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Strategic Plan for College of Education

Context For Planning

Philosophy: Student Potential, Ethical Implications Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders a) to enhance the academic and personal potential of their students, and b) to evaluate the social and ethical implications of educational policies and practices.

Mission

Teaching, Leading, and Learning in a Democratic Society.

Vision

We believe that schools function as social and political entities as well as for the growth of individuals.

Value Statement

We prepare candidates to: " Enhance the academic and personal potential of their students, " Establish policies and practices that promote democratic education, " Evaluate the social and ethical implications of educational policies and practice. We value these ideals in our candidates, our faculty, and our relationships with the larger communities we serve: " Expertise to guide our practice, " Equity to guide our interactions, " Liberal Education to guide our perspectives, " Social Responsibility to guide our commitment to democratic education.

Strategic Priorities, outcomes, and key objectives

Strategic Priority Area 1: Actively engage learners at all levels.

Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.

Objective 1.A.1

Increase by 10% the mean score of initial teacher candidates use of research and evidence to develop an understanding of the teaching profession.

Baseline

EDF 485 Research Project Rubric data from Fall, 2015 indicate an overall mean of 2.34 out of 3.00 possible.

Progress

2016 Status
Minimal Progress
Data was collected in Winter, 2016 and combined with Fall, 2015 data.

2017 Status
Achieved
The Foundations Department within the COE has continued to promote initial teacher candidates use of research and evidence to develop an understanding of the teaching profession.

Objective 1.A.2

Increase by 10% the mean score of advanced teacher candidates' use of research and evidence to measure P-12 students' progress.

Baseline

Common ED 685 rubric (to be finalized Fall, 2016).

Progress

2016 Status
Minimal Progress
Averages from Fall, 2015 and Winter, 2016 data have been compiled.

2017 Status
Minimal Progress
Due to the accreditation requirements of individual Specialized Professional Associations (SPAs) that guide our advanced teacher candidate programs, it was not possible to create a common ED 685 rubric. However, this report does include data on each advanced program as it relates to Objective 1.A.2.

Objective 1.A.3

Establish and implement a means for monitoring advanced teacher candidate dispositions.

Baseline

A Delphi study was conducted in 2015. It identified consensus dispositions to be monitored in teacher candidates. A comprehensive plan to measure and monitor initial and advanced teacher candidate dispositions is being developed by faculty in consultation with the newly appointed Director of Teacher Education within the COE.

Progress

2016 Status
Minimal Progress
A rubric for monitoring advanced teacher candidates' dispositions has been developed as a result of conducting a Delphi study and a thorough literature review. See attachment.

2017 Status
Minimal Progress
Dispositions rubric has been piloted with undergraduate teacher candidates.

Objective 1.A.4

Increase by 10% the mean score for advanced teacher candidates' use of research and evidence to reflect on their own professional practice.

Baseline

Common ED 685 rubric (to be finalized Fall, 2016).

Progress

2016 Status
Minimal Progress
Data from Fall, 2015 and Winter, 2016 have been collected.

2017 Status
Minimal Progress
Although the COE did not meet its goal of a 10% increase in the mean, it did increase advanced candidates' awareness of using research and evidence to reflect on their professional practice by 8.38%. The college has participated in professional development aimed at increasing the inter-rater reliability among those who score our common assessments. As a result, we are seeing more variation in scores on common assessments due to a higher level of scrutiny on the part of the evaluators. However, the higher level of scrutiny and agreement among raters yield more reliable data and set the parameters for valid continuous improvement.

Outcome B: Grand Valley is diverse and inclusive.

Objective 1.B.1

Increase the percentage of diverse students in COE to 16%.

Baseline

12.9% of COE students are from ethnically underrepresented groups (2015-16).

Progress

2016 Status
Minimal Progress
We will continue to monitor the diversity status of admitted students throughout 2017.

2017 Status
Minimal Progress
In 2016-17, 12.2% of COE students are from underrepresented groups.

Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.

Objective 1.C.1

Establish an Executive Committee of the Dean's Professional Advisory Council (PAC) that will meet bi-annually.

Baseline

Currently the Executive Committee of the Dean's Professional Advisory Council does not exist.

Progress

2016 Status
Substantive Progress
Dean Kanpol has re-established the Professional Advisory Council (PAC) and held a meeting with this group in Oct. 2016. The focus of discussion was how the COE might respond to the needs of our partner school districts.

