
religious)?
With a legacy of teaching and learning dating back more than 150 years, Longwood University
has developed a lifestyle of excellence that extends far beyond the classroom. Founded in 1839
in Farmville, Virginia, Longwood University is a coeducational, comprehensive state institution
offering programs leading to bachelor’s and master's degrees in a wide variety of subjects.
Today, Longwood has an undergraduate enrollment of 4,800 students, combining the ambiance
of a small, private college with the cost benefits of a public institution. Better still, Longwood
was ranked among the best in the 2011 U.S. News & World Report) “America’s Best Colleges”
rankings. Longwood ranks #9 in the category “Top Public Universities – Master’s” in the south.
Small classes (avg. =25) and a favorable faculty/student ratio (1:19) provide an opportunity for
both professors and students to develop close, personal relationships.
2. What is the institution’s mission?
Longwood University is an institution of higher learning dedicated to the development of citizen
leaders who are prepared to make positive contributions to the common good of society.
Building upon its strong foundation in the liberal arts and sciences, the University provides an
environment in which exceptional teaching fosters student learning, scholarship, and
achievement. As the only four-year public institution in south central Virginia, Longwood
University serves as a catalyst for regional prosperity and advancement.
Approved by the Longwood Board of Visitors, July 1997.
http://www.longwood.edu/president/4731.htm
3. What is the professional education unit at your institution and what is its relationship to
other units at the institution that are involved in the preparation of professional educators?
[1-2 paragraphs]
From its inception in 1839, Longwood has prepared educators, first as a woman's college, as a
Normal School in 1884, as a State Teachers College in 1924, as Longwood College in 1949 and
as Longwood University in 2002. As Longwood grew additional majors were added in Arts and
Sciences, Business, Health and Human Services. The College of Education and Human Services
encompasses five bachelor's degrees, 13 programs leading to a master's degrees, three initial
licensure programs and one five-year combination Bachelor's/Master's program provided by 43
full-time faculty and numerous part-time unit faculty. Every program in the College of Education
and Human Services integrates field experiences into its curriculum. The educational unit
comprises programs in each of the University’s three colleges. The education unit is governed
by the Professional Education Council. The purpose of the Longwood University Professional
Education Council (PEC) is 1) to provide a forum to effectively collaborate, review, and discuss
common issues that cross discipline and departmental lines in relation to the preparation of
professional educators and 2) to advise and provide recommendations to administrators and to
programs that prepare education professionals to work in PK-12 schools regarding these issues.
4.
What are the basic tenets of the conceptual framework and how has the conceptual
framework changed since the previous visit? [1-2 paragraphs]
The current conceptual framework (2008) includes the professional reflections of the faculty to
date including the Conceptual Framework Standards (2006) as developed and modified by the
Professional Educators Council (PEC) during the 2006 academic year and the reflections of the
present faculty to marry the practices of the faculty in the unit to the conceptual framework with
an appropriate assessment system. The 2007-08 Conceptual Framework Committee further
developed the standards and tied the University and College strategic plans to the framework.
The Colleges’ positions concerning the education unit are that it is dedicated to educating
reflective citizen leaders who are committed to the advancement of the organizations and
individuals they serve; experienced and competent in the skills and knowledge required to serve
people in a diverse society; and ethical in the ways that their commitments to others are pursued.
Exhibits
1. Links to unit catalogs and other printed documents describing general education,
specialty/content studies, and professional studies
University Catalogs
(see: http://www.longwood.edu/academicaffairs/catalogs.htm )
2. Syllabi for professional education courses
NCATE Review Documents (Syllabi)
3. Conceptual framework(s)
http://www.longwood.edu/assets/cehs/ConceptFramework.pdf
4. Findings of other national accreditation associations related to the preparation of education
professionals (e.g., ASHA, NASM, APA, CACREP)
http://www.longwood.edu/assets/cehs/MUSIC.pdf
http://www.longwood.edu/assets/cehs/284_Longwood_U_SLP_-_Accreditation_Action_Report.pdf
B. Standard 1. Candidates preparing to work in schools as teachers or other school
professionals know and demonstrate the content knowledge, pedagogical content
knowledge and skills, pedagogical and professional knowledge and skills, and professional
dispositions necessary to help all students learn. Assessments indicate that candidates meet
professional, state, and institutional standards.
B.1. What do candidate assessment data tell the unit about candidates' meeting
professional, state, and institutional standards? For programs not nationally/state
reviewed, summarize data from key assessments and discuss these results.
As stated in our conceptual framework, we believe that educators should also be reflective
citizen leaders and practitioners. Our purpose is to prepare educators who possess the
knowledge, skills, and dispositions to support and enhance the learning of all students. Our
programs are grounded in national and state standards, and candidates are expected to develop
proficiencies in content knowledge, pedagogical content knowledge, professional and
pedagogical knowledge and skills, dispositions, and the ability to engage in professional practice
that positively impacts the learning of all students.
Candidate data collected by the SPAs and unit is thorough, thoughtful and consistent. The unit
and SPA assessment matrices indicate the type and points at which data is gathered regarding the
candidates, the SPAs and the Unit. Multiple assessments of Longwood University’s teacher
preparation students and graduates show high levels of knowledge, skills, and dispositions. The
survey of graduates between 2007 and 2010 found that 98 percent of these alumni were satisfied
with the education they received in their major. In the 2007-2010 Employer Surveys principals
and superintendents rated Longwood teacher preparation graduates superior. The 2008 and 2010
4 vs. 5 year program surveys candidates and graduates were very satisfied with the education
they received but 84% indicated that a Master’s degree would be more desirable. Specific
program areas in the unit are currently in the process of developing programs to address this
request.
To qualify for admission into the teacher preparation program, candidates must achieve passing
scores on Praxis I and have a cumulative GPA of 2.5 or better. Prior to student teaching,
candidates must have both a cumulative and major GPA of 2.5 or better. Grade Point Averages
(GPA) for the unit was: 3.33 for the 2007-08 term, 3.35 for the 2008-09 term, and 3.34 for the
2009-10 term. A review of the GPAs of the candidates over the 2007-10 period reveals that the
average GPA for the unit increased from enrollment to graduation and through the gate keeping
positions of the assessment matrix. Their mastery of content knowledge in the subject matter
they plan to teach is measured in numerous ways: through various classroom performance-based
assessment tools; through Praxis, content area tests, and through Knowledge of Subject ratings
by cooperating teachers and University supervisors. To complete the teacher preparation
program, candidates must have passing scores on Praxis II. Candidates demonstrate their content
knowledge through inquiry, critical analysis, and synthesis of the subject. Classroom
performance-based assessment tools vary depending on subject content area. Performance-based
assessments are utilized to assess candidates’ content knowledge. In the last three candidates
selection cycles 2007-2010, 100 percent of N, K-12 teacher preparation candidates passed Praxis
I, and 97.9 percent (382 of 390 candidates) passed Praxis II. Over that same period 98.9 percent
of candidates designated to teach reading (345 of 349 candidates) passed the Virginia Reading
Assessment (VRA). During the same three year period 100 percent of the candidates passed the
Virginia Communication and Literacy Assessment (VCLA). Data from the final clinical
evaluations from supervisor and cooperating teachers from 2007-10 indicates that 90+ percent
of Longwood student teachers scored On Target or Excellent on Knowledge of Subject.
The content standards for teacher Candidates are assessed and demonstrated through the SPA or
state reports for each program. The SPA recognition process provides evidence that teacher
candidates know the content that they plan to teach and can explain important principles and
concepts delineated in professional, state, and institutional standards. 97.9% or more of the unit’s
program completers pass the content examinations in states that require examinations for
licensure. Candidates in advanced programs for teachers have an in-depth knowledge of the
content that they teach. Longwood’s assessment of teacher candidates in clinical placements
indicates that they understand the relationship of content and content- specific pedagogy
delineated in professional, state, and institutional standards. They have a broad knowledge of
instructional strategies that draws upon content and pedagogical knowledge and skills delineated
in professional, state, and institutional standards to help all students learn. They facilitate student
learning of the content through presentation of the content in clear and meaningful ways and
through the integration of technology.
Content knowledge for initial licensure teacher candidates is developed through completion of
the University’s general education requirements and through major coursework in subject matter
content. Our commitment to this is evidenced in the conceptual framework in our vision, with
the statement “Our vision is for candidates who are passionate, lifelong learners, who genuinely
care about all students, who understand human development, who have a deep knowledge of
their disciplines, who have an effective range of instructional skills including a facility with
technology, and who expect and support high achievement in their students.” To qualify for
graduation, all candidates must complete 41 credit hours to address the 15 general education
goals of seminar, freshman writing, literature, artistic achievements, math, natural science,
western civilization, social sciences, diversity, foreign language, wellness, upper-level
humanities/social science, ethics, writing/citizen leadership, and internship.
Content subject area coursework is offered in all areas of teacher preparation (art, liberal
studies/elementary education, music, physical and health education, secondary English,
secondary foreign language, secondary mathematics, secondary science, secondary social
studies, business, special education, and theatre arts). Coursework is aligned with national
standards, state standards, and grounded in the knowledge base of appropriate professional
associations
Assessment data indicates that candidates in advanced programs for teachers demonstrate an indepth understanding of the content of their field and of the theories related to pedagogy and
learning. They are able to select and use a broad range of instructional strategies and
technologies that promote student learning and are able to clearly explain the choices they make
in their practice. Teacher candidates can apply the professional and pedagogical knowledge and
skills delineated in professional, state, and institutional standards to facilitate learning.
Candidates consider the school, family, and community contexts in which they work and the
prior experience of students to develop meaningful learning experiences. They reflect on their
practice. They know major schools of thought about schooling, teaching, and learning. Our
graduates are able to analyze educational research findings and incorporate new information into
their practice as appropriate. Data further indicates that candidates in advanced programs for
teachers reflect on their practice and are able to identify their strengths and areas of needed
improvement. They engage in professional activities. Our completers have a thorough
understanding of the school, family, and community contexts in which they work, and they
collaborate with the professional community to create meaningful learning experiences for all
students. They are aware of current research and policies related to schooling, teaching, learning,
and best practices. The units graduates are able to analyze educational research and policies and
can explain the implications for their own practice and for the profession. Teacher candidates
focus on student learning. Teacher candidates access and analyze student learning, make
appropriate adjustments to instruction, and monitor student progress. They are able to develop
and implement meaningful learning experiences for students based on their developmental levels
and prior experience. Candidates in advanced programs for teachers have a thorough
understanding of the major concepts and theories related to assessing student learning and
regularly apply these in their practice. They analyze student, classroom, and school performance
data and make data-driven decisions about strategies for teaching and learning so that all students
learn. They are aware of and utilize school and community resources that support student
learning.
Assessment of candidates for other professional school roles indicates that candidates have an
adequate understanding of the knowledge expected in their fields and delineated in professional,
state, and institutional standards. They know their students, families, and communities; use data
and current research to inform their practices; use technology in their practices; and support
student learning through their professional services. Eighty percent or more of the unit’s program
completers pass the academic content examinations. Clinical assessments of candidates for other
professional school roles demonstrate that candidates are able to create positive environments for
student learning. They understand and build upon the developmental levels of students with
whom they work; the diversity of students, families, and communities; and the policy contexts
within which they work.
Teacher candidates have an in-depth understanding of the pedagogical content knowledge set
forth in professional, state, and institutional standards that is necessary to provide appropriate
and effective instructional strategies so that all students learn. Pedagogy is embedded in our
conceptual framework, and pedagogical content knowledge in teacher candidates is developed
through professional education courses, methods courses specific to content areas, and fieldbased experiences such as practica, partnerships, and student teaching. Teacher candidates
demonstrate the ability to present content to students clearly and in compelling, challenging
ways. They develop proficiency in the use of technology and integrate technology effectively
into teaching and learning. To qualify for admission into teacher preparation, candidates must
have a grade of C or higher in introductory professional courses.
