German Minor (K-9)
Program Report
For
German Minor (K-9)
Spring, 2009
Prepared by:
Michael Sawyer, Ph.D.
Chair, Modern Languages
(660) 543-4780
msawyer@ucmo.edu
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German Minor (K-9)
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TABLE OF CONTENTS
DESCRIPTION OF PROGRAM .................................................................................................3
CHARACTERISTICS OF PROGRAM CANDIDATES...........................................................5
CERTIFICATION PROGRAM REQUIREMENTS .................................................................5
COURSE LIST ...............................................................................................................................7
MATRICES ....................................................................................................................................7
DIVERSE CLASSROOM .............................................................................................................9
DESCRIPTION OF PROGRAM ASSESSMENT SYSTEM ..................................................10
TECHNOLOGY ..........................................................................................................................12
FACULTY ....................................................................................................................................12
PROGRAM RESOURCES .........................................................................................................14
APPENDICES:
APPENDIX A -
SYLLABI ..................................................................................................16
German Minor (K-9)
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DESCRIPTION OF PROGRAM: GERMAN MINOR
1. Locations of certification program:
a. Content: German coursework, UCM Department of Modern Languages
b. Pedagogy: Professional knowledge coursework, UCM College of Education; UCM
Department of Modern Languages (Methods of Teaching Foreign Languages)
2. Type of degree earned by completers: None. The BSE in German was placed in abeyance in
2001. However, the courses required for K-9 certification are still offered for elementary and
middle school majors wishing to select German as a minor area of concentration, and for
postbaccalaureate students seeking this area of certification.
3. Type of program: K-9 Certification
4. Requirements for degree: Not applicable. Must meet requirements for the major (e.g.,
admission to teacher education including GPA of 2.5 or greater and passing all sections of
the College-BASE for Teachers exam. Alternative certification students must meet the
requirements for participation in that program.
The German minor includes 21 semester hours (listed below). Completion of the minor
requirements will allow candidates to teach essential elements of German at elementary and
middle school levels.
MINOR REQUIREMENTS . 21
GER 2301 Intermediate German . . . . . . . . . . . . . . . . 3
GER 2302 German Composition & Grammar . . . . . . 3
GER 3301 Advanced German Readings . . . . . . . . . . . 3
GER 3323 Contemporary German Society. . . . . . . . . . 3
GER 3362 German Civilization . . . . . . . . . . . . . . . . . 3
GER 4301 German Cinema. . . . . . . . . . . . . . . . . . . . 3
Choose one of the following. . . . . . . . . . . . . . . . . . . . . . . . . . 3
GER 4390 Special Topics in German . . . . . . . . . . 3
HIST 4431 Mod. Germany & Nazi Experience . . . . 3
HIST 4416 Europe In Crisis:1900-1945 . . . . . . . . 3
5. Number of hours/semesters/years to complete: 21 hours for Minor Requirement, 2
semesters to complete, if there is no study abroad component.
6. Size of certification program: There have been no undergraduate completers in the past
seven years. There is currently one alternative certification student pursuing middle school
German certification.
7. Certification Program history:
As was mentioned earlier in this report, due to low enrollment numbers, the BSE Major in
German was placed in abeyance, along with the BS and BA in German.
German Minor (K-9)
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8. Authority to offer the program and any collaboration used to develop and deliver the
program:
The German minor program has been approved by the University through the curriculum
process, and is authorized by the Missouri Department of Elementary and Secondary
Education and by the Missouri Department of Higher Education’s Coordinating Board.
Although we make every reasonable effort to meet the recommendations of our specialized
professional association, the American Council on the Teaching of Foreign Languages
(ACTFL), that organization is not an accrediting body in this state. The Missouri
Department of Higher Education is currently working on a Curriculum Alignment Initiative
that will identify exit outcomes for lower-division FL courses; these outcomes are being
written as a hybrid of ACTFL and Common European Framework (CEF) guidelines. Once
these have been finalized, we will incorporate them into all lower-division content course
syllabi.