2017 Status
Substantive Progress
The Professional Advisory Council has been re-established and meets twice per year. The topic of discussion involves current issues in K-12 as well as higher education as it pertains to teacher preparation. The council is used as a sounding board by the Dean and his office.

Outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

Objective 1.D.1

Develop and implement a plan to select, prepare, and evaluate high quality K-12 clinical educators (i.e., field coordinators and cooperating teachers).

Baseline

The current process for selecting K-12 clinical educators involves contacting local schools and requesting those with specific licensure areas, a minimum of three years teaching experience in the licensed area, and a willingness to accept a GVSU teacher candidate. The process does not include plans for preparing or evaluating selected K-12 clinical educators.

Progress

2016 Status
Minimal Progress
An initial meeting with a subset of COE field coordinators, COE faculty, cooperating teachers, and principals will be held in February, 2017.

2017 Status
Substantive Progress
Meetings with school partners were held to discuss selecting and preparing high quality clinical educators to work with teacher candidates in classrooms. As a result, the MOUs established with partner schools have been revised to more clearly articulate the selection and preparation process. Moreover, rubrics have been created for teacher candidates to provide feedback on the quality of both their university field coordinator and their cooperating mentor teachers.

Strategic Priority Area 2: Further develop exceptional personnel.

Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.

Objective 2.A.1

Increase the number of COE faculty who participate in one of the following types of high-impact learning experiences: High-leverage teaching practices, Cognitive Coaching, Using Technology, Understanding Racism, Intercultural Competence, etc.

Baseline

45 faculty were surveyed. 41 reported engaging in a high-impact learning experience, and 4 reported no engagement during 2015-16.

Progress

2016 Status
Substantive Progress
Faculty completed a survey on high impact learning experiences in which they engaged in 2016.

2017 Status
Substantive Progress
Forty two (n=42) of forty five (N=45) faculty surveyed indicated participating in a high impact learning experience in 2017. There was a 93.3% participation rate during 2017.

Objective 2.A.2

Increase to 58% the number of credit hours taught by tenured and tenure track faculty.

Baseline

In 2015-16, 43% of credit hours offered within the COE were taught by tenured and tenure track faculty.

Progress

2016 Status
Substantial Progress
In 2016-17 54% of credit hours offered within the COE were taught by tenured and tenure track faculty.

Outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

Objective 2.D.1

All COE evaluation processes for effective teaching and scholarship will be consistent, fair, and aligned with university criteria.

Baseline

Current process for COE contract renewal, promotion, and/or tenure.

Progress

2016 Status
Not Yet Initiated
In 2016-17, the COE underwent a reorganization of programs and departments. Issues associated with faculty governance continue to be refined but are not yet finalized.

2017 Status
Minimal Progress
The Educational Foundations department is continuing to use existing university guidelines for contract renewal, promotion, and tenure. The Educational Leadership and Counseling department continues to discuss baseline expectations for faculty and for this year will continue to follow university guidelines for personnel reviews. The Literacy and Technology department AND the Teaching and Leading department continue to follow university guidelines when making personnel decisions.

Strategic Priority Area 3: Ensure the alignment of institutional structures and functions.

Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.

Objective 3.C.1

Establish formal Memorandums of Understanding (MOUs) for clinical placements with target partnership P-12 schools.

Baseline

Zero (n=0) formal MOUs exist with current target partnership P-12 schools.

Progress

2016 Status
Substantive Progress
A draft MOU involving three partnering school districts has been prepared.

2017 Status
Substantial Progress
Five formal (N=5) MOUs have been agreed upon and signed by the COE and school partners.

Strategic Priority Area 4: Enhance the institution's image and reputation.

Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.

Objective 4.A.1

100% of COE programs that have a SPA (specialized professional association) will gain national recognition status.

Baseline

Eighteen (N-18) SPA reports on COE preparation programs were submitted on March 15, 2016. Approval is pending.

Progress

2016 Status
Substantive Progress
Programs have been working to address the conditions noted in their SPA reviews.

2017 Status
Substantive Progress
Sixteen (N=16) teacher preparation programs have received Full Recognition from their respective SPAs (Specialized Professional Association).

Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.

Objective 4.C.1

Expand by 25% COE's presence in local, state, national, and international initiatives.

Baseline

To be determined using Digital Measures, which the COE began using in October, 2016.

Progress

2016 Status
Minimal Progress
A baseline has been established for COE faculty presence in local, state, national, and international initiatives.

2017 Status
Minimal Progress
Baseline data have now been established.

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