In spring 2007-10, 90 percent or more of student teachers were rated On Target or Excellent on
Planning for Instruction, Learning Climate, Implementing Instruction, Assessing Learning,
Communication and Technology by University supervisors and cooperating teachers. On the
2007-2010 Employer Survey 79 percent of principals and superintendents rated Longwood
teacher preparation graduates as Superior or Above Average on Planning for Instruction and
Implementing Instruction. About 80 percent of the employers rated Longwood graduates as
Superior or Above Average on Knowledge of Resources for teaching and for Students. 81
percent of employers rated Longwood graduates as Superior or Above Average on Use of
Assessment practices that are based upon standards, instructional goals, and instructional
adaptations. Eighty-four percent of employers rated Longwood graduates as effectively
managing classroom procedures (This was an improvement over the last review period).
On the 2007-2010 Graduate Survey, 91 percent or more of graduates rated their overall
preparation as good to excellent. On the same survey 88.7 percent stated that if they could start
over again, they would go to this same institution. 95+ percent of the graduates gave the teacher
preparation program a grade of B or better.
In 2007 and 2010, intermediate-level partnership students submitted Teacher Work Samples
(TWS) conforming to the Renaissance TWS prompt. The work samples were scored using the
Renaissance TWS rubric. More than 90 percent of the Teacher Work Samples were rated as Met
Expectations or Exemplary on the standards measured. Students scored highest in:
Learning Goals
Assessment Plan
Design for Instruction
Instructional Decision Making
Teacher candidates display an in-depth understanding of professional and pedagogical
knowledge and skills set forth in professional, state and institutional standards. They
demonstrate this understanding through the development of meaningful learning experiences that
facilitate learning for all students. Through coursework and field experiences linked to
standards, candidates develop the ability to plan, deliver, and assess meaningful learning
experiences. Planning for Instruction, Implementation and Management of Instruction, and
Evaluation and Assessment are elements of the conceptual framework. Reflection is a key
concept, a basic foundation on which the educator competencies are built. Teacher candidates,
throughout their programs of study, engage in reflective practice, making adjustments as
necessary to enhance student learning. They develop skills to analyze contextual factors of
school, family, and community that impact student learning. During their field-based
experiences, they have the opportunity to apply and utilize professional and pedagogical
knowledge and skills.
Professional and pedagogical knowledge and skills are assessed through course-based
assessments. Professional and pedagogical knowledge and skills are also assessed through
Teacher Work Sample, practicum and student teacher evaluations, and employer and alumni
surveys. Longwood teacher preparation candidates score above average using contextual factors
in the design for instruction and in relating to diverse groups (e.g. Student Teaching Rubric, the
Employer Survey, and the Alumni Survey). Data from the Teacher Work Samples also show
that the scores on Analysis of Student Learning and Reflection and Evaluation have increased
noticeably in recent years, as a result of further aligning the curriculum with the Standards of the
Renaissance Teacher Work Sample Project.
Unit data indicates that candidates are familiar with the professional dispositions delineated in
professional, state, and institutional standards. Clinical assessments of candidates demonstrate
classroom behaviors that are consistent with the ideal of fairness and the belief that all students
can learn. Their work with students, families, colleagues and communities reflects these
professional dispositions.
Without exception, every NCATE institution has programs that do not report to a specialized
professional association (SPA). The (Professional Education Council) PEC decided that these
programs may focus on collecting assessment data that is clearly related to their SPA standards
and are aligned to the Longwood Conceptual Framework Standards. This applies to all graduate
programs, in which the indicators and rubrics created would not apply because the rubrics still
focus on teacher preparation, and physical education, which shares, by state of Virginia design,
few of the courses associated with the other undergraduate programs.
Candidates in the programs of educational leadership, guidance and counseling, literacy and
culture (reading specialist), K-8 Mathematics, CSDS and school library media display in-depth
understanding of professional knowledge in their respective fields as set forth in state, national,
and institutional standards. They collect and analyze data related to their fields, reflect on their
practice, and use research and technology to support and improve student learning. Programs of
study target the ability of candidates to assume leadership roles in the profession and to engage
in professional practice that supports student learning. Advanced professional knowledge and
skills are also developed through clinical experiences, internships, and practica. Candidates’
mastery of professional knowledge and skills is assessed through course-based assessments and
through evaluation of clinical experiences, internships, and practica. On the 2007-2010 Graduate
Candidate Surveys, 98 percent said that their graduate course work related to current practices in
the field.
B.2b. Continuous Improvement
Briefly summarize the most significant changes related to Standard 1 that have
led to continuous improvement. (If no significant changes related to this
standard have occurred since the previous visit, indicate “None” in this
section.)
The most significant changes related to standard 1 have targeted content in the number of initial
teacher preparation programs operated by the unit. These changes have been indicated in the
program reports for each area. They are the result of faculty adjustments made to the data
collected by the program and the unit. Some examples of these changes are listed in the
narrative response to Standard 2.
A significant addition to the unit to other programs has been the addition the Communication
Sciences and Disorders Program (CSDS). The CSDS program leading to licensure as speech
therapists was added and has recently received accreditation. However, leading up to this
change, the CSDS program added an increased number of courses in the undergraduate and
online programs. Their assessment of the online vs. face to face delivery of services continues to
indicate no difference in candidate acquisition of skills.
Another significant change has been the offering of ESL programs at both the undergraduate
(initial) and the graduate (initial) levels. While these programs have only had two graduates over
the last several years the program area and the unit remain positive regarding the impact of the
program over time. One of the key areas that the program coordinator and faculty are focusing
on is recruiting students.
The Sankofa Lecture Series has been added since the last review and continues to make an
impact on the knowledge base of our candidates by focusing their attention on areas of success.
The Sankofa Lecture Series at Longwood University was established by Dr. Deneese Jones,
Dean of the College of Education and Human Services, as a forum to discuss diverse ideas
within the field of education today. The word Sankofa comes from the Akan people of Ghana.
The term means that as we embrace our past in order to achieve a rewarding future.
The unit continues to refine and develop the Teacher Work Sample (TWS) as a means of both
practicing, proving and assessing some of the content and many of the pedagogical skills of the
candidates. The special education general curriculum program has been the program which has
changed the TWS to respond to its candidates’ needs.
The data indicates that the unit has continued to improve on the licensure tests required for
licensure in teacher programs in the state. The overall posture of the unit and the programs
regarding licensure test has been a continued and focused scrutiny of these content indicators.
While Elementary Teacher Preparation (our largest program) continues to glow in the licensure
test results and has been an almost constant 100% pass rate, several of our program areas (i.e.
Art, History, and Educational Leadership) have made curriculum content changes over the last
several years to enhance the pass rate for their respective program areas.
Faculty across the unit have utilized data to reduce some overly ambitious course loads and to
refine the syllabi in many areas to reflect the necessity for superior candidate performance in
future classrooms. Data from graduate and candidate surveys has indicated a need to visit the
content and the degree status of our teacher preparation programs. As a result of the data review
and perusal residential advanced degree programs are on the cusp of being developed.
One of the more significant changes in content and pedagogy over the last several years has been
the State of Virginia Accreditation processes have allowed for a focus on the programs offered
and the curriculum matrices affecting the programs. The alignment of Longwood’s teacher and
educator preparation programs has made an impact on the content and the pedagogy.
Feedback from our constituents has indicated the need for and the development of a Masters in
Curriculum and Instruction in both Elementary and Middle School Mathematics. The
mathematics program, along with members of the College of Education and Human Services,
and the local educators developed and shepherded the program development through the
university approval process.
Exhibits
1. State program review documents1 and state findings. (Some of these documents may be
available in AIMS.)(see exhibit room)
2. Title II reports submitted to the state for the previous three years (Beginning with the 2010
annual report, Title II reports should be attached to Part C of the annual report and will be
available to BOE teams in AIMS.)(see exhibit room)
3. Key assessments and scoring guides used by faculty to assess candidate learning against
standards and the outcomes identified in the unit’s conceptual framework for programs not
included in the national program review process or a similar state process: Art:
http://www.longwood.edu/assets/cehs/Art_Education_State_Assessment_Plan_Nelson_K.doc .
Business:
http://www.longwood.edu/assets/cehs/Business_Education_State_Assessment_Plan_Davis.doc . ESL:
http://www.longwood.edu/assets/cehs/ESL_Request_for_New_Education_Program_Endorsement.doc
Guidance:
http://www.longwood.edu/assets/cehs/Guidance_Counseling_State_Assessment_Plan_Howe.doc
Languages:
http://www.longwood.edu/assets/cehs/Modern_Languages_SPA_Assessment_Plan_Hildebrandt.doc
Music:http://www.longwood.edu/assets/cehs/MUSIC.pdf and
http://www.longwood.edu/assets/cehs/NASM_SELF_STUDY_2006.pdf Science:
http://www.longwood.edu/assets/cehs/Science_SPA_Assessment_Plan_McCauley.doc Theatre:
http://www.longwood.edu/assets/cehs/Theatre_Education_State_Assessment_Plan_Arkin.doc
Data tables and summaries that show how teacher candidates (both initial and advanced) have
performed on key assessments over the past three years for programs not included in the
national program review process or a similar state process.
http://www.longwood.edu/assets/cehs/Unit_comparison_on_gate_data_April_2011.xlsx (see exhibit
room)
4. Samples of candidate work (e.g., portfolios at different proficiency levels)
Crystal Prince’s project: http://web.me.com/cjonesva/tlac/Welcome.html
5. Follow-up studies of graduates and data tables of results (see exhibit room)
6. Employer feedback on graduates and summaries of the results (see exhibit room)
7. List of candidate dispositions, including fairness and the belief that all students can learn, and
related assessments, scoring guides, and data (see exhibit room)
Standard 2. 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 performance of candidates, the unit, and its programs.
C.1.How does the unit use its assessment system to improve the performance of candidates
and the unit and its programs?1.How does the unit use its assessment system to improve the
performance of candidates and the unit and its programs? [maximum of three pages]
Since 1986, the assessment system of the teacher preparation programs of the College of
Education and Human Services and the Professional Education Unit, and the conceptual
framework that drives it, has evolved from simple and global to complex and rich. In 19992000, the 1997 conceptual framework was reviewed by faculty and administrators, in
consultation with students, alumni, area practitioners, and superintendents, to align the
conceptual framework with professional and state standards. In 2002-2003, it was again
reviewed and revised. In 2007, the conceptual framework was revisited and the current
conceptual framework standards were adopted.
Prior to July 2005, the Longwood Conceptual Framework consisted of ten standards that were
narrowly focused on teachers. The definitions associated with them began “Longwood teacher
candidates…” Also, the teacher work sample process, because of Longwood’s part in the
Renaissance Partnership grant, had been implemented over most but not all programs. In order
to facilitate compliance, the PEC voted that all candidates would complete a teacher work
sample during student teaching. This meant that some programs, such as those involved in the
partnership program, were actually completing the TWS twice whereas for the most part the
programs that were not previously requiring the TWS during student teaching continued not to
require the TWS. Work toward an assessment of professional dispositions was
initiated. Finally, review of the “unit-wide” assessments, namely the student teacher and
practicum evaluations, faculty recommendations, and lesson planning, revealed a complex
mixture of Conceptual Framework and TWS standards and indicators.
The Unit-Wide Assessment Committee, formed in 2005-06 to address the issues above, first
revisited the Longwood Conceptual Framework. In an effort to broaden the definitions to
embrace the concept of “education professionals,” the original ten standards were revisited and
redeveloped to a more concise number of nine. Next, these were defined and a small number of
key indicators were created with rubrics for each standard. Each rubric described three levels of
proficiency, “Indicator Not Demonstrated,” “Indicator Demonstrated,” and “On Target”.
From this work, there were a few important developments. First, after much debate it was
decided that the “Diversity” standard should be embedded throughout the other standards to
prevent it from being viewed as an “add-on” standard. Thus the indicators for the rubric of this
standard are “borrowed” from the other standards—that is, while measuring all the other
standards, diversity is inclusively measured as well. Second, the “Professional Dispositions”
standard was recognized as unique enough to require a broader scale (1-5) with “3” considered
acceptable and with indicator descriptors that are more examples of possible displays of
dispositions rather than actual “look fors”. For example, for the disposition, “Values
Collaboration”, “3 - Acceptable” examples include: “Collaborates and consults with others;
Accepts ideas of others; Relates adequately with others; and Shares information and ideas.”
