Submitted by: Ross,Martha K Division of: Academic Affairs

Annual Report 2009 - 2010For the year 7/1/2009 - 6/30/2010

Division of: Academic AffairsDepartment of: Early, Elementary and Reading EducationSubmitted by: Ross,Martha K

Year-End Executive Summary : This has been a productive year in terms of faculty

accomplishments in service and scholarship, and their teaching effectiveness is phenomenal. The success

of our programs in terms of candidate performance can best be captured by the comments that were submitted

by university supervisors:

*******

The following are things that perhaps cannot be taught, but I have observed them in all of my student

teachers:

oAbility to develop rapport with students.

oAbility to collaborate with colleagues. This includes the cooperating teacher, other teachers on or at

other grade levels, and other student teachers who may be in the same school.

oAn eagerness to share knowledge diplomatically with others, in particular, with older teachers, and

especially knowledge of how to integrate technology into a lesson.

oA willingness to work hard and work long hours.

oA commitment to do their best, which includes learning everything pertinent to their students and their

jobs and researching ways to make a lesson even more effective.

oAn enthusiasm for receiving constructive criticism and the ability to take that criticism and use it to

improve immediately.

I have worked for three other universities. I have found that JMU students seem to be more thorough

and responsible.

They are incredibly reflective and eager to take suggestions. JMU students are compassionate and take

the time to get to know their students and to develop a rapport with them. Overall my JMU student teachers

have been eager, enthusiastic, knowledgeable, and very professional.

All student teachers have been prepared to walk into classrooms and assume leadership. With maturity,

they learn how to manage a situation, use appropriate voice and tactics and meet individual needs.

**********

However, with the pressures of so many students and the compromises that faculty feel that they have

to make just to deal with these numbers, morale is becoming an increasing problem. It will help that

we have a new position in 2010-11 for the reading program, but there needs to be some ways to reduce

the load for the other programs. This will be a focus for next year.

Unit Mission Statement : The Department of Early, Elementary and Reading

Education has as its mission the preparation of candidates for initial licensure in early and elementary

education, advanced licensure as a reading specialist and advanced study for classroom teachers. Our

candidates will possess a broad range of knowledge that provides a context for understanding individual

behavior and major social issues in a modern, global and technological world. Our candidates are equipped

with the critical thinking and problem-solving skills to become educational decision-makers who consciously

chosse appropriate curriculum based on an understanding of how children develop and learn.

Changes in the Mission Statement : None

Unit Accomplishments : 1. Discussions to implement the IECE program continued.

The first full cohort of students will begin in the Fall 2010. Program goals and curriculum has been aligned

with state and national standards and course content has been further defined. Key assessments have

been identified and review of these will continue in the fall. Processes for recruitment and advising have

been implemented.

2. Key assessments for ELED program continue to be refined and data is being entered in TK20. Progress

on this was somewhat redirected when the unit decided not to pursue SPA approval - this meant reexamining

and revising the assessments that had been selected.

3. The Reading MEd program has been aligned with national and state standards and key assessments

have been defined. These are being piloted with the Greene County cohort. Two more cohorts began

in 2009-10, one in Shenandoah County and one in Rockingham.

4. Candidates in ECED and ELED programs were surveyed on their perception of how reading content,

as defined in IRA standards, is being addressed in READ 366, READ 436 and READ 590. The results

were reviewed, along with performance data on VCLA and VRA, and adjustments are being made to

ensure that course content is comprehensive.

5. Assigned faculty member as lead on working with Field Experiences Task Force and school partners

to explore models of supervision that best meet the needs of local schools and our programs.

6. Surveyed university supervisors and conducted a focus group to reflect on program currency and candidates'

areas of strength and areas that need more focus.

7. Reading faculty have worked with ELLA and RISE grant for special education to develop new literacy

courses that will meet the needs of those programs. ELEd faculty worked on design of elementary curriculum

course for RISE grant programs.

8. Finalized rubric for APR evaluation with department feedback. Beginning to work on tenure/promotion

guidelines, looking at other institutional models and ATE guidelines.

