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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

Progress

2020 Status
Achieved
The baseline mean score was established at 2.34 out of a possible 3.0. The goal was to increase by 10% the mean score of initial teacher candidates' use of research and evidence to develop an understanding of the teaching profession.

2019 Status
Substantive Progress
Baseline mean score was 2.34. The 2019 mean score was 2.65. This is an increase of 23% in initial 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

2020 Status
Minimal Progress
The goal was to increase by 10% advanced candidates' use of research and evidence to measure P-12 student progress.

2019 Status
Minimal Progress
Some progress has been made toward this goal. Each advanced program leading to teacher certification assesses candidates using rubrics that align with SPA and state standards.

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

2020 Status
Minimal Progress
A rubric for measuring advanced candidates' professional dispositions has not been created due to the variation in requirements of Specialized Professional Association (SPA) requirements for each advanced program. Creating a common rubric across advanced programs is not possible.

2019 Status
Minimal Progress
The dispositions assessment used within the COE was designed and validated for those pursuing initial teacher certification, not advanced certification

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

2020 Status
Achieved
67% of advanced candidates enrolled in six COE graduate programs have met the target goal and use research and evidence to reflect on their own professional practice.

2019 Status
Minimal Progress
It is not possible to measure this objective given the data currently collected by advanced teacher candidate programs.

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

2020 Status
Minimal Progress
The College of Education continues to struggle to recruit underrepresented populations to the teaching profession.

2019 Status
Substantive Progress
The College of Education now enrolls 17.3% of diverse learners.

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

2020 Status
Substantial Progress
In the past academic year, the Dean's Advisory Council (DAC) met twice. During the second meeting attendees were asked to provide the COE feedback regarding topics of importance within their individual school districts. Over the summer, the COE Leadership Team met to discuss the feedback and establish future agendas for the group.

2019 Status
Substantive Progress
PAC met twice in 2019. School partners agreed to assist the COE in recruiting new teacher candidates to the field by encouraging "pathway" programs such as Teacher Academy programs. In addition, we agreed to explore ways to provide professional development to long term substitute teachers so they become certified in MI.

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

2020 Status
Substantial Progress
Each semester, teacher candidates and field coordinators rate the effectiveness of the cooperating mentor teacher with whom they work.

2019 Status
Substantive Progress
A survey that evaluates student teachers' and field coordinators' perspectives on the quality of K-12 clinical educators. Two semesters of data are reported here.

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

2020 Status
Substantive Progress
2020 was full of challenges due to COVID19 and a nation-wide shut down.

2019 Status
Substantive Progress
92.3% of College of Education faculty participated in a high-impact learning experience during the last

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

2020 Status
Achieved
Despite fewer faculty in the College of Education (due to retirement or attrition), 60% of COE courses were taught by tenured and tenure track faculty during the 2019-20 academic year.

2019 Status
Substantive Progress
In 2018-19, 63% of credit hours offered in the COE were taught by tenured or tenure track faculty.

Outcome B: Grand Valley is diverse and inclusive.

Objective 2.B.1

Increase by 10% the number of faculty who are Inclusion Advocates

Progress

2020 Status
Substantial Progress
The number of Inclusion Advocates within the COE has remained steady.

2019 Status
Substantive Progress
Despite a reduction in staff and faculty within the COE, the number of Inclusion Advocates has remained steady.

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

Objective 2.C.1

Increase by 10% activities that involve collaboration with other Michigan educator preparation programs (EPP).

Baseline

Six formal collaborations exist in 2016 (DARTEP, MACTE, MI Dean's Council, CEEDAR, Fire Up, GVSU-EMU, CMU, WMU doctoral programs).

Progress

2020 Status
Substantive Progress
Due to COVID19, faculty have not been able to participate in statewide collaborations with other Michigan EPPs.

2019 Status
Minimal Progress
Status involving other Michigan EPPs remains steady. No new initiatives have begun furing 2018-19.

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

2020 Status
Achieved
Faculty evaluation processes assessing effective teaching will be consistent, fair, and aligned with university criteria.

2019 Status
Substantial Progress
Changes to the College of Education faculty handbook regarding faculty evaluation have been implemented in each department to ensure fairness and consistency.

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

2020 Status
Achieved
The College of Education has established more than 80 MOUs with PK-12 school partners.

2019 Status
Substantial Progress
Two additional MOUs were signed in 2018-19. The COE now has ten (N=10) formal MOUs with districts who host our teacher education candidates.

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

2020 Status
Substantial Progress
In 2019-20, 20 of 21 teacher preparation programs received full SPA (specialized professional association) approval. Approvals will be in effect until Winter 2026.

2019 Status
Minimal Progress
This objective was not met during 2018-19.

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

2020 Status
Substantial Progress
Due to Covid19 lockdowns, COE faculty were not able to participate in local, state, national, or international initiatives.

2019 Status
Substantive Progress
COE participation in local, state, national, and international initiatives has remained steady despite a reduction in COE faculty and staff.

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