Also, because some dispositions considered important to the committee were only observable in
the classroom setting, these were developed as a two-tier dispositions assessment, with the first
tier of dispositions indicators, easy to evaluate in almost any setting, serving as requirements for
entry into the initial teacher preparation program and the second tier becoming part of
instruments related to evaluation of actual teaching performance.
It should also be noted that the TWS and its role in the assessment system were discussed at
length. It continues to be explored, but consensus was obtained on the relationship of the TWS
indicators to the Longwood CF standards. Thus, programs have the capacity to translate the
TWS scoring results through the lens of the Longwood CF Standards. As a result, the TWS
better relates to the Longwood CF standards rather than the original TWS standards and
indicators influencing and infiltrating the unit-wide assessments.
After consensus was obtained on these Longwood CF Standards rubrics, instruments that were
already considered important were restructured to reflect the revised rubrics, so that:
The faculty recommendation to enter the program (already a requirement) now reflects
the first tier of dispositions indicators.
Each standard rubric is being used in course based assessment. {Exceptions:
Dispositions (already measured) and Content Knowledge (measured by the SPA
assessments required of all programs)}.
The Clinical Experience Evaluations are now composed of the Conceptual Framework
Standards and Indicators.
Because of its scale difference, a separate Dispositions Assessment is given in
conjunction with the Clinical Experience Evaluations.
The future teacher and employers’ surveys now reflect the new rubric language.
In addition, the Clinical Experience Diversity Report, completed by students during the
same semester they are evaluated by the Clinical Experience Evaluation and Dispositions
Assessment, provides more information about the diverse school settings of which they
are a part. All programs will complete the TWS at least once to additionally collect
information on the Impact on Student Learning Report. The establishment of six required
assessments for all SPAs, including assessment #5 “Impact on Student Learning”, has
been a major impetus in moving all programs to requiring the Teacher Work Sample
somewhere within the program assessment system. All undergraduate program
coordinators have submitted SPA Assessment Plans to the Director of Institutional
Research which utilized the TWS to meet the SPA assessment requirements.
Graduate Programs or other Special Programs
Without exception, every NCATE institution has programs with SPA standards that do not
follow the norms of the NCATE standards. For these programs, it was decided that they may
focus on collecting assessment data that is clearly related to their SPA standards. However, they
must be able to talk about (and translate data in terms of) how their standards are aligned with
the Longwood Conceptual Framework Standards. This applies to all graduate programs, in
which the indicators and rubrics created would not apply because the rubrics still focus on
teacher preparation, and physical education, which shares, by state of Virginia design, none of
the courses associated with the other undergraduate programs.
Collecting Assessment Data for each CF Standard (See Unit Assessment Matrix)
Standard 1 – Content Knowledge: This standard is met mainly through the SPA or state
reports that each program has written. The Unit Praxis II scores indicate candidates that
have 97.9% pass rate for the 2007-2010 scoring period. The Unit GPA’s for candidate at
completion for 2007-10 have been significantly above a 3.0 in a 4 point system (see exhibit
below). The Unit GPA’s also show growth from enrollment in teacher preparation through
completion of the program.
Standard 2 – Planning: This standard also is assessed through the SPA or state reports that each
program has written. Every SPA requires a “lesson planning” assessment (SPA Assessment
#3). In addition, we gather some measure of planning from the Clinical Experience Evaluations
and Follow-up Surveys (all Inquisite based). (See conceptual framework Standard II exhibits
assess graphs for the last three years). The graphs resulting from the data indicate substantial
attainment of the requisite planning skills by the Unit’s candidates upon program completion
Standard 3 – Learning Climate: The skills and dispositions relating to this standard are taught
in EDUC 487 and SPED 305, and are assessed in the courses and through the final clinical
evaluation and with the teacher work sample. Graphs of candidate assessments for the unit
indicate that candidates meet or exceed the targets for establishing a positive learning climate
(see exhibits Learning Climate). This standard is covered in PHETE in KINS 377, KINS 379,
and KINS 382
Standard 4 – Implementation/Management: The skills, knowledge, and dispositions for this
standard are typically completed in EDUC 487 and SPED 321. Data related to this standard is
collected in particular instruments, the assessment of the TWS, the final Clinical Evaluation, and
the mentor teacher evaluation of the candidate. Unit data regarding grades for the courses would
indicate successful instruction in the courses: EDUC 487 and SPED 321. Data gathered in the
final clinical and the TWS responses would indicate on target levels for the unit with virtually
every candidate scoring at meeting the standard or on target.
Standard 5 – Evaluation and Assessment: The skills and knowledge for this conceptual
framework standard are typically completed in three courses: EDUC 380 and SPED 325 and
KINS 363. Data related to this standard is collected in three particular instruments. These
include: the assessment of the TWS, the final clinical evaluation and the mentor teacher
evaluation of the candidate. Unit data regarding grades for the courses mentioned indicates
successful instruction. Data gathered from the TWS and final clinical responses indicate on
target levels for the unit with nearly every candidate.
Standard 6-Communication: This standard is measured globally as item d on the Faculty
Recommendation for admission into the Teacher Preparation Program which must be scored at a
“3 – At Standard” or better. Data is also collected for this standard for the clinical experiences
and indicates that the standard is met.
Standard 7 – Technology: Data related to this standard is collected in several instances.
Instruction for technology is imbedded in many courses but is primarily the focus of two
courses: EDUC 381 and BSED 435. Data is collected from the TWS, the final clinical
experience, and the mentor teacher evaluations. The data collected indicates that this standard is
being successfully met by the unit.
Standard 8 – Diversity: Because the indicators for this standard are imbedded in the first 5
standards, we will pull these data from the other databases. Specifically we glean data from the
following standards and indicators: CF Standard 1c, CF Standard 2b, CF Standard 3c, 3d, and
3f, CF Standard 4d, and CF Standard 5e.
Standard 9 – Professional Dispositions: Data for this standard are collected from the Faculty
Recommendation form and Dispositions Assessments. Data for this standard is collected at all
of the gateposts in the teacher preparation process. Data indicates that candidates are
demonstrating professional dispositions.
The data gathered through the above processes are gathered and reported out by the Program
Areas and by the unit for discussion and revision of programs. The data is reviewed periodically
with the PEC and the Department of Education and Special Education, and the program areas for
implicated program changes and as to the focus on fairness, reliability.
Continuous Improvement [maximum of three pages]
Briefly summarize the most significant changes related Standard 2 that have led to
continuous improvement. (If no significant changes related to this standard have occurred
since the previous visit, indicate “None” in this section.)
Refinements in the University-level and unit-level assessments are continuous and ongoing,
reflecting changes in goals and assessment technologies, as well as correcting gaps and
ambiguities in assessment data. The assessment system for teacher preparation has changed over
the last several years because of a number of deliberate acts by the unit. These acts include
changes to personnel, the process and practice which were:
In 2005-2006 the Dean-appointed administrative assistant to the Associate Dean’s office as web
master and data manager to work with the assessment of candidates at all stages of the teacher
preparation program. The person resides in the Associate Dean’s office and manages and
updates the website for CEHS and the data for the unit. She coordinates and manages the daily
operations for collection and analysis of data and circulates same to the various programs and the
unit. The data manager also works with the various program areas to refine any unique
collection instruments or concerns regarding data analysis or collection. The data manager also
works with the Office of Institutional Research to acquire access to data that is collected by the
student information system.
In 2005-06 the unit with the aid of the university instructional technology service established
shareware to enhance the use of data and information for programs and the unit. The shareware
(CAN TEACH) has continued to reside in the unit and is accessible by each program area and
member of the Professional Education Council (PEC). CAN TEACH is an archive for program
data and reports and for unit data and reports and has enabled the data manager to manipulate
and display large amounts of data in a timely manner.
In 2006-07 the Professional Education Council in coordination with all the teacher preparation
and educator preparation programs reviewed and approved an assessment matrix based on the
unit's conceptual framework. The assessment matrix remains a dynamic document subject to
modification as programs change and as the analysis of data indicates.
In response to a VADOE regulation change in 2007, the unit and the program areas utilized data
to develop instructional matrices for each program leading to an endorsement or licensure.
Many of the changes implemented impacted the clinical placements of future candidates.
The unit developed and implemented electronic collection of data regarding admission to the
Teacher Preparation Program. Prior to 2007 the application process had largely been paper and
pencil and too cumbersome to be a legitimate gatekeeper for the program.
In 2006-07 the University replaced an aging Student Information System with a new student
information system (BANNER). While not a perfect solution, BANNER has proven more
reliable and flexible to the growing needs for accountability.
In 2007-08 the University acquired WEAVE ON LINE as a web based information display
system for Longwood. From 2008 to present the faculty, through the aid of the Office of
Institutional Research, has implemented the program. WEAVE ON LINE displays the mission,
goals and objectives of each program area, the data utilized to determine program results and the
changes resulting from the collection and analysis of the data provided. This information is
currently shared across the university.
In 2007-2008 the University Technology Services Office initiated a request from the unit to
develop a data base management system that would utilize the Oracle data base and BANNER as
the manager for access to and utilization of the data for candidates, faculty and the staff.
Technology Services has been creating this and it is scheduled to go live in May 2011. This will
allow the unit to eliminate the ACCESS data base and management system it currently has and to
minimize the use of shareware (CAN TEACH) for data information handling for the unit.
Use of Assessment Data for Program Improvement
Assessment data are collected at three levels. The University Office of Assessment and
Institutional Research administers or monitors institution-wide assessments, such as the National
Survey of Student Engagement, the Graduate Student Survey, and the Alumni Survey. These
common, university-wide assessments provide an efficient and expeditious way of collecting
data of interest to all university programs, and allow both historical comparisons and crossdiscipline comparisons. The University upgraded the survey software to Inquisite and more
recently has added Survey Monkey and web based survey platforms which reside in BANNER to
allow for a more integrated electronic approach to gathering data for review for the programs and
the unit. Unit-level assessments are administered within the teacher preparation programs.
These include the Praxis exams, course-based assessments, portfolios, the Student Teaching
Rubric, the Employer Survey, and the Teacher Work Sample. Evidence of the impact of teacher
preparation candidates on student learning is collected at this level.
All program coordinators, PEC members and administrators in the teacher preparation programs
have on-line access to all system and assessment data pertinent to the progress of their students.
This database provides faculty and administrators with the ability to advise students using key
assessment data, and quickly summarizes the progress of students at key transition points. All
assessment reports are then published to the Assessment and Institutional Research web site or
CAN TEACH for rapid and cost-effective dissemination.
Some of the program changes as a result of data analysis from 2007 to present include the
following changes to address deficiencies:
The Mathematics Content Portfolio has undergone the largest change since its implementation in
2007-2008. Originally, the portfolio included 19 process standards and 42 content standards for a
total of 61 standards. This was too difficult for the candidates to understand. In February 2009,
the Mathematics Education Committee redesigned the portfolio to include its present 25
standards, 9 process standards and 16 content standards. These 25 NCTM Secondary Standards
were carefully chosen based on the standards assessed by the Praxis II and the mathematics
courses required by the program.
Mathematics Teacher Work Sample was redesigned in January, 2009 to better meet the needs of
the secondary mathematics program. The mathematics and mathematics education faculty in the
Mathematics and Computer Science Department revised the use of the Teacher Work Sample to
coordinate with the mathematics practicum experiences prior to student teaching.
Changes were made in the elementary school preparation program by providing candidates skills
to teach in the 21st century. For example, a Promethean board was placed in our model teaching
room at Longwood in order to prepare our candidates to use the latest cutting edge technology
available for use in the classroom.
Changes made to the Elementary and Middle School Teacher Work Sample application to
candidates have enabled the candidates to design and evaluate lessons based on formative and
summative assessment. More opportunities will arise as it is enhanced by the implementation of
reading case studies. Through the development of case studies, elementary school pre-service
teachers apply the high quality, effective practices learned throughout their coursework at
Longwood.
The development in the Graduate Elementary Program of a lesson planning matrix that
candidates use in their lesson planning assignments has been a result of a program change. The
matrix moves students through a sequential process in developing the lesson plans, with
expectations that state and national standards be referred to and explicitly connected and that
underlying knowledge, concepts, and skills be identified.
