CF.3a Description of the mission, vision, beliefs, values
Unit Mission
The mission is to prepare competent, confident, and caring professionals.
Competent graduates demonstrate broad knowledge and apply research-based
instructional practices; they reflect and think critically to impact all students.
Graduates exhibit confidence in their ability to positively affect student learning,
behavior and motivation.
Caring graduates establish relationships in an environment of mutual respect and rapport
as evidenced by all students feeling valued and safe.
Unit Vision
The vision is to be recognized for leadership, innovation, and high quality programs in the Black
Hills region, the state, the nation, and the world.
Unit Beliefs about Teaching and Learning
We believe in learning communities in which members discuss, explore, and learn together
We believe that teaching is and active and reflective process that links theory into practice.
We believe all students can learn.
We believe in using multiple methods and strategies to promote learning for all.
We believe that learning is inquiry-based and a life-long process.
University Core Values
Scholarship
We engage in the scholarship of research and creative activity to contribute knowledge and art to
the community, the state, the region, the nation, and the world; we engage in the scholarship of
teaching by using relevant and cutting edge practices to prepare students for the future; and, we
engage in the scholarship of service by accepting leadership roles in society and making
meaningful contributions to the profession and to the general public.
Student-Centeredness
We accept the responsibility of transforming student lives and treat each student with dignity and
respect.
Educational Excellence and Life Long Learning
We engage in doing quality work by reflecting on our performance, our creativity and ingenuity,
and in continuously challenging ourselves to improve.
Integrity
We adhere to ethical standards of excellence and accept accountability for personal decisions and
actions, which impact our reputation as a dynamic and resourceful institution of higher learning
that places students front and center.
Inclusiveness
We embrace the multi-dimensions of human differences by practicing inclusive education and
unconditional positive regard, supporting multicultural learning experiences for all, and
encouraging international exchange.
Innovation and Change
We anticipate future needs and use our imaginations to be responsive to unique opportunities for
growth by encouraging respectful dialogue that encourages an open-minded exchange of ideas
whereby active listening and critical thinking sustain a vibrant learning community for students,
staff, faculty, administration, alumni, and the public.
CF.3b Unit standards
Unit Standards
The unit prepares teachers for initial teacher certification in nineteen areas that include
elementary education, early childhood special education, K-12 special education, K-12 art, K-12
music, K-12 physical education, K-12 Spanish, 7-12 biology, 7-12 chemistry, 7-12 composite
science, 7-12 composite math and science, 7-12 math, 7-12 English, 7-12 speech, 7-12 composite
language arts, 7-12 history, 7-12 composite social science, 7-12 business, and 7-12 industrial
technology. Each teaching program is aligned with the mission and conceptual framework of the
unit, standards of the Interstate New Teacher Assessment and Support Consortium (INTASC),
and professional standards from its designated Specialized Professional Association (SPA)
including ACEI, NBEA, CEC, NAEYC, NAEA, NSTA, NCTE, ACTFL, NCTM, NASM,
NASPE, NCSS, and ITEA.
The College of Education unit has within its Master of Science in Curriculum and Instruction
four advanced preparation programs for other school professionals. These include Reading
Specialist, Math Specialist, Science Specialist, and Technology Facilitator. Each program is
aligned with the mission and conceptual framework of the unit, propositions from the National
Board for Professional Teaching Standards (NBPTS), and professional standards from its
Specialized Professional Association (SPA) including NCTM, ISTE, IRA, and NSTA.
CF.3c Technology proficiencies initial level
The unit has adopted technology proficiencies from the National Education Technology Standards for Teachers ISTE® 2008 for the
undergraduate program and initial certification. The proficiencies have been aligned to the curriculum and assessment systems are in place to
measure and report candidate performance on an annual basis. As described in the table below, the proficiencies are organized in two levels. In
the first level candidates develop their knowledge and skill with technology; in the second level candidates demonstrate their integration of
technology into teaching.
Undergraduate Technology Proficiencies
Technology Proficiencies Level 1: Knowledge and Skills
Candidates have insight into technology but do not know yet how to implement relevant instruction for
learning)
Required Course for all initial and certification programs: EDFN 365: Computer Based Technology & Learning
Assessment of Level 1: All candidates are required to pass the class with a C or better
Facilitate and Inspire Student
Learning and Creativity
Use knowledge of subject matter,
teaching, and technology to
facilitate experiences that advance
student/candidate learning,
creativity, and innovation in both
face-to-face and virtual
environments
Outcome #2: To learn about the Internet, the World Wide Web and how they can be used as effective teaching
tools including blogging, RSS feeds, wiki, Web2.0 tools, and Google tools.