9. Established a Green Committee and engaged in activities related to environmental stewardship. These

activities included lesson plans, curriculum integration and personal efforts.

10. 4th annual Elementary Teachers Conference was successful and provided an effective venue for

graduate students to share their inquiry projects.

11. Faculty continue to be active in service that impacts the advancement of cultural and global competence,

including FIR, PIR, partnership liaison, leading study abroad experiences for candidates, and professional

research.

12. Candidate's cultural and global understanding and ability to meet the needs of all children continue

to grow through ECED 401D and ELED 310 and the required service learning fieldwork.

Major Office / Departmental Accomplishments (Objectives, Results, Use ofResults) by unit for the past fiscal year

Characteristic 1: 20060000001

Goal 1: 20060000001

Objective: 20090000638

Short Description: COE Goal 1 Curriculum Review and Revision;

COE Goal 2 Faculty and Staff Development

Review current supervision strategies and resources, pilot and assess some new strategies.

Long Description: - Because we use so many part-time faculty to supervise our

candidates in practicum and student teaching, we have to ensure that this is the best way to support our

candidates. This means that we have to use supervision models that are consistent with the what they

have been taught, that ensure reliable measurement and support supervisors to be current with our programs.

Linked to Previous Objective: -

Linked to Previous Objective Short Description: -

Assessment / Evaluation Methods: - Survey of adjunct university supervisors was

conducted at the end of spring semester. Feedback on our candidates, how well we prepare them and

support that supervisors are provided was provided.

Accomplishments: -New model of supervision was not implemented in 2009-10; it will

be in 2010-11.

- Departmental representative serves on COE Task Force on Field Experiences.

Use of Assessment/Evaluation Results for Program Improvement: -Data from supervisors will be examined at fall retreat and plans for changes will be documented.


Goal 1: 20060000001


Short Description: COE Goal 1: Curriculum review and revision

Implement approved Inclusive Early Childhood Education program.

Long Description: Now that the IECE program has been approved, faculty

representatives from EXED and EER need to more fully develop course content, align this with standards

from VDOE and NAEYC/CEC, JMU Conceptual Framework competencies and program outcomes;

and identify and design key assessments.



Assessment / Evaluation Methods: - Begin tracking candidates in terms of

numbers entering, admission criteria, continuance in program and key assessment data as implemented

Accomplishments: -Curriculum alignment has occurred and course content is being

delineated in more detail. Key assessments have been idenitified and are under development. The first

full cohort of @35-40 students will begin in Fall 2010.

Use of Assessment/Evaluation Results for Program Improvement: - As

data begins to be collected, program faculty will review candidate performance, program coherence and

make changes/improvements to the program design and content.


Goal 1: 20060000001


Short Description: COE Goal 4: Cultural and global competence

Promote faculty and student cultural and golobal competence.

Long Description: -Support faculty members' assignments and opportunities to advance

their own, the department's and student's cultural and global competence.



Assessment / Evaluation Methods: - Review student performance data to

determine if they demonstrate the ability to support all children and create an inclusive environment.

Accomplishments: - See assessment report

Use of Assessment/Evaluation Results for Program Improvement: -

One faculty member continues in position as PIR at local school, focused on working with Hispanic families/children.

- One faculty member is currently finishing a Fulbright assignment in South Africa

- Two faculty members have led study abroad experiences this summer to Rome, Italy and South Korea

- Faculty member applied for and has been selected as FIR in London in Sp'11


Goal 1: 20060000001


Short Description: COE Goal 7: Assessement

Implement assessment plan for revised ELED program.

Long Description: After completing redesign and curriculum approval process for ELED

program, final decisions about key assessments and scoring guides will be made this year and data review

will begin.



Assessment / Evaluation Methods: - Review assessment data for candidate

performance

- Review follow-up data for employment

- Track numbers of candidates entering and completing

Accomplishments: - Unit assessment data including the ST9, VCLA, VRA, Praxis II and

follow-up data was reviewed at the start of 2009-10 academic year. Key assessments have had to be revised

based on change in program review process (no longer submitting to SPA's). Starting next year, we will

be reviewing data from the last calendar year early in the spring semester so that we can more systematically

respond to the data.