The PHETE Program faculty wanted the Human Sexuality course to become more content
delivery, in addition to content knowledge. Therefore, a course strictly for PHETE majors was
created and implemented in the fall of 2008 (HLTH 314). The scores on Section II of the
PRAXIS II exam are improving.
The PHETE Program faculty evaluated its four methods courses (KINS 377, 378, 382, and
HLTH 465) and increased each to four-credits in 2006. This increase in credit hours permitted an
increase in direct experiences with K-12 students. All four have extensive practicum experiences
in the area schools.
Exhibits
1.Description of the unit’s assessment system in detail including the requirements and key
assessments used at transition points
http://www.longwood.edu/assets/cehs/Unit_Wide_Assessment_Matrices.xlsx
2.Data from key assessments used at entry to programs
http://www.longwood.edu/assets/cehs/Unit_comparison_on_gate_data_April_2011.xlsx
3.Procedures for ensuring that key assessments of candidate performance and evaluations of
unit operations are fair, accurate, consistent, and free of bias (see exhibit room)
4.Policies and procedures that ensure that data are regularly collected, compiled, aggregated,
summarized, analyzed, and used to make improvements (see exhibit room)
5.Samples of candidate assessment data disaggregated by alternate route, off-campus, and
distance learning programs (see exhibit room)
6.Policies for handling student complaints (see exhibit room)
7.File of student complaints and the unit’s response (This information should be available
during the onsite visit.)
8.Examples of changes made to courses, programs, and the unit in response to data gathered
from the assessment system (see exhibit room)
D. Standard 3. The unit and its school partners design, implement, and evaluate field
experiences and clinical practice so that teacher candidates and other school professionals
develop and demonstrate the knowledge, skills, and professional dispositions necessary to
help all students learn.
D.1. How does the unit work with the school partners to deliver field experiences and
clinical practice to enable candidates to develop the knowledge, skills, and professional
dispositions to help all students learn?
1. Initial Licensure (Undergraduate and Graduate)
The Longwood University College of Education and Human Services are committed to
providing the teacher candidate with positive, practical, and professional field and clinical
experiences. University faculty, supervisors, cooperating teachers, and the Office of
Professional Services (OPS) work with the teacher candidate to provide the support and
encouragement s/he needs to enter the teaching profession as an enthusiastic, effective, and
caring teacher who can teach all students.
Longwood's Teacher Education Preparation Program prepares Teachers as Reflective Citizen
Leaders based upon a solid foundation in general education, a broad background in liberal arts
and sciences, and specific pedagogical skills as required by the National Council for the
Accreditation of Teacher Education (NCATE) competencies.
The Office of Professional Services’ Advisory Council is a collaborative team that consists of
Longwood University faculty and local school division personnel who work closely to design
field experience and clinical practices for candidates. The Advisory Council is comprised of a
wide-range of school divisions' placement representatives from different localities in Virginia,
program coordinators for the various initial licensure teacher preparation programs, and the OPS
staff. The Office of Professional Services Advisory Council promotes coordination of the
preparation of school professionals among the various academic units at the university. The
Office of Professional Services (OPS), in collaboration with partnering school divisions (see
Exhibit), is committed to placing the teacher candidates in fully accredited educational settings
that will prepare them to be reflective citizen leaders and practitioners who can teach all students
while providing support and relevant training to partnering school divisions’ professionals.
The OPS, its advisory council and PK-12 school partners are committed to:
1. Placing the teacher candidates in accredited educational settings.
2. Placing the teacher candidates with cooperating teachers who possess a current
license in the assigned subject and a minimum of three years teaching experience.
A master’s degree is preferred.
3. Placing the teacher candidates in educational settings that provide multi-diverse
exposure opportunities for learning and teaching.
4. Assigning the teacher candidates to a university supervisor who is licensed in the
same or appropriate subject area sought by the teacher candidates.
5. Providing related training and/or orientation module to partnering school
divisions’ professionals regarding Longwood’s Teacher Education Preparation
Program
The Office of Professional Services coordinates, receives, and processes applications for the field
and clinical experience placement activities. It schedules training sessions for university faculty,
advisors, and supervisors to share and explain the requirements for field and clinical experience
placements. The office schedules class visits and informational sessions to inform the potential
teacher candidate of the requirements for each field and clinical experience placement. OPS also
provide the Associate Dean’s office and the teacher education faculty data to analyze and
evaluate the success of the field and clinical experience placements.
Participation as a partnering school division for field and clinical experience placements provides
opportunities for educators to contribute to the professional development of future educators. In
addition, it provides an opportunity to observe and nurture, on site, possible future contracted
educators for the school division.
The undergraduate teacher candidate undertakes student teaching in the last semester of her/his
senior year. The graduate student seeking initial licensure completes a professional semester at
the time designated by the program area (usually the final semester of the graduate program).
Each candidate is assigned a qualified cooperating teacher. The teacher candidate reports to
school each day, following the schedule of the cooperating teacher. This schedule involves a
minimum teaching day of approximately seven hours, five days each week for 15 weeks (525
hours total).
The teacher candidate may choose to complete her/his second clinical experience placement
abroad. Please see the Student Teaching Abroad, Student Checklist and Timeline and Student
Teaching Abroad Longwood University Faculty Commitment to Supervise Form, Appendix F.
The university supervisor has the direct responsibility for the supervision and evaluation of the
teacher candidate. The university supervisor observes and works with the teacher candidate and
the cooperating teacher. The responsibilities of the university supervisor are outlined on the
University Supervisor’s Responsibilities Handbook. Additionally, Longwood University’s
faculty may supervise and evaluate the teacher candidate from their respective departments
and/or program areas.
In order to satisfy Virginia licensure requirements and the requirements of our Accredited
Professional Service programs, the teacher candidate must complete the appropriate student
teaching program for a total of 15 weeks.
1. The elementary education teacher candidate seeking licensure in PreK-6 is required to
engage in student teaching for 7½ weeks in a lower elementary grade level and 7½ weeks
in an upper elementary grade level.
2. The teacher candidate seeking a PreK-6 licensure with middle school (grades 6-8)
endorsements will be assigned to one elementary grade classroom for 7 ½ weeks and one
middle grade classroom in one of the middle school endorsement areas for 7 ½ weeks.
3. The middle school (grades 6-8) teacher candidate will be placed in two separate middle
grade classrooms in her/his subject area concentrations.
4. The secondary teacher candidate (grades 6-12) seeking licensure may be required to
engage in student teaching in one middle grade classroom and one high school classroom
in her/his major area or may be required to engage in student teaching in one high school
classroom in her/his major area.
5. The teacher candidate seeking a PreK-12 license (art, modern languages, music, physical
education, and theatre) will complete her/his student teaching for a proportional amount
of time in the grade level(s) determined by the program area.
6. The teacher candidate majoring in special education is to student teach in special
education classrooms for 7½ weeks at one level (elementary, middle or high school) and
7½ weeks at another level as specified by the program area coordinator.
Educational Leadership, School Counseling, School Library Media, and Literacy and
Culture
The graduate programs in Educational Leadership, School Counseling, Library Media, and
Literacy collaborate with the local areas school division through the PEC (Professional
Education Council), the PDC (Professional Development Council), the Superintendent’s
Network and the Region 8 Superintendents’ Study Group. These three groups of school and
university personnel form a combined mechanism to offer advice, and feedback on all aspects of
a particular program’s curriculum and field experiences.
The groups represent at least 12 school divisions and all the educational preparation program
areas within the university.
Communication Sciences and Disorders (CSDS)
Longwood's masters' degree program in Communication Sciences and Disorders (CSDS)
provides students with the academic and clinical training needed to work as speech-language
pathologists in both school and medical settings. CSDS establishes its field placements and plans
its placements with its partners in school and clinical settings.
3.1 Collaboration between Unit and School Partners
Because of the extensive field service experiences that we require of all our candidates, it is
essential that we maintain a close and cordial working relationship with our school partners.
Without them, the placement of our candidates in worthwhile field service experiences would be
impossible. Because of the many diverse experiences we offer, as well as the broad geographical
area in which we make placements, the nature of our collaboration covers the spectrum from
complete collaboration, in our school partnership programs, to more traditional means of
collaboration as found in our Practica and other experiences.
Our field experience programs are guided by agreements and a detailed handbook. This
handbooks lists among other things, cooperating teacher qualifications and responsibilities,
requirements and recommendations for candidate activities and evaluation guidelines. Because
there are both requirements and recommendations, cooperating teachers have sufficient leeway
in designing candidate experiences so that there is cooperation in planning and delivery while at
the same time ensuring quality and consistency. In addition, our supervisors meet with
the cooperating teachers on a regular basis in all field experiences so that experiences can be
adjusted to meet candidates’ needs. Finally, both the cooperating teacher and the supervisor
participate in the evaluation of most field experiences. The student teaching final letter grade is
the sole responsibility of the Longwood supervisor. Both the supervisor and the cooperating
teacher submit official evaluation through electronic surveys. For each kind of placement, the
handbook as well as the agreements with each school division stipulate the professional
qualifications necessary for each cooperating teacher. The Director of Professional Services is
responsible for ensuring compliance.
In summary, our highly successful school division partnership represents the model of
school/unit collaboration. Our OPS Advisory Council and the Professional Education Council
(PEC) continue to offer suggestions for improvement, and have worked with us to implement
changes. Given the fact that we make field service placements over a vast geographical area of
our State, we feel that our collaboration with school partners is more than acceptable, and will
continue to improve.
Field experiences for all candidates are numerous and follow a logical sequence throughout the
candidates' pre-clinical preparation; require extensive reflection on their own and their students'
performance; involve the candidates in all levels of teaching from observation and assisting to
complete planning and teaching and participation in the school community at large; and require
candidates to use learning technology. Most of the field experience sequence is organized using
the Teacher Work Sample methodology that in turn reflects our conceptual framework. Finally,
students are observed and assisted regularly by highly qualified school personnel and Longwood
faculty.
Practica experiences begin with directed observation and progress through assisting teachers and
finally whole class instruction. Among other requirements candidates are required to observe
and reflect on resource classes, lunch, playground and bus duty; attend faculty, PTA, school
board and other meetings; tutor students and teach in small group and whole class settings. All
responsibilities of teacher candidates, cooperating teachers, and supervisors are stipulated in the
detailed Field Experience Placements Handbook. This handbook also has statements describing
how the experience contributes to the development of educators who are reflective citizen
leaders, as well as an explanation of NCATE competencies, and it contains forms for evaluation.
Evaluation forms are now electronic and have been organized by competencies and reflect
knowledge, skills, and dispositions that align with Teacher Work Sample methodology.
In addition to the two Practica, candidates for PK-6, 6-8 licensure participate in the “Partnership
Program.” As described above and in the Partnership Handbook, this allows candidates to, once
again, practice the full range of required skills, knowledge, and dispositions. Besides the
obvious benefits of being in a partnership school for an entire semester, a real strength of this
program is its link to the Teacher Work Sample (TWS). During the semester, teacher candidates
complete a TWS, which, as described earlier, is linked directly to our conceptual framework, and
helps develop and evaluate teacher candidates' performance on many skills, knowledge, and
dispositions including use of educational technology, analysis of student diversity, and others.
Finally, the TWS requires candidates to demonstrate their effect on student performance.
Candidates for secondary licensure and those in professional graduate programs who do not
participate in the formal School Partnership Program do have field experiences in addition to the
Practica. These are normally provided through the methodology courses and vary according to
each concentration. Descriptions of these experiences can be found in the SPA Program
Reports. It should be noted that these are usually extensive and well coordinated with course
content.
Student teaching is required of all teacher candidates for initial teaching licensure. As with the
other field experiences, requirements of candidates are kept consistent through the use of a
detailed handbook and the Teacher Work Sample. OPS provide a direct link among our school
partners, the supervisors, and candidates. Our use of school divisions throughout a large portion
of the state has many benefits, while admittedly presenting some challenges. This allows
Longwood faculty to maintain contact with teachers and educational practitioners in a wide
variety of settings, and offers candidates flexibility that greatly enhances possibilities for job
placement. The challenge is to maintain quality and consistency of experiences in all
placements. We feel we do this through the use of the detailed Clinical Experience Placement
Handbook, the Office of Professional Services, and the training and recruitment of qualified
supervisors. In fact, the areas of business, foreign language, English, history, physical
education, and mathematics all use full-time professors to supervise the teacher candidates. The
evaluation forms for the student teaching experience are being submitted electronically and the
data is gathered electronically to reflect the TWS guidelines.
