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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

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.

2018 Status
Minimal Progress
Increasing candidates' ability to use research and evidence effectively to develop an understanding of the teaching profession continues to be a challenge.

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

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.

2018 Status
Minimal Progress
Some progress made toward goal.

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

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

2018 Status
Minimal Progress
For advanced level programs, specialized professional associations typically identify desired content-related candidate dispositions. Therefore, the assessment used with undergraduates to monitor dispositions is not appropriate for use in advanced programs

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

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

2018 Status
Minimal Progress
Six advanced programs saw no change in mean scores from 2017. (Scores ranged from 2.66 to 3.0). Four advanced programs had a slight increase in 2018 mean scores ranging from 2.42 to 2.74. Two advanced programs saw a slight decrease in 2018 mean scores ranging from 2.51 to 2.42.

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

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

2018 Status
Minimal Progress
In 2018-18, 10.9% of COE candidates were from underrepresented populations.

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

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.

2018 Status
Minimal Progress
As a result of a change in leadership within the College of Education, we have not recently met with PAC. However, a meeting is planned for Winter, 2019.

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

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.

2018 Status
Substantive Progress
Satisfaction rubrics have been created and candidate data has been collected.

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

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

2018 Status
Minimal Progress
Forty two (n=42) of forty five (N=45) faculty surveyed indicated participating in a high impact learning experience in 2018. There was a 93.3% participation rate during 2018.

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

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

2018 Status
Substantive Progress
The same percentage of credit hours in 2017-18 were taught by tenured and tenure track faculty as in 2016-17.

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

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.

2018 Status
Substantive Progress
Revisions to COE Faculty Handbook concerning Personnel processes was updated in September, 2018.

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

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.

2018 Status
Substantial Progress
Eight (N=8) formal MOUs have been agreed upon by the College of Education and public schools 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

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

2018 Status
Substantial Progress
Of the 24 programs that were externally reviewed by a SPA, 85% (N=20) of them received National SPA Recognition; 15% (N-3) are awaiting a response from the SPA; and, 3% (N=1) did not receive national SPA recognition.

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

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

2018 Status
Minimal Progress
COE's presence in local, state, national, and international initiatives has remained consistent with baseline data during the 2017-18 AY.

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