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Conceptual Framework Narratrive

 

Section I: Overview and Conceptual Framework Narrative

Section I.1: Fayetteville State University's Mission, Historical Context, and Unique Characteristics

Fayetteville State University (FSU)was founded in 1867, as the Howard School, by seven African American men for the purpose of educating African Americans to serve as educators.  At present FSU is a regional and comprehensive public Historically Black College and University (HBCU) that promotes the educational, social, cultural, and economic transformation of southeastern North Carolina (NC) and beyond.  FSU is a member of the 17-campus University of North Carolina System. The primary mission of FSU is to provide students with exemplary learning experiences with the goal of producing global citizens and leaders who have the potential to shape the future of the state and beyond. FSU is NC's oldest teacher training institution and second oldest state-supported institution of higher education. FSU has a tradition of excellence in teacher education and provides services and learning opportunities to eleven-counties in the Sandhills Region of NC. In addition, FSU has an extensive record of maintaining pertinent community partnerships and offers a variety of outreach programs. 

 

FSU is a Level V doctoral granting institution that serves approximately 6,179 students and, is fully accredited by the Southern Association of Colleges (SACS) and Schools Commission on Colleges (SCOC). FSU is organized into three major academic units: the College of Arts and Sciences(CAS), the School of Business and Economics, and the School of Education(SOE). University College and The Graduate School are support units also managed by Deans. All academic units and programs are clearly outlined in undergraduate and graduate. I.5.a

The SOE at FSU celebrates 60 years of full and continuous accreditation by the National Council for the Accreditation of Teacher Education (NCATE) and is one of only seven institutions in NC that is on the July 1, 1954 list of first NCATE Accredited Institutions. (NC does not require SPA approval for its programs.) At FSU, the SOE/Educator Preparation Provider (EPP) prepares highly qualified teachers and other school personnel through the development, administration, supervision, and evaluation of the programs offered. The SOE maintains an impressive history of preparing culturally competent professionals who are sensitive and responsive to the diverse needs of students, parents, and the community. The SOE continues to nurture its successful partnerships with public schools and community colleges (CC) within the surrounding area. The SOE alumni are effective P-20 practitioners and leaders who possess the knowledge, skills, and dispositions necessary to teach and lead diverse populations in a variety of educational settings in a technologically rich society throughout the state and nation.

FSU's Strategic Plan, the "Future is Calling"I.5.f (2009-2014), was approved by the Board of Trustees (BOT) on 10/31/2008. The guiding document was developed through shared governance and a collaborative process that involved participants from the faculty, staff, university students, community, administrators, and BOT.  The Strategic Plan provides the framework for all other strategic plans, which are developed and reported annually through an Operational Plan and Assessment Record (OPAR). The OPAR includes goals, strategies, and findings - including Student Learning Outcomes (SLOs). OPARs are developed in the Accountability Management System (AMS) Platform of Taskstream data system and evaluated by an Academic Affairs OPAR Committee using a predetermined rubric.

 

Section I.2: Summarize the professional education unit at your institution and its relationship to other units at the institution that are involved in the preparation of professional educators and what are the significant changes since the last NCATE review?  

The SOE Dean reports to the Provost and Vice Chancellor for Academic Affairs and is assisted by the Associate Dean, chairpersons, and directors in fulfilling the expectations of the EPP (See Organizational Chart). The Administrative Team I.5.g and the Teacher Education Committee (TEC) I.5.h constitute the EPP's collaborative governance. The TEC is responsible for policies and general administrative decisions that involve the preparation of teachers, administrators, and school executives. The Committee also ensures adherence to state, regional, and national standards. The TEC membership includes representatives from across the university, Local Education Agencies (LEAs), CC partners, retired alumni, graduate and undergraduate candidates, and a recent graduate. The Dean chairs the TEC. CAS partners also serve as subject matter experts, provide general education courses, and supervise student teachers. The Associate Dean serves as the EPP's Director of Accreditation and liaison to the NC Department of Public Instruction (DPI).

The EPP programs are approved by the NC State Board of Education (SBE) I.5.e. Changes since the last NCATE visit include:

•·         Revised all programs with six key assessments identified for each I.5.i

•·         Combined the Health Education and the Physical Education programs to form the Health/Physical Education Program

•·         Merged the Department of Health and Physical Education with the Department of Middle Grades, Secondary, and Special Education to form the Department of Middle Grades, Secondary, and Specialized Subjects (MSSS)

•·         Discontinued some programs I.5.j

•·         Established positions to support EPP operations I.5.k

•·         Established the SOE Dean's Advisory Board

•·         Revised the SOE Mission and Vision Statements, strategic priorities, and goals

•·         Adopted Taskstream as the EPP's electronic assessment system

In 2013 the EPP documented 610 enrollees in 21 program areas served by 84 personnel. There were also 154 completers.

 

 

Section I.3: Summarize the programs offered at initial and advanced preparation levels, (including off -campus, distance learning, alternative route programs), status of state approval, national recognition, and if appropriate, findings of other national accreditation associations as related to the preparation of education professionals

The SOE is organized into three departments: 1) Educational Leadership; 2) Elementary Education; and 3) Middle Grades, Secondary, and Specialized Subjects. These departments offer initial, including licensure only, and advanced programs. Currently, there are no off-campus or distance education programs. All programs offered by the EPP are approved by NC State Board of Education (SBE). NC requires that all programs are reviewed by DPI in order to obtain SBE approval. The state does not require that programs complete SPAs for national recognition I.5.l. The EPP at FSU serves 610 enrollees - 462 at the initial program level and 148 at the advanced program level. The SOE is committed to educating and preparing pre-service teachers, administrators, and other school executives and leaders to be reflective and knowledgeable facilitators of learning.