In summary, our field and clinical experiences for all teacher candidates are extensive, logically
sequenced, theoretically consistent with our Conceptual Framework, and supervised by qualified
professionals. The use of the conceptual framework along with the Teacher Work Sample
ensures the quality and consistency in the design, implementation and evaluation of these
experiences.
Our Assessment Plan with its designated transition points and the use of the Teacher Work
Sample make this element strength of our program. The plan requires mastery of content prior to
each transition point. The use of Teacher Work Sample methodology ensures that evaluation is
consistent theoretically and carried out with instruments that are being used throughout the
country by other Renaissance institutions.
Prior to the initial Practica experiences candidates must meet the OPS requirements for
placement. The demonstration of selected dispositions, GPA requirements, course requirements,
and faculty evaluations are all required for admission into the teacher preparation program. At
the pre-clinical experience stage, candidates must again meet GPA requirements, demonstrate
acceptable performance in field experiences (and partnership), obtain faculty recommendations,
and demonstrate technological proficiency through standardized testing. Specifically, all teacher
candidates must submit copies of qualifying test scores reports that pertain to their area(s) of
initial licensure. This includes Praxis II, VCLA and VRA. At the exit stage, there are again
GPA requirements, course performance requirements, and performance requirements in the
clinical practice. Finally, evaluation continues in the follow-up stage with alumni and employer
surveys.
Thus, demonstration of candidate knowledge, skills, and dispositions is required at multiple
stages throughout the program and uses multiple measures that are both theoretical and practical
as well as often originating from outside sources. In addition, the use of the Teacher Work
Sample is once again a key in ensuring the achievement of this element. The TWS parameters
are being used for candidate performance evaluation forms in all our field and clinical
experiences, whether they use the TWS or not. All this ensures that the measurement of
candidate performance is of high quality and consistent among all field and clinical experiences.
A final strength of the TWS is that it requires candidates to demonstrate an impact on student
learning. Thus, we can be reasonably confident that our candidates not only demonstrate
acceptable knowledge, skills and dispositions of their own, but that they can actually use these
qualities to contribute to student learning.
D.2a. Standard on which the unit is moving to the Target Level


Describe work undertaken to move to the Target Level
Discuss plans for continuing to improve
Field and clinical experiences at Longwood University have changed over the last several years
because of a number of deliberate acts by the unit. These acts include changes in the Office of
Professional Services which were:
A Dean-appointed data driven Task Force recommended to the Dean of the College of Education
and Human Services a reorganization of the Office of Professional Services (OPS) on April 21.
2006. The initial personnel complement of the OPS operations consisted of two administrative
assistants. Since that date the OPS team is performing, involved in, and/or have:
1. hired a third person, Assistant Director, to add to the OPS’ complement as a result of the
Task Force recommendations. The positions in OPS are:
a) Administrative Assistant and Office Specialist III— coordinates and manages the
daily office operations of the office.
b) Assistant Director— coordinates, plans, and directs the internal Teacher Preparation
Program process and relationships.
c) Director— directs, guides, plans, and supervises the operations of OPS and
coordinates the external activities related to the Teacher Preparation Program
processes and relationships. Serves as the University’s certifying initial licensure and
College of Education College Verification form designee.
2. Created an OPS Advisory Council. The Council consists of teacher education initial
license program area coordinators and representatives from four partnering placement
school divisions. The Council meets at least two times per academic year.
3. Developed two online Handbooks to cover policies and procedures for Field Experience
Placements and Clinical Experience Placements that are combined as one hard copy
Handbook.
4.
Developed and implemented the Memorandum of Understanding to have consistent
agreement of expectations of all partnering placement school divisions, in Virginia and
international that accept teacher candidates for field and clinical placements.
5. Established 37 new placement partnerships with school divisions in Virginia. Prior to
July 1, 2007, there were 18 placement partnership school divisions in Virginia.
6. Established 5 new international placement partnerships which increases the
opportunities to six. Prior to July 1, 2007, there were two. Of the two, one is still a
placement option.
7. Visited all the current partnering placement school divisions in Virginia to establish a
placement partnership and to review placement expectations, Memoranda of
Understanding (MOU), and visit schools, when possible.
8. Visits new potential partnering placement school divisions to discuss placement
expectations, MOU and schools.
9. Created and implemented a stipend which includes travel reimbursement for university
supervisors.
10. Created and implemented payment to the school division who then compensates the
cooperating teachers instead of hiring and paying each cooperating teacher individually.
11. Implemented the submission of required school documents, criminal background record,
tuberculosis test results, and proof of automobile insurance, for teacher candidates before
Field Experience Placements and prior to hiring of university supervisors.
12. Established personnel file for university supervisors.
13. Schedules weekly OPS team meetings.
Changes that have also impacted the application process include:
1.
2.
3.
4.
5.
Revised application and process for admission to the Teacher Preparation Program that
is online.
Developed and implemented online faculty recommendation form for admittance to the
Teacher Preparation Program and Student Teaching.
Developed teacher candidates’ online applications for Field (includes Partnership) and
Clinical Experiences Placements.
Revised the orientation sessions for all the Teacher Preparation Programs transition
points that include admission and placements.
Implemented and revised Graduate Studies Application Process for initial license
programs and the Autism Spectrum Disorders (ASD) Certificate Program.
Changes to field and clinical placement that further enabled the unit to move to target level
included the area of collaboration and are indicated by:
1.
Collaborates with the Associate Dean and office personnel regarding license
regulations/policies, program area issues, application processes, Field and Clinical
Experience Placement processes, requirements, etc. regarding all phases of the Teacher
Preparation Process that result in teacher candidates receiving their initial license.
2. Collaborates with the Associate Dean’s office on assessments for the College of
Education and Human Services (CEHS) and accrediting organizations’ standards,
criteria, etc. Majority of the CEHS data is collected by OPS with online
forms/applications.
3.
4.
5.
6.
7.
Coordinates tutorial programs for alternative Practicum II teacher candidates to provide
tutorial sessions for local school division and at the Longwood Center for
Communication, Literacy, and Learning.
Developing a collaborative initiative with five Virginia School Divisions’ Teacher
Cadet Program to inform high school students about Longwood’s Teacher Preparation
Program and for prospective College of Education and Human Services future teacher
candidates.
Collaborates with school administrators, CEHS and the Academic and Career Advising
Center to sponsor Mock Interview sessions for teacher candidates prior to student
teaching.
Collaborates with all initial license program coordinators to share placement
expectations with university supervisors on Seminar Day.
Collaborates with and resides on the Residency Year faculty committee planning a yearlong residency model for clinical placement for the elementary and middle school
licensure programs leading to initial licensure and a master’s degree
Work undertaken to move to target level in clinical and field services also involves the area
of communication. Things undertaken include:
Communicates electronically to all OPS’ constituents: Longwood administrators and
faculty, school divisions’ administrators, OPS’ school division contact personnel,
cooperating teachers, teacher candidates, and prospective teacher candidates.
2. Share updated information and latest trends regarding the Teacher Preparation and
Placement Processes from the Virginia Department of Education, accrediting
organizations, and other external organizations that may impact Longwood’s current
processes, policies and procedures.
1.
Work undertaken to move to the target had to involve evaluation procedures and
processes. The areas of evaluation that have changed include:
Developed and implemented online Teacher Candidate’s Feedback Form of University
Supervisors.
2. Evaluates annually all of OPS’ internal protocols, communication media, and functions
to improve OPS’ quality and operations efficiency.
3. Developing an online external feedback form to be used by school divisions, the
Program Education Committee (PEC) and teacher candidates.
1.
Work undertaken since the last review to move to target in field and clinical experiences
include:
1.
Implemented requirement for teacher candidates to have consistent defined diverse
placements for field and clinical experience—rural, suburban and urban.
2. Created an electronic placement request form.
3. Received grants for the Leading Teachers Program—recognizes cooperating teachers
who host student teachers
4.
Implemented requirement of current license in appropriate endorsement area(s) for all
faculty and university supervisors.
5. Created an online orientation module in collaboration with the Institute for Teaching
through Technology and Innovative Practices for cooperating teachers using MOODLE.
After completing the module and hosting a teacher candidate, cooperating teachers will
receive a certificate that they can use for renewal credit.
6. Developed Leading Teachers’ Program to recognize cooperating teachers for hosting
Longwood teacher candidates.
7. Initiated and implemented procedures to acknowledge contributions by university
supervisors who directly assist teacher candidates in obtaining full time employment.
Tasks undertaken since the last review to move to target for the unit in field and clinical
placement also include information such that OPS:
1.
Developed an Initial Virginia Teaching License Requirements brochure for teacher
candidates and to share at first year orientation sessions with prospective students and
parents. The brochure is also on OPS’ website.
2. Participates in first year orientation and transfer sessions and other prospective student
recruiting events (i.e. College of Education and Human Services Showcases) and
activities to inform of the Teacher Preparation Process.
3. Serves as liaison for Longwood and the College of Education and Human Services for
various external events/activities for the Virginia Department of Education, accrediting
organizations, institutions of higher learning, civic and community organizations, school
divisions’ activities, etc.
Moving field and clinical placement forward included technology which included the
following:
1.
2.
3.
4.
5.
6.
7.
8.
Created and placed, online, all applications and required forms for admittance to the
Teacher Preparation Program and for Field Experience Placements and Clinical
Experience Placements. Launched 90% of the Teacher Preparation Process online.
Created and placed, online, all specific program area requirements, dates, and relevant
information for making decisions on behalf of the teacher candidates.
Creates and distributes the OPS’ quarterly newsletter, OPS Alert, to program area
coordinator and advisors.
Reviewed and revised all of OPS’ processes that resulted in the creation of an OPS’
website and 90% of its daily operation to be paperless.
Created an OPS Facebook page for announcements, teacher candidates’ inquiries, etc.
Initiated and created an online Frequently Asked Questions (FAQ) and “What I Wish I
Had Known Sooner” pages to inform and respond to inquiries and concerns of teacher
candidates and prospective teacher candidates.
Created a general email account for teacher candidates to submit their required
documents.
Initiated, developed, and implemented a customized webpage for university supervisors,
cooperating teachers, student teachers that contain the online Field Experience
Placements Handbook and the Clinical Experience Placements Handbook, assessments,
agendas, handouts, dates of orientation sessions and activities, feedback forms, etc.
Finally moving to the target level involved developing training and orientation. The tasks
necessary for success were that OPS:
1.
2.
3.
4.
5.
6.
7.
Provides on-site training for school administrators and cooperating teachers when
requested.
Develops and schedules three required orientation/training sessions annually for all
faculty and university supervisors.
Develops and schedules orientation/training sessions for university advisors and faculty
of teacher candidates.
Revised the sessions for Seminar Day and Wrap up Day that has increased accuracy in
obtaining and recording teacher candidates’ information and data.
Implemented and schedules more than ten orientation and information sessions for
teacher candidates during the academic year. This includes presentations in education
classes and Longwood Seminar (LSEM) sessions. The objective of these sessions is to
inform the teacher candidates of requirements and steps needed to obtain a
Commonwealth of Virginia initial license.
Implemented an additional student teaching orientation session one year prior to student
teaching for teacher candidates.
Initiated and implemented required separate on-campus orientation meetings for
Practicum I and Practicum II teacher candidates and their respective assigned university
supervisors.