9. Membership, authority and responsibilities of whatever advisory body has
responsibility for program:
TEACHER/PROFESSIONAL EDUCATION GOVERNANCE AND PROCEDURES
Definition of Terms
The Unit Head is the individual officially designated to provide leadership for the unit, with
the authority and responsibility for its overall administration and operation. At the University
of Central Missouri, that individual is the Dean of the College of Education.
The Professional Education Faculty (PEF) shall be the representative body of the Teacher
Education Program (TEP) for the entire University. The role of the PEF shall be to review,
support and implement the conceptual framework of the Teacher Education Program at the
University of Central Missouri.
Membership in PEF shall include all full-time Central faculty who (a) teach one or more
classes in the teacher education program, (b) supervise field experiences or student teaching,
(c) advise teacher education students, or (d) serve as chairs in departments that include PEF
members. At the request of the Dean, department chairs identify members of the PEF in the
fall of each year, using the qualifications above. Membership in the PEF is required for all
persons who serve on the Teacher Education Council.
The Teacher Education Council (TEC) is the Executive Board of the PEF and serves in an
advisory capacity to review and recommend on policy, programs, curricular, and
programmatic assessment matters related to the Teacher Education Program. The TEC serves
the PEF and is representative of the PEF. The TEC reports to the Dean of the College of
Education in his/her capacity as the University's official Unit Head.
German Minor (K-9)
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CHARACTERISTICS OF PROGRAM CANDIDATES
Number of candidates admitted and completed since 2002/2003: None
CERTIFICATION PROGRAM REQUIREMENTS
1. Description of admission process/requirements:
The University of Central Missouri’s Unit-level assessment system for undergraduate teacher
education candidates includes a variety of measures and markers required at six critical
transition points in the program. Those points are:






Admission to the University
Admission to the Teacher Education Program (TEP)
Admission to the Professional Education Semester and Student Teaching
The Professional Education Semester and Student Teaching
Completion of the Teacher Education Program
Recommendation for Certification
A Follow-up Survey is also conducted of first- and second-year graduates and their
administrators, asking both to rate the novice teacher's performance and the degree to which
the UCM program prepared them for their role in Missouri public schools.
The standards-based assessment system was developed around Missouri Department of
Elementary and Secondary Education’s MoSTEP standards for initial certification, which are
based on INTASC standards plus an 11th standard addressing use of technology in instruction.
Assessments and scoring rubrics were designed by members of the UCM Professional
Education Faculty as well as community and public school representatives. NCATE
accreditation requirements, as well as those pertaining to discipline-specific SPAs also were
considered in development of the assessment system. All assessments use a similar Likerttype scale (Does Not Meet, Progressing, Meets, Exceeds) with standards-based scoring
rubrics. In addition, the theme of the UCM Conceptual Framework—the Reflective
Practitioner—is reflected in items across several of the measures. Data generated by the Unit
assessments are reviewed annually by program faculty, program advisory committees, the
College of Education Assessment Committee, and the Teacher Education Council. Results
are used for decision-making and program improvement, as well as to inform candidates of
their progress.
Admission to the University
Freshman applying for admission to UCM must have completed the 16-unit Missouri
college-preparatory curriculum. In addition, a student must have either (a) a score of 21 or
German Minor (K-9)
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higher on the ACT and 2.0 GPA, or 990 on the SAT I and 2.0 GPA, or (b) a combined
percentile index > 100 (class rank percentile + ACT/SAT I composite test score percentile).
Students who do not meet these criteria will be considered on an individual basis and may be
admitted on conditional status. Although incoming freshmen may declare their major in an
area of teacher education, are not considered teacher education candidates until they have
been admitted into the TEP.
Admission to the Teacher Education Program (TEP)
For most students, Admission to the TEP takes place after they have completed
approximately two years of their program. Candidates must (1) complete an application, (2)
show evidence of completion of a minimum of 48 semester hours of college credit with a
minimum cumulative GPA of 2.5 on a 4-point scale, (3) complete specific introductory
education courses with a grade of C or higher, (4) obtain a recommendation* from the
department representing their major area of study, (5) pass all sections of the College Basic
Academic Subjects Examination for Teachers (CBASE), and (6) pass a criminal history
background check.