Support service units include the Curriculum Learning Resource Laboratory, Office of Teacher Education, Early Childhood Learning Center, Office of Research InitiativeUniversity School Teacher Education Partnership/Professional Development School Network (USTEP/PDS), and the SOE Academic Advisement and Retention Center (SOEAARC) with Teacher Recruitment.  The EPP also has signed agreements with seven community colleges to offer dual degree programs to replace the once offered dual enrollment programs. The dual enrollment programs were discontinued by the university in fall 2013, in response to limited administrative support personnel I.5.m.

Section 1.4: Summarize basic tenets of the conceptual framework, institutional standards and candidate proficiencies related to expected knowledge, skills, and professional dispositions as well as significant changes made to the conceptual framework

The vision of the SOE is predicated upon the belief that we prepare knowledgeable, reflective, and caring professionals for teaching and leadership roles in a global society. These beliefs are based upon and organized around the philosophical and theoretical underpinnings of the seven themes of the Conceptual Framework (CF): (1) Caring Dispositions and Ethical Responsibility; (2) Communication; (3) Knowledgeable and Reflective Professionals; (4) Research and Leadership; (5) Respect for Diversity and Individual Worth; (6) Technological Competence and Educational Applications; and (7) Working with Families and Communities. The CF I.5.c exemplifies on the EPP's vision and mission statements with the goal of preparing Facilitators of Learning. The CF represents the EPP's beliefs, values, and practices that determine how candidates instruct students and interact with fellow educators/administrators, students, and families. Upon the candidates' completion of a program, the expectation is that the candidate will have mastered the subject matter, experienced the teaching process, and are prepared to use their knowledge, skills, and abilities to help students succeed academically. Candidates are also expected to facilitate family support for education in a technological and global society.

The Conceptual Framework Committee (CFC) I.5.o is a standing committee of the SOE, which involves partners from the College of Arts and Sciences, the University College, public school partners, recent graduates, and alumni. The CFC is also responsible for reviewing and revising the CF. The following changes were made to the document: (a) In the 2007-2008 academic year, the CF's graphics were reconfigured to include two additional themes - research and leadership plus communication.  These two themes were added to reflect the assessment focus of the university and to coincide with the state-wide program re-visioning initiated by DPI. These changes, made with input from the TEC, LEAs, and EPP faculty, were shared with the campus during the Academic Affairs Leadership Meeting and were approved by SOE faculty and the TEC. (b) In 2009, the CFC reviewed the 2007-2008 changes and determined the themes and indicators reflected the EPP's goals and addressed 21st century expectations and measures. (c) There were no visible changes to the CF in 2010. (d) In 2011, the SOE Disposition Inventory (DI)I.5.n, aligned to each conceptual framework theme, was developed and is administered at three transition points. Items that measure the candidates' dispositional effectiveness are infused within the themes and supporting indicators of the CF. Candidates' dispositional attributes are reviewed three times during their tenure in the program through the  SOE Disposition Inventory (DI). (e) In 2012, after a review of NC Professional Teaching Standards (PTS) data provided by DPI, the Assessment Committee (AC) developed reflective prompts aligned to the CF themes. (f) During the June 2013 Assessment Retreat, the team suggested a review of the CF indicators to address repetitiveness, currency, and intent. The participants, including representatives from SOE faculty, staff, and administrators, CAS, and LEA partners, submitted suggestions. The CFC reviewed changes throughout fall 2013 semester, incorporating feedback from partner groups, including the TEC, Dean's Advisory Council, and departments. The revised document was approved during the 2013-2014 academic year and will be implemented in syllabi I.5.b and the electronic assessment system (Learning Achievement Tools (LAT) of Taskstream in August 2014. The revised document reflects consolidated indicators, minor language changes to one of the seven existing themes, and other inclusive language. As the EPP continues to evolve and serve clientele, members revisit and review the CF to ensure adherence to state and national standards and to respond to the needs of LEAs.

The themes (proficiencies) of the CF are aligned with the North Carolina Professional Standards for Teachers and School Executives and embody the standards by which all programs are developed, evaluated, and revised I.5.p. Alignment is evident in all assessment rubrics, especially in the rubrics used to evaluate capstone assessments. Candidates must meet the respective NC Standards at least at the proficient level, which is a performance level of three and demonstrates the state required level of effectiveness. The NC Professional Standards have been reviewed by the appropriate specialized professional associations (SPAs) and are aligned with those national professional standards 1.5.q. Syllabi and unit documents, including rubrics, are aligned to the CF's themes and indicators. Program requirements - including course requirements, admission into, progression through, and completion of each program - are detailed in electronic catalogs, which are posted to the SOE website.

II. Unit Standards and Movement Toward Target

Movement Toward Target

Initial

Advanced

Standards

 

 

Standard 1: Candidates Knowledge, Skills, and Professional Dispositions

 

 

Standard 2: Assessment System ad Unit Evaluation

X

X

Standard 3: Field Experiences and Clinical Practices

 

 

Standard 4: Diversity

 

 

Standard 5: Faculty Qualification, Performance, and Development

 

 

Standard 6: Governance and Resources

A Constituent Institution of The University of North Carolina