Assessment - exams & Internet based projects
Outcome 6: To learn to use the following software: Windows operating system, Mac operating system,
Publisher, Office 2007 (includes Word, Excel, Access & PowerPoint), Notebook 10 [SMART Board] & Inspiration.
Assessment – Computer based projects & creation of multimedia learning materials & Final technology-based
project
Outcome 7: To learn how to evaluate educational software and educational web sites.
Assessment – rubric-based evaluation projects
Outcome 8: To learn how to incorporate educational technology into daily classroom activities.
Assessment - Computer based projects & web based projects & creation of multimedia learning materials
Design and Develop Digital-Age
Learning Experiences and
Assessments
Design, develop, and evaluate
authentic learning experiences and
assessment incorporating
contemporary tools and resources to
maximize content learning
Outcome 1: To learn how computers are used effectively in education.
Assessment – exams & computer based projects
Outcome 3: To learn to use the following software: Windows operating system, Mac operating system,
Publisher, Office 2007 (includes Word, Excel, Access & PowerPoint), Notebook 10 [SMART Board] & Inspiration.
Assessment – Computer based projects & creation of multimedia learning materials & Final technology-based
project
Model Digital-Age Work and
Learning
Exhibit knowledge, skills and work
processes representative of an
innovative professional in a global
and digital society
Outcome #2: To learn about the Internet, the World Wide Web and how they can be used as effective teaching
tools including blogging, RSS feeds, wiki, Web2.0 tools, and Google tools.
Assessment - exams & Internet based projects
Outcome 3: To learn about software and hardware applications used in education.
Assessment – exams & computer based projects
Promote and Model Digital
Citizenship and Responsibility
Understand local and global societal
issues and responsibilities in an
evolving digital culture and exhibit
legal and ethical behavior in their
practices
Outcome 5: To learn about security issues, ethics and emerging technologies in education.
Assessment – exams & emerging technologies based projects
Outcome 4: To learn about multimedia and technology integration in education.
Assessment – exams & multimedia based projects & creation of multimedia learning materials
Engage in Professional Growth and
Leadership
Improve professional practice,
model lifelong learning, and exhibit
leadership in schools and/or
professional community by
promoting the effective use of
digital tools and resources
Outcome 1: To learn how computers are used effectively in education.
Assessment – exams & computer based projects
Outcome 7: To learn how to evaluate educational software and educational web sites.
Assessment – rubric-based evaluation projects
Technology Proficiencies Level 2: Integration of Technology into Teaching
Candidates use technology to implement relevant instruction for learning
Required Field Experiences for all initial and certification programs
Pre-Student Teaching Practicum (PSTP)
Student Teaching (ST)
Assessment of Level 2: Lesson Plan Integrating Technology in PSTP
ST Final Appraisal: INTASC 4 (Resources for Instruction; Active Learning Through Multiple Teaching
Strategies; Integrates and uses Technology (Internet, PowerPoint, Distance Learning, Programmable
Calculators, etc.)
Facilitate and Inspire Student
Learning and Creativity
Use knowledge of subject matter,
teaching, and technology to
facilitate experiences that advance
student/candidate learning,
creativity, and innovation in both
face-to-face and virtual
environments
Pre-Student Teaching Practicum
Student Teaching
Design and Develop Digital-Age
Learning Experiences and
Assessments
Design, develop, and evaluate
authentic learning experiences and
assessment incorporating
contemporary tools and resources to
maximize content learning
Pre-Student Teaching Practicum
Student Teaching
Model Digital-Age Work and
Learning
Exhibit knowledge, skills and work
processes representative of an
innovative professional in a global
and digital society
Pre-Student Teaching Practicum
Student Teaching
Promote and Model Digital
Citizenship and Responsibility
Understand local and global societal
issues and responsibilities in an
evolving digital culture and exhibit
legal and ethical behavior in their
practices
Pre-Student Teaching Practicum
Student Teaching
Engage in Professional Growth and
Leadership
Improve professional practice,
model lifelong learning, and exhibit
leadership in schools and/or
professional community by
promoting the effective use of
digital tools and resources
Pre-Student Teaching Practicum
Student Teaching
CF.3d Technology proficiencies advanced level
The Technology Facilitator program at the advanced level meets and exceeds
technology proficiencies by design. Candidate performance is assessed as a component of the
clinical practice requirement. The technology guidelines for clinical practice and the core
proficiencies for clinical practice cross all advanced level programs. The Clinical Practice
Assessment Form and clinical practice guidelines are included below and indicate how the
proficiencies are embedded in the MSCI program and how they are assessed.
Technology Facilitator Clinical Practice Assessment Form
Evaluation of Clinical Practice
Based on the International Society of Technology Integration Standards for Technology Facilitators Candidate:
Rubric Completed by:
Clinical Faculty University ED 754 Instructor
Date:
Based on my observations, the candidate’s performance of the following indicators falls within the areas circled below.