Admission to the Professional Education Semester and Student Teaching
The second Transition Point is Admission to the Professional Education Semester and
Student Teaching. At this point candidates must (1) be admitted to the TEP; (2) apply by
December 1 for Fall student teaching, or May 1 for Spring; (3) have completed a minimum
of 90 semester hours, including all prerequisite courses; (4) have a minimum 2.5 GPA on all
work attempted, all courses taken at UCM, and all courses in the field of certification; (5)
receive a satisfactory appraisal, including a Disposition Assessment, from each department or
area in which student teaching is requested; (6) show evidence of computer proficiency; (7)
obtain a doctor’s certificate or evidence of good heath (if required by district); and (8) have
earned a minimum of six semester hours of credit at UCM prior to student teaching. (9)
Candidates also must take the state-required Praxis Exam prior to student teaching. There
may be additional program-specific requirements in some content areas (e.g., portfolio,
advising session).
2. Description of required courses:
21 hours of coursework in German and European History. See Course List Section for details
of all courses.
3. Syllabi for all courses:
Syllabi for all German courses, as well as Methods of Teaching Foreign Languages, may be
found in the Electronic Document Center.
German Minor (K-9)
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4. Relationship of the courses to the appropriate MoSTEP and SPA standards:
Crosswalk may be found in the Electronic Document Center.
5. Describe options for completing certification program
K-9 Minor Programs are available in French, German and Spanish for Elementary Education
Majors. Alternative certification data is not included in this report. Please note also that the
German BSE Major has been in abeyance since 2001. The Modern Languages Department
has no data on any German BSE completers prior to 2001.
6. Describe the advisement process:
In Modern Languages, all full-time tenure-track faculty advise the majors. Majors and
minors are divided and assigned alphabetically by last name, and each tenure-track faculty
advises approximately 75 students. For the Professional Education Block, advising in done in
the College of Education.
COURSE LIST
1. All courses with catalog description are included in the 2008 Undergraduate Catalog,
beginning on page 79. Courses are available on an as-needed basis.
MATRICES
1. Describe and document how certification program is meeting
a. General Education – Standard 1.1.1 and 1.2.1
b. Professional Competencies – Standard 1.2 or 1.3
The unit ensures that candidates possess the knowledge, skills, and competencies defined
as appropriate to their area(s) of professional responsibility.
1.1
General Studies for the Preparation of Education Professionals (Initial)
Candidates have completed general studies courses and experiences in the
liberal arts and sciences.
1.1.1 The general studies include the arts, communications, history, literature,
mathematics, philosophy, sciences, and the social sciences.
1.1.2 The general studies incorporate multi-cultural and global perspectives.
The General Education Standards at UCM include a minimum of 42 credit hours in four
Academic Divisions: Intellectual Skills, Core Skills, Personal Interaction, and Integrative
Studies. The goals of the General Studies component at UCM are to provide the student with
the opportunity to enhance the skills of the intellect; expand their knowledge, understanding,
and appreciation of the arts, natural sciences, literature and the humanities; and contribute to
the improvement of human interactions. The General Studies Program at UCM is assessed by
German Minor (K-9)
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means of the College Basic Academics Studies Exam (CBASE). Those candidates pursuing a
teaching degree must pass a specially-designed assessment that is used for all teacher
education programs in Missouri. That exam chiefly differs for the CBASE taken by other
programs on campus in that the CBASE for Teachers contains a constructed response
(written) component. The reader is directed to pages 34-43 in the UMC 2008 Undergraduate
Catalog for a full description of the General Studies Program.
c. Subject Specific Competencies:
The beginning (preservice) foreign language teacher will demonstrate a knowledge of
and/or competency in the following areas of study: Beginning Teacher DisciplineSpecific Competencies: Foreign Language Education
1. Linguistic Elements
· Pronunciation and intonation
(phonology);
· Grammar (morphology and syntax);
(CA 1; ACTFL 4.1)
· Forms of discourse;
(CA 2, 4, 5, 6, 7; ACTFL 1.2, 1.3, 3.2,
4.1)
· Vocabulary to satisfy a variety of
everyday situations; and
(CA 1, 7; FA 3; ACTFL 3.2)
· Socially appropriate forms of
communication (sociolinguistics).