Exhibits
1. Memoranda of understanding, contracts, and/or other documents that demonstrate
partnerships with schools (see exhibit room)
2. Criteria for the selection of school faculty (e.g., cooperating teachers, internship
supervisors) (see exhibit room)
3. Documentation of the preparation of school faculty for their roles (e.g., orientation and other
meetings) (see exhibit room)
4. Descriptions of field experiences and clinical practice requirements in programs for initial
and advanced teacher candidates and other school professionals (see exhibit room and
program reports)
5. Guidelines for student teaching and internships (see exhibit room)
6. Assessments and scoring rubrics/criteria used in field experiences and clinical practice for
initial and advanced teacher candidates and other school professionals (These assessments
may be included in program review documents or the exhibits for Standard 1. Cross
reference as appropriate.) (see exhibit room)
E. Standard 4. The unit designs, implements, and evaluates curriculum and provides
experiences for candidates to acquire and demonstrate the knowledge, skills, and
professional dispositions necessary to help all students learn. Assessments indicate that
candidates can demonstrate and apply proficiencies related to diversity. Experiences
provided for candidates include working with diverse populations, including higher
education and P–12 school faculty, candidates, and students in P–12 schools.
E.1. How does the unit prepare candidates to work effectively with all students?
Initial Programs:
Proficiencies related to diversity are inherent within the conceptual framework and throughout
the initial teacher preparation programs. The initial teacher preparation programs prepare
teacher candidates to meet the needs of all students, including students with exceptionalities, and
those with different ethnic, racial, socioeconomic, gender, language, religious, sexual orientation,
and geographic backgrounds. Teacher candidates exiting the initial programs will:
Be able to create a learning environment that incorporates diversity and develops a
classroom and school climate that values diversity;
Seek to understand students’ families, cultures, and communities, and use this
information as a basis for connecting instruction to learner’s experiences;
Identify and design instruction appropriate to learners’ stages of development learning
styles, strengths and needs;
Be able to develop classroom rules and procedures that respect learners’ differences; and
Model and encourage appreciation for learners’ differences.
These proficiencies, embedded within the coursework and experiences, supply assessment
information that provides evidence of teacher candidate performance.
Advanced Programs:
All candidates must first believe that all students will learn and demonstrate this belief not only
by acquiring content knowledge on different cultures, races, religions, and groups different from
themselves, but must embrace the core values of Longwood University, which include being
citizen leaders with sensitivity and respect for diversity. To that end, candidates are expected to
develop and demonstrate a proficient level of competence in the following:
Develop empowerment strategies to create personalized learning environment for diverse
schools;
Learn and practice principles of supervising and leading others to ensure a working and
learning climate that is safe, secure, and respectful of a diverse school community;
Work collaboratively with staff, families, and community members to secure resources
and to support the success of a diverse population, and
Integration of high quality, content rich, job-embedded professional learning that respects
the contribution of all faculty and staff members in building a diverse professional
learning community.
Initial
The initial teacher preparation programs prepare teacher candidates to meet the needs of all
students through course work, field experiences, and clinical practice. Diversity is interwoven
throughout the program and incorporated into various courses and experiences to ensure that all
candidates gain the knowledge, skills, and dispositions necessary to help all students learn. The
Unit Assessment Matrix outlines the above diversity proficiencies with Longwood University’s
coursework and experiences. The University Diversity matrix is accompanied by the appropriate
instruments used to assess the diversity.
Educational Leadership
EDUCATION 504. Educational Leadership. Must be completed by all candidates. This course
is designed for graduate students who have school administration as a career goal. The focus of
the course is the development of an understanding of the complexity of leadership and the role of
the educational leader in a time of fundamental changes in the fabric of our society - racially,
linguistically and culturally. The new paradigms of leadership stress the leader’s role in
managing change. The course will emphasize those topics that the literature has identified as
critical for school leaders to possess in order to improve the teaching-learning environment in
schools. In addition candidates must take EDUCATION549. School-Community Relations and
Substance Abuse as a required part of their course of study. The students must understand the
importance of community relations, diverse school and community needs and successful
marketing strategies. The students must also exhibit skills that show an understanding of
effective use of community resources and partnership with school, family, business, government,
and higher education institutions. The students must show application of the skills in
EDUCATION 690 the internship.
School Library Media
Exposure to diversity is interwoven throughout the candidate’s matriculation as evidenced in
EDSL503, EDSL520, EDSL530, and EDSL660. Additionally, EDUCATION 506.
Contemporary Social Issues in American Education, is a required course in the Library Media
Initial Licensure Program. This course provides foundation to the scope and nature of education
in American society as reflected in the historical, philosophical, and sociological forces affecting
the development and organization of schooling. Emphasis is given to contemporary cultural
issues impacting teaching and learning in a diverse society and a diverse school.
Literacy and Culture
EDUC 646 Practicum II: Leadership in Literacy is a required course and explores the
evolving role of the reading coach in schools. Candidates will analyze current research,
procedures, and requirements for exemplary reading programs. Theoretical principles and
practices for effective program development and leadership in the field of literacy will be
addressed that include assessment, staff development, community outreach, reading material
selection, and the evolving roles and responsibilities of reading personnel. Additionally,
Education 626 Practicum I: Analysis &Instruction in Literacy is a supervised literacy
practicum requiring students to utilize specific literacy assessments learned in EDUC 526 to
design and implement instruction for a selected child. An emphasis is placed on the instructional
practices and professional decision making used for competency in assisting struggling readers
and writers. Candidates conduct this instruction in their own classrooms or in specified field
settings. Candidates demonstrate that they:
1. Value the importance of keeping current in trends in the administration, organization and
supervision of reading and writing programs. (IRA 1-all)
2. Value the individual learning styles, cultural backgrounds, diverse needs, and interests of
the students when developing, implementing, and assessing a reading program. (IRA 5.1)
3. Appreciate the factors that are involved in effective communication when coaching
teachers to improve their practice. (IRA 5.1)
4. Appreciate the role of the reading specialist/coach as one who is a researcher, teacher,
mentor, resource specialist, and life-long learner. (IRA 1.2, 5.1)
5. Appreciate the importance of effective, honest, professional and open communication
with paraprofessionals, parents, principals, classroom teachers, allied professionals, and
school board. (IRA 5.3)
6. Appreciate the importance of involving parents and caregivers in supporting student
achievement. (IRA 5.1)
School Counseling
The School Counseling programs exposure to diversity is interwoven throughout the candidate’s
matriculation. However, the course EDUC 601 Counseling in a Pluralistic Society is specifically
designed to explore multicultural counseling concepts with emphasis on the beginning
multicultural counselor gaining an understanding of awareness, knowledge, and skills for
culturally diverse populations. Candidates must demonstrate: an understanding of the interplay of
values, expectations, racial/ethnic and political forces in the provision of counseling services; an
understanding of how the discrimination, prejudice, and stereotyping experienced by various
racial/ethnic minority groups have affected their perceptions of counseling services. Candidates
must also exhibit the following: an understanding of the culturally specific issues of family
rearing and lifestyle in identity formation; an understanding of the need for developing culture
specific communications and helping styles for culturally different clients.
School Counseling candidates must also demonstrate the following dispositions: an
understanding of the unique phenomenological perspective of the client and convey an attitude
of acceptance to the client and an understanding of how race, culture, ethnicity, gender, and
sexual orientation influence world views.
E.2b. Continuous Improvement

Briefly summarize the most significant changes related to Standard 4 that have
led to continuous improvement. (If no significant changes related to this
standard have occurred since the previous visit, indicate “None” in this
section.)
CEHS has made a focused effort to improve the diversity of the faculty and candidate pool since
the last institutional review. In 2005-06 from the funding offered by a Dean’s grant a study was
conducted to investigate the teacher candidates’ attitude and knowledge level toward the
adequacy of their teacher training for meeting the needs of a diversified school population and to
make recommendations for any restructuring in our teacher training program. This study lead to
recommendations for course changes and syllabi changes related to preparing students to work
with a diverse student population. In the 2006-07 academic year the PEC decided to assess
diversity over all of the conceptual framework standards and developed assessments that would
measure same (assessment Matrix). The College has held a number of retreats and staff
development activities regarding diversity issues. The activities has ranged from diversity
reports regarding the college in 2006-07, 2007-08, 2009-010 to consultants targeting the faculty
and staff interactions (Dr. Otis Smith, 2009-2010). The College Retreat 2007-08 led to the
formation of a diversity committee in the Department of Education and Special Education to
identify and target issues which will lead to a more diverse college. The committee is still
functioning.
The Sankofa Lecture Series at Longwood University was established by Dr. Deneese Jones,
Dean of the College of Education and Human Services, as a forum to discuss diverse ideas
within the field of education today. From the Akan people of Ghana comes the word Sankofa,
which asks that we embrace our past in order to achieve a rewarding future. The Sankofa
Lecture series has addressed a number of issues over the years not the least of which was the
series on working with diverse students by Jacqueline Jordan Irvine, Professor Emerti of Urban
Education, Emory University and reviewing the resistance movement in the south through the
eyes and experiences of author and educator, John Stokes.
The New College Institute (NCI) Program was established by the University in Martinsville, VA
in the 2007-08 school year. This program was established in order to give a remote and alternate
path to elementary school licensure for candidates in the Southern Virginia region around
Martinsville. The program initially targeted older candidates with work experience, particularly
work as a para-professional in the school divisions in that area. The university has had several
graduating classes from that group. The achievement data for the groups from NCI indicated
that the group achieve at the same rate and level of the unit. However, candidates tended to be
older, community college graduates on an approved transfer program. This program continues to
remain in operation out of the College of Graduate and Professional Studies.
The Emporia Program for elementary licensure was initiated in the fall of 2010. This program is
similar to the program located at NCI but is located on the Eastern most boundary of the regional
superintendents’ service area. Even though this program mirrors the NCI program in structure, it
is located in a region of the state which will afford the university the opportunity to recruit a
more diverse population. The first pool of candidates is expected to start in the fall of 2011.
The Office of Professional Services through the PEC has implemented requirement for teacher
candidates to have consistently defined diverse placements for field and clinical experiences –
rural, suburban and urban. OPS continues to measure the diversity of the placements through
several instruments as indicated in the assessment matrix. The candidates, supervisors and
faculty continue to rate the clinical performance based on criteria in the matrix.
In 2007-08 CEHS implement the Call Me Mister Program. Call Me Mister is a highly acclaimed
program designed to increase the pool of available teachers from a broader, more diverse
background. Program participants are selected from among under-served, socio-economically
disadvantaged and educationally at-risk communities. The Call Me MISTER program is
contributing to the talent pool of excellent teachers by identifying and supporting young men
who are literally "touching the future" by teaching children. This successful model seeks to
reverse the lack of young men who are leaders, role models, and teachers in communities.
Exhibits
1. Proficiencies related to diversity that candidates are expected to develop (see exhibit room)
2. Curriculum components that address diversity proficiencies (This might be a matrix that
shows diversity components in required courses.) (see exhibit room and program reports)
3. Assessment instruments, scoring guides, and data related to diversity (These assessments
may be included in program review documents or the exhibits for Standard 1. Cross
reference as appropriate.) (see exhibit room)
4. Data table on faculty demographics (see example attached to NCATE’s list of exhibits)(see
exhibit room)
5. Policies and practices for recruiting and retaining a diverse faculty (see exhibit room)
6. Data table on student demographics (see example attached to NCATE’s list of exhibits) (see
exhibit room)
7. Policies and practices for recruiting and retaining diverse candidates (see exhibit room)
8. Data table on demographics of P-12 students in schools used for clinical practice (see
example attached to NCATE’s list of exhibits) (see exhibit room)
9. Policies, practices, and/or procedures that facilitate candidate experiences with students
from diverse groups (see exhibit room)
F. Standard 5. Faculty 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.
1. How does the unit ensure that its professional education faculty contributes to the
preparation of effective educators?
The Professional Education Faculty at Longwood University are highly qualified to teach in the
areas of their assignment. The Professional Education Faculty for 2009-10, their qualifications,
and their years of P-12 experience are shown in Table 5-1. The Longwood Faculty Policies and
Procedures Manual specifies that the terminal degree for faculty in all departments except the
performing arts shall be an earned doctorate in the subject taught from an institution accredited
by a recognized regional accrediting body. Of the faculty in the unit, 35 of the 43 full-time
faculty members hold the terminal degree in their field. Of the faculty in the College of
Education and Human Services, 26 of 29 full-time faculty members (90%), hold the terminal
degree in their fields. The remaining three have the master’s degree, licensure, and extensive
experience.
