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Engaging the Arts and Sciences at the
University of Kentucky
Working Together to Prepare Quality
Educators
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Session Presenter
James G. Cibulka, Ph.D.
Dean and ProfessorCollege of Education
University of Kentucky
AACTE Annual Meeting New Orleans, LAFebruary 2008
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Overview of Presentation
Context of educator preparation at the
University of Kentucky Unit governance structure that facilitates arts
and sciences involvement in educator preparation
Sample collaborative initiatives among education and arts and sciences faculty at the University of Kentucky
Strategies to ensure arts and sciences involvement in NCATE accreditation process
Challenges to effective collaboration
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Institutional Context:University of Kentucky
Public, land-grant, research university with very high research activity
Enrollment of 27,209 students in fall 2006 with 2,458 candidates enrolled in the unit
Educator preparation programs located in seven different colleges on the Lexington campus
Accredited by NCATE in 1954, the first year NCATE accredited institutions
Located in an NCATE partnership state in which the state (Education Professional Standards Board) conducts program review and the NCATE and State Board of Examiners function as a joint team
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Arts and Sciences Involvement in Governance of Educator Preparation
Program Faculties – Governance groups responsible for administration of individual preparation programs Membership – Education faculty, arts and
sciences and other content faculty, P-12 school practitioners, and candidates
Duties – Revise curriculum and field and clinical experiences; conduct admissions process, including interviews; and assess candidate performance throughout program
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Arts and Sciences Involvement in Governance of Educator Preparation
Program Faculty Chairs Group – Facilitates collaboration and coordination across individual program faculties Membership – Chairs of all program faculties,
associate dean for academic and student services, associate dean for research and graduate studies, director of academic services and teacher certification, director of field experiences and school collaboration
Duties – Revises unit admission, retention, and exit policies; administers the unit continuous assessment plan; reviews candidate performance data
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Additional Structures that Facilitate Arts and Sciences Involvement
Outreach faculty appointments in the College of Arts and Sciences
Joint faculty appointments Intercollegiate Council on
Educator Preparation
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Benefits of Unit Governance Structure
Encourages networking of education and content faculty to facilitate collaboration on grants, course and program revisions, and accreditation and program approval
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Examples of Collaborative Grants
Appalachian Mathematics and Science Partnership (AMSP), grant funded by National Science Foundation
American Legacies: Revitalizing American History in Public Schools, grant funded by USDOE Teaching American History Program
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Examples of Collaborative Grants
Curriculum Review and Alignment, three-year grant funded through Title II Teacher Quality Enhancement Grant, that resulted in major revisions to the elementary and middle school programs
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Examples of Collaborative Course and Program Revisions
Course development, e.g., Physics for Elementary Teachers, Geology for Elementary Teachers
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Elementary Education Program Revision Process
Appointment of a 20-member Elementary Education Revision Committee with representation from education, arts and sciences, and fine arts faculty, P-12 practitioners, graduates, and candidates
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Elementary Education Program Revision Process
Reviewed program data to determine areas of concern
Held focus groups of student teachers and graduates
Met twice monthly as a committee for over a year; faculty work groups met weeks the full committee did not meet
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Elementary Education Program Revision Process
Course content reviewed to determine alignment with Kentucky’s Core Content for Assessment for Elementary Students, the Kentucky New Teacher Standards, NCATE Standards, and PRAXIS II examinations
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Elementary Education Revisions
Identified key themes to be addressed throughout the program: Working with students with special needs Assessment of student learning Diversity Technology Reflective decision making Inquiry-based practice Human development and learning
theories
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Elementary Education Revisions
Revised program elements include: Requiring a new course in working
with students with special needs Replacing calculus class with
statistics and logic courses Streamlining art and music course
requirements
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Elementary Education Revisions
Revised program elements include: Providing emphasis on health and fitness
in the elementary classroom Redesigning area of specialization to
focus on literacy and mathematics Requiring common syllabus across
sections of Foundations course to emphasize diversity for all candidates
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Middle School Program Alignment
Collaborative work groups comprised of arts and sciences and education faculty in disciplines of English, mathematics, science, and social studies
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Middle School Program Alignment
• Reviewed course syllabi across the four disciplines
• Aligned the course content with the Kentucky Core Content for Assessment in Grades 5-8
• Addressed gaps and duplication
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Strategies for Ensuring Arts and Sciences Involvement in the NCATE Accreditation
Process
Included arts and sciences representatives on the unit’s NCATE Accreditation Steering Committee
Included arts and sciences representatives on the unit’s NCATE Standards Work Groups, which were responsible for collecting evidence and writing the Institutional Report
Involved arts and sciences faculty in numerous interviews during the site visit
Invited arts and sciences faculty to post-site visit celebration
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Additional Strategies for Ensuring Arts and Sciences Involvement in the NCATE
Accreditation Process
Have regularly scheduled meetings Host retreats focused on specific topics Fund attendance at professional conferences
and workshops Establish and communicate timelines well in
advance Send gentle reminders Involve in preparations for site visit Document involvement all along the way And, finally, remember to celebrate and say
thank you!
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Challenges to Effective Collaboration
Higher education faculty, particularly in arts and sciences, often not rewarded for involvement in P-12 schools and educator preparation activities
College-level and institutional-level administrators, especially in research universities, may not value collaboration; perceive this work as peripheral to institutional mission
Limited faculty resources hamper collaboration
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Effective Collaboration
Collaboration among education, arts and sciences, and other institutional faculty Does not occur automatically but requires
continued effort Occurs when genuine, ongoing
partnerships are established – most effective when each benefits from the involvement
Works best when core of faculty are involved in areas of common interest
Has support and active encouragement of college and university administration
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Comments and Questions?
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For more information
James G. Cibulka, DeanCollege of EducationUniversity of Kentucky103 Dickey HallLexington, KY [email protected] 859-257-2813 phone