Performance Indicator Approaches Standard Meets Standard Exceeds Standard
TF-V.A.1: Identifies resources and participates in professional development activities and professional technology organizations to support ongoing professional growth related to technology.
Participates in professional development activities and professional technology organizations to support ongoing professional growth related to technology
Identifies resources and participates in professional development activities and professional technology organizations to support ongoing professional growth related to technology
Uses resources and professional development activities available from professional technology organizations to support ongoing professional growth related to technology
Performance Indicator Approaches Standard Meets Standard Exceeds Standard
TF-V.A.2: Disseminates information on district-wide policies for professional growth opportunities for staff, faculty and administrators.
Develops an awareness of district-wide policies for the professional growth opportunities for staff, faculty and administrators
Disseminates information on district-wide policies for professional growth opportunities for staff, faculty and administrators
Implements policies that support district-wide professional growth opportunities for staff, faculty and administrators
Performance Indicator Approaches Standard Meets Standard Exceeds Standard
TF-V.B.1: Models advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional products.
Reflects on professional practice to make informed decisions regarding the use of technical support of student learning
Continually evaluates and reflects on professional practice to make informed decisions regarding the use of technology in support of student learning
Continually evaluates professional practice to make informed decisions regarding the use of technology in support of student learning and disseminates finds to district administrators
Performance Indicator Approaches Standard Meets Standard Exceeds Standard
TF-V.C.4: Uses a variety of distance learning systems and uses at least one to
Develops an awareness of several distance-learning systems to support
Uses a variety of distance learning systems and uses at least one to support personal
Uses a variety of distance learning systems to support person and professional
support personal and professional development.
personal/professional development
and professional development
development
Performance Indicator Approaches Standard Meets Standard Exceeds Standard
TF-V.C.5: Uses instructional design principles to develop hypermedia and multimedia products to support personal and professional development.
Develops an awareness of instructional design principles and its importance in the development of hypermedia and multimedia products
Uses instructional design principles to develop hypermedia and multimedia products to support personal and professional development
Applies instructional design principles to demonstrate hypermedia/multimedia products to support professional development
Performance Indicator Approaches Standard Meets Standard Exceeds Standard
TF-V.D.1: Models the use of telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning.
Uses telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning
Models the use of telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning
Stays abreast of current telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning
Performance Indicator Approaches Standard Meets Standard Exceeds Standard
TF-V.D.3: Participates in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics.
Participates in online collaborative curricular projects and team activities
Participates in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics
Investigates and disseminates online collaborative curricular projects and team activities to build bodies of knowledge around specific topics
Performance Indicator Approaches Standard Meets Standard Exceeds Standard
TF-VII.C.1: Supports technology professional development at the building/school level utilizing adult learning theory.
Identifies opportunities for technology professional development at the building/school level utilizing adult learning theory
Supports technology professional development at the building/school level utilizing adult learning theory
Designs and plans technology professional development at the building/school level utilizing adult learning theory
Performance Indicator Approaches Standard Meets Standard Exceeds Standard
TF-VIII.E.1: Examines components needed for effective field-based experiences in instructional program development, professional development, facility and resources management, WAN/LAN wireless systems, or managing change related to technology use in school-based settings.
Develops an awareness of the components needed for effective field-based experiences in instructional program dev elopement, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school-based settings
Examines components needed for effective field-based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school-based settings
Determines components needs for effective field-based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school-based settings
Clinical Practice: Guidelines
A. Use of Technology
Candidates participate in an online learning environment through the Learning Management
System Desire2Learn. Candidates will use Desire2Learn to conduct discussions and personal
communications related to the practicum with the instructor and other class members. The web-
based video conferencing system Elluminate is also available to all candidates to facilitate field-
based conferences with mentor and instructor and peers. Additionally, candidates are expected to
integrate available educational technologies including, computer software, Web-based resources,
and classroom equipment including interactive whiteboards (e.g., SmartBoards), video-data
projectors, and other video-conferencing systems to provide appropriate and effective professional
development.
B. Clinical Practice Core Leadership Proficiencies
1. Interaction with/support of teachers/stakeholders in instructional change and
professional growth
(Assessed by #1 and #2 on Math Specialist rubric, #1, #2, and #3 on Reading Specialist rubric,
#1 and #2 on Science Specialist rubric, #1, #2, #4, #5, and #6 on Technology Facilitator rubric)
2. Knowledge of research/latest technologies/latest elements of reform in the field
(Assessed by #3 and #4 on Math Specialist rubric, #1, #2, #3, and #4 on Reading Specialist
rubric, #3 and #4 on Science Specialist rubric, #1 and #6 on Technology Facilitator rubric)
3. Effectiveness of professional development delivered
(Assessed by #1 and #5 on Math Specialist rubric, #4 on Reading Specialist rubric, #1 and #5 on
Science Specialist rubric, #1, #7, and #8 on Technology Facilitator rubric)
4. Reflection on/evaluation of professional practice/ professional development
(Assessed by #6 on Math Specialist rubric, #4 on Reading Specialist rubric, #6 on Science
Specialist rubric, #3 on Technology Facilitator rubric)
CF.3e Diversity proficiencies
The diversity proficiencies are delineated in Standard 4 Exhibits 4.1a, 4.1b, 4.1c, and 4.1d.