Responsibility for teacher education extends across the University. Faculty in the College of
Arts and Sciences teach courses that are a substantial part of professional education requirements
for elementary, middle, and secondary education, and Guidance and Counseling. Some also
supervise student teachers in the disciplines they teach (noted by an “*” in Table 5-1). Of
the Professional Education Faculty from the College of Arts and Sciences, seven (70%) have the
terminal degree, in the large majority of cases the Ph.D. The remaining three have a master’s
degree and either considerable classroom experience or are working on the Ph.D. The faculty
from the College of Arts and Sciences and the College of Business that supervise student
teaching all have teaching licenses.
Adjunct faculty add both coverage of high demand courses and valuable expertise to
Longwood’s teacher education programs. Adjunct faculty members (Table 5-1) are selected
carefully to ensure that they have the highest quality of educational training and professional
experience. All have had long and successful careers in teaching and/or administration with the
average being 20 plus years experience.
Faculty who supervise field experiences and clinical practice are either regular Longwood
faculty with licensure or are educators who have exceptional expertise in the profession.
Longwood full-time faculty do most supervision of candidates for secondary licensure. For
elementary and other secondary teaching candidates, retired P-12 school administrators or
teachers carry out much of Longwood’s clinical supervision. These individuals are selected and
trained for supervisory roles by the Director of Professional Services and by the faculty member
during the methods or partnership class. Non-faculty supervisors, shown in Table 5-2, were
employed by Longwood in 2009-2010 to supervise student teachers and practicum students.
Cooperating teachers must possess a current license in the assigned subject area/grade level(s)
and have a minimum of three years teaching experience. A master’s degree is preferred, but not
required. Cooperating teachers are chosen based on their expertise as an exemplary educator and
capability to effectively mentor a teacher candidate.
Consistent with the Longwood University Mission and Vision statement, “dynamic teaching and
superior scholarship that directly influence student learning” characterize professional education
faculty. Our conceptual framework requiring professional education faculty to model the
process of critical reflection for teacher candidates also demands such scholarship. Professional
education faculty, therefore, are actively engaged in scholarly work related to teaching, learning,
and their fields of specialization.
As evidenced in the Longwood University conceptual framework, as well as best practices and
administrative governance, service is an integral part of the faculty’s academic efforts. The
annual evaluation of faculty, used for promotion and tenure as well as merit pay increases, is
comprised of three major components, one of which is service. Evidenced criteria include
presentations to not only other education professionals but also groups and organizations external
to education at Longwood University. Faculty are expected to serve on committees within the
College of Education and Human Services and the College of Arts and Sciences, as well as
University-wide committees in diverse areas such as governance and curriculum. The Liberal
Studies Committee and the Professional Educators Council, comprised of Arts and Sciences as
well as Education faculty, are critical to the continuing refinement of professional practices.
Realizing that service is best modeled in pre-service training, many faculty serve as advisors and
sponsors for various student professional groups. Faculty members also serve in various
capacities in professional organizations at the regional, state, national, and international level.
Multiple faculty members are actively involved in integrating both the academic and practical
side of teaching and learning in a collaborative model with colleagues at the state, national and
international level.
Professional education faculty also demonstrate service to professional organizations and the
educational community through numerous activities such as holding office in various
professional associations or presenting workshops for educators at the international, national,
state, and local levels. A comprehensive list of relevant faculty service is detailed in the
individual vitas.
F.2b. Continuous Improvement

Briefly summarize the most significant changes related to Standard 5 that have
led to continuous improvement. (If no significant changes related to this
standard have occurred since the previous visit, indicate “None” in this
section.)
Some of our most significant changes for faculty have occurred in the clinical placement setting.
Because of the extensive field service experiences that we require of all our candidates it is
essential that we maintain a close and cordial working relationship with our school partners.
Without them, the placement of our candidates in worthwhile field service experiences would be
impossible. Because of the many diverse experiences we offer, as well as the broad geographical
area in which we make placements, the nature of our collaboration covers the spectrum from
complete collaboration, on our various committees for program regulations (PEC, OPS advisory,
Superintendents Network, etc.), to more traditional means of collaboration as found in our
practica and other experiences and stipulated by an MOU. One change has been that our entire
full-time faculty in the College of Education and Human Services who instruct initial licensure
candidates have a terminal degree. An additional change since the last review is that all our
faculty both the adjunct and full time who supervise clinical experiences possess a license in the
field that they supervise. The collaborative efforts of the faculty have currently been stretched in
developing a plan for the adoption and implementation of a five year MED program for
elementary and middle school initial licensure preparation. The development of this plan has
involved faculty collaboration with the CEHS, the CCCAS, and the Region 8 Superintendent’s
Group. PHETE has completed the process and is scheduled to begin in the fall 2012. The
secondary programs are also in various stages of planning a Masters of Education.
Faculty continue to be involved in appropriate and continuing scholarship such as the publication
of books, chapters in edited books, and journal articles, as well as presentations at conferences or
workshops and leadership activities relevant to their respective fields. From fall 2007 through
spring 2010, professional education faculty, for example, have a combined total of over 200
publications. In addition, they have made more than 100 presentations to local, state, national or
international organizations. Some of the scholarly activity of faculty involved in professional
education preparation is detailed in Table 5-1.
The unit offers faculty professional development activities related to professional education in
the areas of performance assessment, diversity, technology, emerging practices, and the unit’s
conceptual framework. The unit sponsors professional development activities to engage
practices. Many of these activities take place during faculty meetings and meetings with
stakeholder groups, so that everyone becomes familiar with the foundation and implementation
of our programs. The Institute for Teaching through Technology and Innovative Practices keeps
the faculty at the university and in the region engaged in professional development regarding
modeling innovative practices. The Faculty Retreat in the fall of 2009 was focused on
technology.
All tenured and non-tenured faculty participate in professional development activities both on
and off campus at least once per semester. Faculty are encouraged to attend workshops
sponsored by the Center for Teaching Excellence as well as those sponsored by other off-campus
organizations. Adjunct/part-time faculty are required to attend a university professional
development activity as well as a professional development activity that familiarizes them with
the unit’s programs and policies. They are invited and encouraged to participate in other
activities that are sponsored by the unit.
CEHS and the university have added a number of programs and the resulting faculty since the
last review. The CSDS graduate program was added to the university’s program offerings in
2007-08. The CSDS program leads to licensure as a clinician in speech therapy and has had
several groups graduate. PHETE has just added a masters program to its offerings. The first
candidates in the PHETE program are expected in the fall of 2012. An assistant director was
added to the Office of Professional Studies in 2005-07 and still functions in the office to help
with the clinical planning and placements. The New College Institute in Martinsville was added
in 2007 and staffed with a director. New College continues to produce completers utilizing a
combination of adjuncts and tenure and tenure track faculty. A off campus site was formed in
Emporia, Virginia and staffed by a director in the fall of 2010. The first cohort of the Emporia
site is expected to start in the fall of 2011. Longwood’s College of Education and Human
Services has partnered with Virginia Commonwealth’s Department of Educational Leadership to
offer a Doctorate in Educational practice (EdD) in the Southside Region of Virginia. The first
cohort of the program has been identified and will start classes in the summer of 2011. Faculty
for the EdD partnership have been identified.
Exhibits
1. Data table on faculty qualifications (This table can be compiled in the online template from
data submitted for national program reviews or compiled in Excel, Word, or another format
and uploaded as an exhibit. The information requested for this table is attached to NCATE’s
list of exhibits.) (see exhibit room and AIMS)
2. Licensure information on school faculty (e.g., cooperating teachers, internship
supervisors)(see exhibit room)
3. Samples of faculty scholarly activities
http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume13/chur
ch.cfm . The Educational Relevance of Communication Disorders August 31, 2010
ASHA Leader http://www.asha.org/Publications/leader/2010/100831/EducationalRelevance.htm
(See exhibit room)
4. Summary of service and collaborative activities engaged in by faculty with the professional
community (e.g., grants, evaluations, task force participation, provision of professional
development, offering courses, etc.) (see exhibit room and AIMS)
5. Promotion and tenure policies and procedures (see exhibit room)
6. Samples of forms used in faculty evaluation and summaries of the results (see exhibit room)
7. Opportunities for professional development activities provided by the unit (see exhibit
room)
G. Standard 6. 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.
G.1. How does the unit's governance system and resources contribute to adequately
preparing candidates to meet professional, state, and institutional standards?
The faculty of the College of Education and Human Services (CEHS), the College of Arts and
Sciences, the College of Business and Economics and the Graduate College and Profession
Studies work together through several committees to coordinate all programs to prepare
education professionals to work in P-12 schools. The Professional Educators Council (PEC) was
formed in fall 2002 “to provide the leadership and forum to effectively collaborate, review, and
discuss common issues that cross discipline and departmental lines in relation to the preparation
of professional educators and to advise administrators and all Longwood University programs
that prepare education professionals to work in P-12 schools.” Members of the PEC include
program faculty, department chairs, and school practitioners. As specified in the PEC By-Laws,
the deans of Education and Human Services and Arts and Sciences are ex-officio members. The
Graduate College Dean was added as an ex-officio member in 2010.
Committee members representing the various programs from the colleges discuss relevant issues
and make relevant decisions relating to the unit, recommendations to the full body of their
particular college for further discussion, and recommendations to the relevant deans. Several
University committees also have responsibilities related to initial and advanced teacher
preparation programs. The Office of Professional Services Advisory Team, the Liberal Studies
Committee, the Graduate Committee, and the Dean’s Advisory Council all contribute to the
governance of teacher preparation.
The Office of Professional Services Advisory Team is composed of: the Director of Professional
Services, program representatives, and representatives from P-12 schools; i.e., superintendents,
principals, teachers, and support personnel. This council meets semi-annually to discuss issues
of importance to teacher preparation at Longwood University and to make recommendations
regarding partnerships, policy, and curriculum.
The Liberal Studies Committee consists of faculty from the College of Arts and Sciences and the
College of Education and Human Services (CEHS). This committee makes recommendations
regarding changes in the Liberal Studies curriculum. Similarly, the Secondary Education
Committee includes faculty from the various secondary education majors and provides
coordination and communication across these programs.
The Graduate Committee is a University committee consisting of the Dean of the Graduate
College, the deans of the College of Education and Human Services and the Cook Cole College
of Arts and Sciences, the chairs of all departments having graduate programs, and the
coordinators for all graduate programs. This committee is responsible for policy relating to
graduate programs and for approving curricular changes in graduate programs.
The Dean’s Advisory Council includes College of Education and Human Services department
chairs, associate dean, the Director of Professional Services, the Director of the Longwood
Center for Communication, Literacy and Learning, the Director of the Call Me Mister Program,
and the Director of the Institute for Teaching through Technology and Innovative Practices.
Program units recommending curriculum changes first reach consensus within their own faculty.
Then, the proposal goes to the departmental curriculum committee for approval and then to the
college curriculum committee. The dean must approve the recommended changes before the
proposal is sent to the University Educational Policy Committee (EPC). This committee must
then forward its recommendation to the Faculty Senate for final approval unless the changes
have major implications. For example, the creation or termination of a program requires
forwarding to the Longwood Board of Visitors and ultimately, the State Council of Higher
Education for Virginia.
Educator preparation programs are delivered by faculty in the Department of Education and
Special Education, and the Department of Social Work and Communication Disorders, and the
Department of Health, Recreation and Kinesiology; the faculty of the College of Business and
Economics; and by faculty in the College of Arts and Sciences departments of English, Modern
Languages, Mathematics and Computer Science, Natural Sciences, Sociology, History and
Political Science. Each program is assured of curriculum integrity through alignment with both
national professional standards and the Virginia Board of Education Standards. A program
coordinator chairs each program and collaborates with program faculty to plan course
scheduling, curriculum revision, curriculum sequencing, program advising, and to deal with
issues concerning students, curriculum, and administrative matters. Course delivery formats
vary and may include traditional day class meetings, evening or weekend classes, short courses,
and hybrid on-line and face-to-face meetings. Faculty have collaborated in the planning of
course sequence and assessment parameters and check points to assure that instruction and
learning are occurring in an efficient and coherent manner.