(CA 1, 7; ACTFL 3.2)
2. Proficiency
Listening*
1. Grasps main ideas and some details
from paragraph-length utterances
involving personal interests, activities,
background, and needs, in order to make
appropriate responses, in the past, present,
and future;
(ACTFL 1.1)
Speaking*
Initiates, sustains, and brings to closure
conversation (e.g. statements and
questions) in a variety of contexts and on
a variety of topics (e.g. personal needs,
social conversations, and everyday tasks)
with some control over past and future;
(CA 6; ACTFL 1.1, 1.3)
German Minor (K-9)
Reading
Demonstrates ability to comprehend the
main ideas and some details of a variety
of authentic materials (e.g. news items,
social notices, and literary texts); and
(CA 2, 3; SS 7; ACTFL 1.2, 3.2)
Writing
Demonstrates formal and informal writing
skills with considerable control over
present, past, and future, while exhibiting
sufficient accuracy and clarity to be
understood by educated readers of the
language.
(CA 1, 4; ACTFL 1.3)
3. Culture
1. The target cultures in their geographical
and historical contexts including the
perspectives (attitudes, values, and ideas),
practices (patterns of social interaction),
and products (institutions and artistic
endeavors).
(CA 5, 7; FA 1-5; SS 1-7; ACTFL 2.1-2,
3.1-2, 4.2)
d. Certification requirements: See German K-9 Certification Crosswalk in the Electronic
Document Center.
DIVERSE CLASSROOM
As part of the greater UCM community, the teacher education program recognizes the
importance of the institution’s commitment to diversity reflected in UCM’s Core Values. The
motto of the unit’s conceptual framework: “Committed to the premise that all can learn” applies
that general concept to instructional context. The conceptual framework further defines the
diversity-related competencies of our candidates, as introduced in the core teacher education
curriculum, mastered during student teaching, and evaluated by the unit assessment system for
initial candidates. Each program has identified specific ways in which knowledge and skills to
help all students learn will be incorporated into coursework and field experiences.
Furthermore, all content courses taken in the German minor program contain significant crosscultural/diversity material. See Course Syllabi in the Electronic Document Center.
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German Minor (K-9)
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DESCRIPTION OF PROGRAM ASSESSMENT SYSTEM
University of Central Missouri
Unit-level Assessments for Undergraduate and Initial Certification Programs*
Benchmark/Gate Assessment
Notes
Admission to the
University




Admission to the
Teacher
Education
Program (TEP)






Admission to the
Professional Ed
Semester and
Student Teaching








The Professional
Ed Semester and
Student Teaching



Complete Missouri 16-unit
college preparatory program
Score >21 on the ACT, with a
2.0 GPA or
Score 990 on the SAT I, with a
2.0 GPA or
Have a combined percentile
index > 100 (class rank
percentile + ACT/SAT I
composite test score percentile).
Complete application
Complete 48 hours of college
credit, GPA > 2.5
Complete specific core and intro
courses, grade > C
Obtain department
recommendation
Pass CBASE for Teachers
Pass Criminal History
Background Check
Be admitted to the TEP
Apply 1 year in advance
Complete 90 hours, including
all prerequisites for student
teaching
Have > 2.5 GPA on all work
attempted, all courses taken at
UCM, and all courses in the
field of certification
Obtain department
recommendation, including a
formative Disposition
Assessment
Show evidence of computer
proficiency
Provide evidence of good health
Have earned a minimum of 6
hours at UCM
Take Praxis II exam
Formative Student Teaching
Evaluation
Summative Student Teaching
Criteria and process vary by program
Must pass all sections.