- Conducted a survey of current students related to content in the literacy courses to determine if candidates

feel that all content(as prescribed by IRA) is being covered. In addition, the reading faculty examined

VRA and VCLA data to see if candidate's performance on these tests is satisfactory.


Faculty review of candidate performance data will be used to make changes in program curriculum.


Goal 2: 20060000002


Short Description: - COE Goal 1 and 7: Curriculum Review and Revision and

Assessment

Implement revised Reading MEd program, align with institutional, state and national standards, and

design assessment system.

Long Description: The first cohort of the revised Reading MEd program began in

2008-09 and a second one will beign in 2009-10. Alignment of the courses with national, state and institutional

standards needs to be confirmed and key assessments identified.



Assessment / Evaluation Methods: - Track candidate performance

- Track enrollment

- Develop evaluation questions and strategies to collect and analyze data.

Accomplishments: - Two more cohorts of the Reading MEd program have begun.

- Key assessments were identified this year and data is being collected for analysis.


Feedback from Greene Co. cohort will be used to make any necessary changes in for that program and

will be used to implement new Shenandoah and Rockingham County cohorts.


Goal 2: 20060000002


Short Description: COE Goal 7: Assessment

Assessment of departmental operations.

Long Description: Design methods for assessing departmental operations and

environment/climate

to determine what changes can be made to support faculty in achieving their goals.



Assessment / Evaluation Methods: Faculty feedback at end of academic year.

Accomplishments: - Collected data on workload and discussed this with Deans.

However, discussion of solutions has not yet occurred.


Use this year to develop a long-range plan for support of faculty development and reduce feeling of being

so overwhelmed.


Goal 2: 20060000002


Short Description: No COE goal

- Student engagement

Long Description: Find ways to better communicate with, advise, and involve our

students in professional activities and activities that promote the department.



Assessment / Evaluation Methods: Student survey and focus groups

Accomplishments:

- Partner with Assistant Dean and COE Ambassadors to develop a peer advising process for 2010-11.


Have not completed plan


Goal 5: 20060000005


Short Description: COE Goal 2: Faculty and Staff Support

Support faculty productivity and development.

Long Description: Mentor new and part-time faculty, clearly identify expectations for

performance in service and scholarly activity, identify the challenges that exist for achieving these, and

find ways to better support faculty in reaching their goals.



Assessment / Evaluation Methods: Clear expectations are agreed upon for faculty

performance.

Each faculty member gets some reassigned time.

Advising loads are reduced.

New faculty are hired.

Accomplishments: - PAC and Department Head will use department adopted rubric for

annual performance evaluation.

- With information from Faculty Development and Support Committee, the PAC and department head

will review guidelines from other institutions to clarify expectations for annual performance and T&P

review.

- A new faculty position has been secured for 2010-11 to be filled by one-year position.

- Searches for filling new positions will be conducted in 2010-11.


Hiring new faculty and developing a plan for everyone to have a 12/9 load will be an indicator of success.


Goal 18: 20060000018


Short Description: - COE Goal 9

Develop practices within the department that support environmental stewardship

Long Description: - In support of university efforts and departmental interest, a

departmental committee will coordinate initiatives and develop plans for how faculty can engage in sustainability

practices and how we can prepare our students as leaders in these efforts



Assessment / Evaluation Methods: - Ensure that all students are exposed to

concepts and engage in at least one project

Accomplishments: - A link to the department website has been developed that includes

information on environmental stewardship, including resources that teachers can use.

- Several classes this past year conducted projects that emphasized the study of environmental stewardship

and using recycled materials as classroom teachers

- As a department we networked printers, stopped buying disposable plastic/paperware and took leadership

in a college-wide recycling project.


The Green Committee will report out at our fall faculty meeting and set plans for the next year based

on the results from 2009-10.