Admission to teacher preparation, admission to student teaching, and coordination of field
experiences is administered through the Office of Professional Services. The Office of
Professional Services also has responsibility for tracking and reporting Praxis I and Praxis II
performance and for processing and approving recommendations for licensure. All applications
for admission to teacher preparation are logged and reviewed by the Office of Professional
Services and by the programs. The Office of Professional Services coordinates public school
placements and works directly with the assigned University field supervisors. This office is also
responsible for the field evaluations.
Recruiting for undergraduates occurs in collaboration with the University Admissions Office.
Recruiting events are held throughout the year on campus in which program faculty and students
participate. In addition, the graduate studies office provides information and brochures to
prospective candidates. Annually high school juniors and seniors are invited to symposium,
consisting of program speakers, campus tours and class visits.
The Longwood Public Relations Office maintains the University calendar, official publications,
web sites and advertising. Faculty and administrators work with this office to assure the
accuracy and completeness of the information. University publications are reviewed regularly to
make changes and modifications. Academic policies are described in the Longwood Faculty
Policies and Procedures Manual. This published document is updated annually, and the web
version is updated regularly as policies and procedures are modified.
Liberal Studies majors are assigned an advisor in one of the arts and sciences departments or in
the Department of Education and Special Education by the Liberal Studies Coordinator.
Furthermore, students can electronically access their records at any time through the degree
audit, showing their completed courses, remaining courses to be taken, and current GPA and
grades. The department chairs, program coordinators and all teacher preparation faculty make
themselves available for candidates.
Longwood provides free counseling, academic support, and career guidance for candidates who
may refer themselves to these services or may be referred by a faculty member. The Learning
Center offers an opportunity for scholars across the Longwood campus to supplement their
learning and integrate it into their in- and out- of-classroom experiences. The Center provides a
range of services to meet diverse learning processes and an environment of sensitive and
responsive support. In addition, the Center provides a forum through which faculty may delve
into and share ideas about alternate instructional methods. Through all of its activities the Center
encourages all individuals to explore the learning process provides appropriate academic
assistance that includes content area tutoring, writing lab workshops, reference materials, study
materials and techniques workshops, alternative textbooks, personal exploration materials and
computer tutorials. Student Life Offices and services include a number of services regarding
candidate life at Longwood. Disability Services collaborates with faculty to provide an
accessible community where students with disabilities have an equal opportunity to participate
fully in all aspects of the educational environment. The Academic and Career Advising Center
assists candidates in obtaining information regarding career options and identification and
evaluation of their skills and interests.
Both formal and informal collaboration occur with P-12 practitioners in program design,
delivery, and evaluation of the unit and its programs. The Dean of the College of Education and
Human Services convenes the Superintendent’s Network four times each year. At these
meetings, superintendents provide feedback on program design and delivery, as well as
information about their needs and ideas. Recent agenda items have included the Partnership
Experience, Leadership Development, possible EdD programs, partnership and pairing with NCI
and Community Colleges in the area to provide programs for licensure, 5 year vs. 4 year teacher
preparation programs and NCATE standards. The dean also attends the monthly meetings of the
Region VIII superintendents. This forum provides an opportunity to gain information about
school division, state and national issues and educational concerns. The regional community
college President also attends this meeting, creating a link across all levels of education in
Southside Virginia.
Longwood has also provided professional development and leadership activities for school
divisions including mentoring workshops, teaching strategies, educational leadership, and early
childhood programs. A representative of the College of Education and Human Services (CEHS)
attends the regional professional development meetings to obtain information about school
division needs and to coordinate with school division personnel in the development and offering
of professional development activities. CEHS also has a representative at the regional school
division Technology Supervisors meetings. One of the outcomes of this communication has
resulted in discussions with faculty regarding identified technology training needs of entering
teachers.
The College of Education and Human Services, particularly the dean and the education faculty,
is recognized as the leader in the institution regarding preparation of professional educators and
school personnel. The formation of the Professional Educators Council (PEC) was designed, in
part, to provide a forum for the College of Arts and Sciences to have a closer identity and
communication with teacher preparation. Longwood’s membership in the Renaissance
Consortium demands that teacher preparation be an all-campus responsibility.
Longwood University is centralized for operational and capital funds for both the administration
and the reporting purposes concerning financial matters. The total State-appropriated budget for
that portion of the Department of Education and Special Education, and the Department of Social
Work and Communication Disorders dedicated to the support of teacher preparation is provided
in the PEDS reports. These budgeted amounts are percentages of the total resources allocated
the department with both salaries and operating costs combined. Allocation for education
programming follows no specific formula, but does address the technology-intensive nature of
education preparation, the labor-intensive characteristic of practicum/experiential-based
programming, and the unique materials and clerical support demanded. Budgeted amounts are
used in the support of all teacher preparation as funding for direct education content instruction,
curriculum maintenance and design, faculty support, clinical/practicum applications and
associated liaison work with P-12 schools. Portions of the budget utilized for program
development and associated initiatives, assessment, technology applications, and new program
outreach efforts are supplemented from a wide variety of sources. The University and thus the
educator preparation programs have undergone significant cuts to the budgets for the last several
years. Despite the cuts the preparation program continues to thrive because of the tremendous
competence of the administration and faculty.
G.2b Continuous Improvement

Briefly summarize the most significant changes related to Standard 6 that have
led to continuous improvement. (If no significant changes related to this
standard have occurred since the previous visit, indicate "None" in this
section.)
Even though budgets have been cut and funding is very tight, Longwood University and the
College of Education have been able to make cuts where necessary and keep providing an
exemplary service to the education community and preparing future educators. LU has
managed to expand its resources by capturing grants. In the last three years the college has been
awarded over $3,936,321 (see:
http://www.longwood.edu/assets/cehs/banner_grants_by_year_past_3_years.pdf) for the support of
education programs and associated initiatives.
The Institute for Teaching through Technology and Innovative Practices (ITTIP) is an outreach
of Longwood University and the College of Education and Human Services. The Institute was
founded in 1999 but started to blossom during the tenure of its director, Dr. Manoroma Talaiver.
During her five year service to the institute Dr. Talaiver has written and been awarded a total of
$5,332,773.20 in grants (see:
http://www.longwood.edu/assets/cehs/grants_received_by_Dr._Manorama_Talaiver.doc ). The
ITTIP researches and develops effective technology-integrated instructional strategies and
models that are proven to be successful. Current research on instructional strategies promoted by
ITTIP includes the use of asynchronous learning, videoconferencing, digital video, interactive
game design, and 21st century skills. Headquartered in South Boston, the Institute serves
primarily 25 public school divisions extending from Patrick County eastward to the city of
Franklin and as far north as Buckingham County and Colonial Heights. It works closely with,
and is the fiscal and administrative agent for, the Southside Virginia Regional Technology
Consortium (SVRTC). ITTIP serves the school divisions in the Dean’s Superintendents’
Network and also serves LU and CEHS faculty with integrating innovative instructional
strategies (see http://www.ittip.us/ ).
Since the last review, the New College Institute of Virginia (NCI) was founded in Martinsville,
VA. NCI is a state-funded educational entity that provides access to bachelor's degree
completion programs, master's degrees, teacher endorsement programs, teacher recertification
courses, and more through partnerships with colleges and universities. Longwood currently
offers the Bachelor’s Degree in Liberal Studies Elementary Education at NCI through the
College of Graduate and Professional studies (started in 2007). A full-time director from
Longwood provides guidance and support for students interested in this degree. The Liberal
Studies program at NCI has had several graduates in the last two years and has a current
enrollment of 14.
In 2011 Longwood University hired a director and extended off campus offerings in Liberal
Studies Elementary Education to a site in Emporia, VA (see:
http://www.longwood.edu/assets/graduatestudies/SVCC-Brochure_Flyer.pdf ). Classes for the
site will begin in the fall of 2011. Opening an off campus site in Emporia allows the university
to serve the eastern region of Southside Virginia.
In 2006-07 CEHS restructured the Department of Education, Special Education and Social Work
two form two separate departments: the Department of Education and Special Education and the
Department of Social Work and Communication Sciences and Disorders. This restructuring
allowed the departments faculties to more closely associate with their specialties and to more
appropriately administrator and monitor their programs. Along with this change in governance
came the addition of a graduate program in Communication Sciences and Disorders. This
program develops licensed speech therapists for educational and clinical settings (see:
http://www.longwood.edu/socialworkcsds/9283.htm ).
In 2007 at the direction of the Dean of CEHS, the Office of Professional Services hired an
assistant director to help manage the day to day processes. OPS coordinates field and clinical
experiences for undergraduate and graduate teacher candidates who are pursuing an
initial teaching license. Under the direction of OPS the unit now has 50+ school division
partnerships for clinical placement and other educational pursuits (see:
http://www.longwood.edu/professionalservices/index.html ).
In 2006 at the direction of the Dean a data and website manager was hired. The data manager
has allowed for the expansion of electronics and telecommunications in collecting and
processing data. “CAN TEACH” a share ware site was also established to help with the
dissemination of data while answering any FERPA requirements. Since 2006 the data manager
has worked with the unit, CEHS, the departments and programs areas to collect and analyze data.
In 2007 the Longwood Center for Communication, Literacy and Learning (LCCLL) was created
and placed into service. The mission of the faculty, staff, and students at the LCCLL is to
provide professional services to children, adults and families in Southside Virginia. These
services include speech-language screenings and evaluations; treatment for speech and language
disorders; tutoring services in English, math, science and social studies; treatment of swallowing
disorders; etc. Services are provided by graduate and undergraduate candidates in
Communication and Sciences and Disorders and Education, under the supervision of Longwood
University faculty (see: http://www.longwood.edu/lccll/index.html ).
The Call Me Mister program has been established at Longwood University (see:
http://www.longwood.edu/callmemister/index.html ). Established utilizing the $140,000 Jesse
Ball DuPont Grant, the Call Me MISTER program is a program designed to increase the pool of
available teachers from a broader, more diverse background. Program participants are selected
from among under-served, socio-economically disadvantaged and educationally at-risk
communities. The Call Me MISTER program is contributing to the talent pool of excellent
teachers by identifying and supporting young men who are literally "touching the future" by
teaching children. This successful model seeks to reverse the lack of young men who are leaders,
role models, and teachers in communities. There are currently 22 members of the MISTER
cohort.
Exhibits
1. Policies on governance and operations of the unit
Faculty Policies and Procedures Manual:
http://www.longwood.edu/assets/academicaffairs/FPPM2010_2011.pdf .
Longwood University Administrative Policies and Procedures Manual: http://www.longwood.edu/vpaf/ .
Longwood Faculty Curriculum handbook: http://www.longwood.edu/academicaffairs/handbook.htm .
Longwood University Student Handbook: http://www.longwood.edu/assets/judicial/Handbook.pdf
2. Organizational chart or description of the unit governance structure
University organizational chart:
http://www.longwood.edu/assets/president/2010_ORG_Chart_small.pdf
3. Unit policies on student services such as counseling and advising.
The unit advising link is: http://www.longwood.edu/career/ .
The answer book link is: http://www.myvirtualpaper.com/doc/longwooduniversity/11luanswerbook/2011030201/ .
The first year experience link is: http://www.longwood.edu/newstudent/ .
The transfer student’s link is: http://www.longwood.edu/newstudent/22205.htm .
The learning center link is: http://www.longwood.edu/learning/index.html .
The student success link is: http://www.longwood.edu/studentsuccess.htm .
The disability resources link is: http://www.longwood.edu/disability/
4. Recruiting and admission policies for candidates
The link for admissions is: http://www.longwood.edu/admissions.htm .
Procedures and deadlines: http://www.whylongwood.com/11634.htm.
Graduate studies: http://www.longwood.edu/graduatestudies/
5. Academic calendars, catalogs, unit publications, grading policies, and unit advertising
6. Unit budget, with provisions for assessment, technology, and professional development (see
exhibit room)
7. Budgets of comparable units with clinical components on campus or similar units at other
campuses (see exhibit room)
8. Faculty workload policies (see exhibit room)
9. Summary of faculty workloads (see exhibit room)
10. List of facilities, including computer labs and curriculum resource centers (see exhibit
room)
11. Description of library resources : http://www.longwood.edu/library/
12. Description of resources for distance learning, if applicable: Distance learning:
http://www.longwood.edu/its/distance_ed.htm Instructional technology:
http://www.longwood.edu/its/