CF.3f Assessment system
Unit Assessment System
Measures of five quality indicators are utilized across all programs to provide unit data used for
the improvement of unit policies, programs, and structures. The five indicators are as follows:
Measure #1: Qualities of the program, as reported by candidates
Measure #2: Effects of the program, as reported by P-12 clinical faculty
Measure #3: Effects of the program on teaching, as measured by candidate performance
Measure #4: Effects of the program on P-12 pupils
Measure #5 Effects of the program on teaching in year one and year three of graduates
Data are collected, summarized, analyzed, and reported in aggregate form in the annual Unit
Assessment Report (Exhibit 1.1b). Performance data from quality indicators 2, 3, and 4 are
disaggregated at the program level, analyzed, and reported in each Program Report (1.1a), and
used to make changes in curriculum and instruction that lead to improvement in candidates’
knowledge, skills, and dispositions. The College of Education Assessment System Handbook
provides additional detail regarding the tools which are used for each measure, the collection
process, and the individuals and groups responsible for summary, analysis, and reporting.
CF.3g Theoretical and research base
In the 2006-2007 academic year, the members of the unit’s Mission and Strategic Planning
Committee focused on a thorough review of the literature regarding the theories and research
behind the unit’s mission. The mission drives the work of the unit. Discussions were held with
all stakeholders regarding the findings and input was gathered. Revisions to the mission
statement were made as a result of the review and key terms in the mission statement were
defined. The mission is to prepare competent, confident, and caring professionals. References to
key research pieces regarding competence, confidence, and caring are summarized below.
Competence
Competent teacher education graduates need a thorough understanding of pedagogy as the
cornerstone for successful teaching (Adams and Pierce, 2007; Darling-Hammond, Wise, and
Klein, 1995). Having a broad knowledge base of basic principles and procedures for planning
and preparing lessons ensures effective instruction in which graduates adjust lesson plans based
upon observational assessments of students’ needs and abilities (Ball, 2000; Anderson and
Krathwohl, 2001). Competent graduates develop classroom experiences that provide engaging,
cutting-edge, critical thinking experiences for all students (Cruickshank, 2001; Villegas and
Lucas 2002). Reflective teaching practices lead competent graduates to analytical decisions
about their instruction that is based upon pedagogy and research (Lieberman, 2000; Loughran,
2002).
Confidence
In recent years, the study of teacher effectiveness has gone beyond an examination of teachers’
content area preparation, their ability to develop lesson plans, and their classroom management
skills to include teachers’ self-efficacy or confidence (Bembenutty, 2006; Randi, 2004).
Teachers’ self-efficacy is the teacher’s belief in his or her ability to bring about a positive effect
on student learning, behavior, and motivation. Teachers’ self-efficacy also affects teachers’
positive attitude toward helping students, their level of job satisfaction, and their desire to
motivate their students. (Tschanene-Moran & Woolfolk, 2001). Research indicates that
preservice teachers with a high sense of self-efficacy exerted more effort in their studies and had
higher test scores (Bembenutty & Chen, 2005). Teachers with a high sense of self-efficacy have
a high level of professional commitment (Milner, Woolfolk, Hoy, 2002).
Caring
When individuals think of the teachers who made a difference in their lives and what motivated
them to achieve, they consistently report teachers with caring skills. Students feel safe with
caring teachers and know that they can count on the caring teacher to be fair and compassionate.
(Danielson, 1996). The caring and effective teacher creates an environment of respect and
rapport which impacts both the interactions between the teacher and the students and the
interactions between students (Danielson, 1996; Ellison& Hayes, 2003). A caring teacher
promotes a sense of caring in students by modeling caring behavior such as expressing concern
about people in distress and taking the time to help (DeVries & Zan, 1994). Caring, as perceived
by students, “was related significantly and positively to students’ pursuit of prosocial and social
responsibility goals and to students’ academic effort.” (Wensel, 1997) Research shows that
teachers who care, and can demonstrate their caring, have a greater capacity to increase student
achievement (Costa and Garmston, 2002; DeVries & Zan, 1994; Wensel, 1997; Ellison & Hayes,
2003).