Other Accomplishments and Recognitions: Faculty continue to be leaders in

state and national organizations, participate in community and university initiatives, publish, present

and enhance the reputation of JMU and the College of Education. Just as an example of one activity per

faculty member as reflected in APR's received:

Baker - Chair of Jane Addams Children Book Award committee

Barnes - 3 refereed publications, completion of doctorate

Brubaker - 3 refereed publications

Carrington - collaboration with Madison Art Collection to develop and publish PK-6 lesson plans for

collection's website

Font - Cyber-City co-director

Harris - Fulbright Scholar

Hughes - Mengebier Endowed Professor

Hutchinson - VAECE presentation

Kang - AERA presentation

Ohn - Development of International Practicum to S. Korea

Ross - NCATE Board of Examiners

Sluss - program reviewer for NAEYC

Sullivan - book publication

Unit Challenges: The greatest challenge for our department is the overwhelming number

of students that we respond to, advise, teach, and mentor (more than 1000, from freshman to graduate

students). This means that class sizes are each 20-30 students, everyone is responding to increasing number

of advisees, summer school teaching is overwhelming and the reliance on adjuncts puts more burden

on full-time faculty to ensure coordination and coherence. Field experience is both a blessing and a burden.

Full-time faculty want to supervise practicum as this enriches their interaction with our candidates and

course content, however the time committment to do so, adds to their load.

There has to be a way to reduce load or provide differentiated assignments. We also need a way to cap

enrollment.

Objectives for next fiscal year (including objectives from assessment resultsand program reviews):

Characteristic 1: The university will offer a wide variety of quality academic programs:

general education core, liberal arts, professional programs, and graduate programs of distinction.

Goal 1: Develop new academic programs in such a way that the comprehensive nature and

quality of the curriculum are maintained.


Short Description: COE Goal #1 Implement approved Inclusive Early Childhood

Education program.

Long Description: Now that the IECE program has been approved, faculty

representatives from EXED and EER need to more fully develop course content, align this with standards

from VDOE and NAEYC/CEC, JMU Conceptual Framework competencies and program outcomes;

and identify and design key assessments.

Linked to Previous Objective: 20090000622


Characteristic 1: The university will offer a wide variety of quality academic programs:

general education core, liberal arts, professional programs, and graduate programs of distinction.

Goal 1: Develop new academic programs in such a way that the comprehensive nature and

quality of the curriculum are maintained.


Short Description: COE Goal 1 Implement assessment plan for revised ELED program

Long Description: After completing redesign and curriculum approval process for ELED

program, final decisions about key assessments and scoring guides will be made this year and data review

will begin.



Characteristic 2: The university will be innovative in its programs and services.

Goal 2: Establish a process to assess societal needs; recommend and implement new and

innovative programs.


Short Description: - COE Goal 1 and 6 Implement revised Reading MEd program, align

with institutional, state and national standards, and design assessment system.

Long Description: The first cohort of the revised Reading MEd program began in

2008-09 and a second one will begin in 2009-10. Alignment of the courses with national, state and institutional

standards needs to be confirmed and key assessments identified.







Short Description: -COE Goal 10 Student Support

Long Description: Find ways to better communicate with, advise, and involve our

students in professional activities and activities that promote the department.







Short Description: -COE Goal 6 Design assessments for departmental operations.

Long Description: Design methods for assessing departmental operations and

environment/climate

to determine what changes can be made to support faculty in achieving their goals.



Characteristic 5: The university's faculty will integrate scholarship, service and teaching

to enhance student learning and provide a challenging and supportive environment with a heightened

sense of intellectual stimulation.

Goal 5: Enhance the rigor and frequency of intellectually challenging experiences, while

providing expanded and improved academic support.


Short Description: -COE Goal 8 Support faculty productivity and development.

Long Description: Mentor new and part-time faculty, clearly identify expectations for

performance in service and scholarly activity, identify the challenges that exist for achieving these, and

find ways to better support faculty in reaching their goals.



Addenda: -

Submitted by: Ross,Martha K Division of: Academic Affairs

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