Dec 1 for Fall, May 1 for Spring
If required by district
3x during semester, USUP
End of each placement, USUP,
German Minor (K-9)


Completing the
TEP




Recommendation
for Certification






Follow-up

Evaluation
Dispositions Assessment
Differentiated Unit Plan and
Impact on P-12 Learning
Assessment
Grade of C or higher required
Successfully complete student
teaching
Complete all required
coursework for their degree
with > 2.5 GPA
Meet all departmental
requirements to receive their
Bachelor’s Degree
Completion of the bachelor’s
degree and all other university
and DESE criteria
Overall GPA > 2.5
GPA > 2.5 in the certification
subject area(s) and in all
professional education courses
No grade lower than a C in
professional education courses
Passing score on the applicable
Praxis II exam
Departmental recommendation
which may include completion
of a portfolio, exit exam or other
content-specific assessment.
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DSUP and student
USUP
Piloted as two forms in 2005-06,
combined in Fall 2006, being
expanded to TWS (pilot F09)
TEAC Survey
NOTE: All assessments incorporate elements of the conceptual framework (e.g., reflective
practitioner, diversity).
*As revised and approved by PEF 04/25/2005 and Fall, 2006
Candidates completing the German minor must fulfill the requirements of their major (i.e.,
elementary or middle school education). The unit assessments are completed in conjunction with
the major coursework, including student teaching. Alternative certification students must fulfill
the requirements of their certification agreement, filed with UCM Clinical Services and
Certification. Their assessment data is maintained by that office and included in the Alternative
Certification program report.
German Minor (K-9)
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TECHNOLOGY
1. Describe how/where candidates are taught to integrate technology into their classrooms and
teaching
As part of the undergraduate General Education program, Divison II Core, Area A-Part IITechnology requirement, all students must choose one of the following courses:
BTE 1210 Essentials of Managing Information
LIS 1600 University Library and Research Skills
MMGT 1012 Global Production Technology
CTE 2000 Technology and Society
2. Describe how university content and education faculty use technology
University content and education faculty use technology in a variety of ways. Many faculty
maintain a blackboard site for all classes where they post homework assignments, provide
grades to students, and maintain easy access for students who have a question. All
classrooms are equipped with a computer, projection system and ELMO which is technology
that is used most class periods. Modern Languages faculty also use our digital language
laboratory for any number of activities—conducting and recording oral exams, guiding
students in the use of Quia (electronic workbooks used by all Modern Languages students),
assigning Auralog TellMeMore software activities, and administering the Minnesota
Language Proficiency Assessment.
3. Describe how candidates are required to use technology
Candidate use of technology is assessed in student teaching, Summative Student Teaching
form item #11, Technology (1.2.11): Understands theories and applications of technology in
educational settings and has adequate technological skills to create meaningful learning
opportunities for all students.
FACULTY
Minutes from meetings of the Professional Education Faculty committee may be found in the
College of Education report. In the Modern Languages Department, there is no
differentiation between Content Faculty and Professional Education Faculty; assignment to
teaching the Methods of Teaching Foreign Languages course rotates among the content
faculty. All scholarly activity and individual professional development activities are
summarized in the CV chart in the Electronic Document Center. Complete faculty vitae are
available as well. The German courses are taught by a highly-qualified, fulltime adjunct
instructor, Dr. Joshua Davis.
German Minor (K-9)
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Student teaching supervision responsibilities. Due to a lack of personnel (only 3.5 tenuretrack faculty currently teach in the Modern Languages Department), we do not supervise our
BSE students. They are currently supervised by a faculty member in the English Department
with sufficient comprehension of the language to complete the observation forms.
Advising responsibilities (include number). This is summarized in the Description of
Program section above. Between majors and minors, each tenure-track faculty member
advises approximately 75 students.
Process by which program evaluates teaching. To comply with Missouri statute, each faculty
member at UCM is evaluated by students every semester for each course taught using a set of
standard questions that is administered via an online survey. The results are published on the
university web site. This evaluation information is NOT used in determination of retention,
promotion or tenure of faculty members.
Faculty members are also evaluated annually by their department chairs, using multiple
means to evaluate instruction, for example, student evaluations and peer review. The
evaluations are reviewed with the faculty member and forwarded to the college dean. Faculty
members who teach are evaluated annually by their students under the supervision of the
department chair.
The department or college to which the faculty member belongs selects the forms used.
Students evaluate first- and second-year faculty members who teach each semester.
Department chairs review these evaluations with these faculty members in an effort to
enhance their professional strengths and effectiveness. During the first five years of service,
all faculty will have a yearly, written evaluation and consultation with the department chair.
The evaluation form will include a performance statement for the year. Categories will be (1)
excellent, (2) satisfactory, and (3) unsatisfactory. If "satisfactory" or unsatisfactory", written
recommendations for the area(s) of improvement will be noted and kept in the faculty
member's permanent file. A written rebuttal from the faculty member may also be kept in the
file. These may be used for reference when an application for tenure is considered.
Below is the course evaluation form that is completed by students; these evaluations are
completed electronically, and only students enrolled in a given course have access to the
online questionnaire.
MODERN LANGUAGES COURSE EVALUATION
1. Comment on the course organization. (Presentation of material during class meetings,
course organization as a whole, course content, and textbook).
German Minor (K-9)
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2. Comment on the appropriateness of course assessments. (Examinations, quizzes,
homework).
3. What changes, if any, would you recommend that the teacher make in this course?
4. Comment on your performance in this course.
Involvement in Beginning Teacher Assistance Program
Through the College of Education and its centers, UCM's faculty and staff provide a variety of
supports for first- and second-year teachers. The Missouri Center for Career Education oversees
two teacher induction programs for the Missouri Department of Elementary and Secondary
Education, Division of Career Education: the New Teacher Institute and the Missouri statewide
career education mentoring program. The New Teacher Institute is both an induction program to
help new career education teachers adapt to the classroom and the first course of required college
course work to receive a Missouri secondary career education teaching certificate. The statewide
mentoring program pairs new career educators with a qualified mentor in their area of instruction
for a two-year mentoring relationship. The Central Regional Professional Development Center
supports the school districts in 14 west-central Missouri counties by providing high quality
professional development to beginning educators. The Center provides both beginning teacher
assistant programs and mentor training. The Center also partners with University departments
and faculty to offer a Beginning Teacher Workshop each spring. Beginning in the fall of 2008,
the College of Education has also hosted a blog for graduates and first- and second-year teachers
in the RPDC area.
Description of training/orientation efforts for part-time faculty, information about how the fulltime faculty involve part-time faculty in scholarship.
Not applicable. In the Modern Languages Department, our bylaws specify that adjunct faculty
not holding a PhD may only teach lower-division courses. As a result, all upper-division content
courses, as well as our Methods course, are taught by faculty holding a doctorate. Part-time
faculty holding an MA are not expected to engage in scholarship.
PROGRAM RESOURCES
The Modern Languages Department is supported by eight full-time faculty. Three are tenured
full professors, one is a tenured associate professor, and four are non-tenure-track instructors.
We expect to hold a search for a tenure-track assistant professor for next year, and this position
will replace one of the four non-tenure-track positions. Faculty are provided with office
computers which are upgraded every three years. Classes are conducted in multi-media
classrooms equipped with computers, ceiling projectors, and document cameras. A digital
computer laboratory is available to students and faculty for instruction, testing, research and
German Minor (K-9)
15
assignments. Some software installed on computers in the classrooms and laboratory is specific
to the Modern Languages programs, such as TellMeMore (language tutor), the Minnesota
Language Proficiency Assessment, and various multilingual writing programs. Funds generated
from a Student Technology Fee which is collected from all students each semester are used to
upgrade and maintain the computer laboratory.
The Spanish BSE program is adequately funded by the department’s operation, equipment, travel,
and student help budgets, but at present we do not have the faculty personnel necessary to
supervise our own student teachers. We intend to request a new tenure-track faculty line in the
future; the person in this position would be a dedicated second-language-acquisition pedagogist,
and would be responsible for supervising student teaching, teaching Methods, and coordinating
all Modern Languages program assessments. Faculty professional travel is partially funded by
the department. Additional sources for travel funding include the Scholarly Activity Fund and
the Center for Teaching and Learning.
German Minor (K-9)
APPENDIX A
SYLLABI
Located in Electronic Document Center
Content Area Syllabi
Profession Education/Other Syllabi
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