REPORT ON THE EVALUATION

 

DIVISION 17

 

 

 

TEACHER AND ADMINISTRATOR

PREPARATION PROGRAMS

 

 

 

Concordia University

 

April 14-16, 2003

 

 

 

 

 

 

 

By

 

Sherri Carreker, Lewis and Clark College

Michael Dalton, Oregon State University

Karen Edwards, TSPC Staff

Thomas Greene, Beaverton School District

Winnie Miller, Lake Oswego School District

Linda Samek, Western Baptist College

Linda Tamura, Willamette University

 

 

 

 

 

 

Teacher Standards and Practices Commission

465 Commercial St. NE

Salem, OR 97301

 


Since its inception as a college in 1905, the training of qualified educators to serve public institutions as well as schools and churches operated by the Lutheran Church-Missouri Synod has been a major element of the academic programs at Concordia University.The traditional values of Christian commitment, educational excellence, and service that guide the Concordia community are encapsulated within the College of Educationís Mission Statement:

 

With Christ as our teacher, the College of Education prepares educators to serve diverse communities, promote moral leadership, encourage life-long learning and demonstrate the skills necessary to promote effective instruction.

 

The objective of Concordia Universityís teacher education program is to help men and women become quality teachers.A ďqualityĒ teacher is defined as one who loves students, exhibits moral character and high ethical standards, shows a genuine sensitivity to multicultural and special needs students, can plan and execute developmentally appropriate learning activities, is well versed in various methods of authentic assessment, and understands that teaching is an act of supreme service to others.

 

Concordia University provides preservice teacher preparation in undergraduate, licensure only, and Master of Arts in Teaching formats.A new MAT program in a part-time format will begin this year.Continuing License programs are offered on-campus, in the Centennial School District, and online.The ESOL endorsement program is offered either in the undergraduate preservice program or as a graduate add-on in the Masters in Education program.The reading specialist endorsement is offered in graduate add-on format only in the M.Ed. Program.

 

Concordia Universityís College of Education offer administrator licensing programs that prepare educators to meet the unique challenges facing public and independent schools in an environment of educational reform and high stakes accountability.These programs develop and strengthen the skills of administrative leaders in issues related to personnel, organizational change, school law and finance, implementation of school reform models, and collaboration with the numerous constituent groups that comprise the school community.Concordia desires to identify and promote quality public and private school administrators who foster values that exhibit high ethical standards, who have a sensitivity and respect for diversity, and who place a high priority on the academic success of their students.

 

On March 19, 2003 the teacher and administrator preparation program faculty hosted the TSPC site visit team for an introduction to the Concordia programs and a pre-audit of exhibits at the Concordia University College of Education.Concordia University faculty and staff members present were Joe Mannion, Jonathan Leonard, Bev Petersen, Jan Albrecht, Johnnie Driessner, Ron Dexter, Lynn Keyne-Michaels, Trish Lichau, Paula Politte, Sheryl Reinisch, Fred Ruhnke, Joel Schuldheisz, Steve Steffens, Richard Wismar, and Lynne Wolters.During April 14-16, 2003 TSPC conducted a thorough on-site review at Concordia University.

 

Members of the TSPC team were Sherri Carreker, Michael Dalton, Karen Edwards, Tom Greene, Winnie Miller, Linda Samek, and Linda Tamura.Valerie Camilli of Eastern Oregon University participated one day as an observer.

 

Options for approval to be considered by the Commission are: 1) Approval if the institution is in substantial compliance with the standards, 2) Approval if the institution makes a report on specified dates indicating progress in conditions requiring correction, 3) Non-approval, but candidates enrolled may complete the program, and 4) Non-approval without conditions.

 

The team reviewed a draft of the report before it was submitted to the institution for corrections of fact.The final report was submitted to the Executive Director.Her recommendation, based on the report and her review of the annual reports, is forwarded to the full Commission for approval.The institution may respond to this site visit report.Any response submitted in writing prior to consideration by the full Commission will be attached to this report when it is transmitted to the Commission.

 

The site team would especially like to thank Jonathan Leonard and Bev Petersen for organizing and facilitating the visit.The team was well-cared for and provided with answers to numerous questions in an efficient and professional manner.

 

Following are conclusions of the team along with lists of exhibits that were reviewed and the interviews that were conducted. Conditions requiring correction are stated for two standards deemed unmet.Suggestions for program improvement may be addressed at the discretion of the unit.
STANDARD 017

 

Institution: Concordia University††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Date: April 14-16, 2003

 

The Unit

 

584-017-0010†††††††††††††††††††††††††††††††††††††††† Designation of Unit†††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0020†††††††††††††††††††††††††††††††††††††††† Consortium†††††††††††††††††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0030†††††††††††††††††††††††††††††††††††††††† Evaluation & Improvement of†††††††††††††††††††††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Program†††††††††††††††††††††††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0035†††††††††††††††††††††††††††††††††††††††† Dispute Resolution††††††††††††††††††††††††††††† _____ Met††††††††††† _X_ Unmet

584-017-0040†††††††††††††††††††††††††††††††††††††††† Waivers†††††††††††††††† ††††††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0045†††††††††††††††††††††††††††††††††††††††† Waivers of Academic Requirements†††††††††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† &Appeals on Academic Decisions†† __X__Met††††††††††† ____Unmet

584-017-0050†††††††††††††††††††††††††††††††††††††††† Resources†††††††††††††††††††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0055†††††††††††††††††††††††††††††††††††††††† Practica & Student Teaching†††††††††††† __X__Met††††††††††† ____Unmet

584-017-0057†††††††††††††††††††††††††††††††††††††††† Intern Agreements†††††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

 

Candidates in Professional Education

 

584-017-0025†††††††††††††††††††††††††††††††††††††††† Evaluating & Verifying††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Candidate Competency†††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0080†††††††††††††††††††††††††††††††††††††††† Selection, Recruitment & Admission†††††††††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† of Teacher Program Candidates††††††† __X__Met††††††††††† ____Unmet

584-017-0085†††††††††††††††††††††††††††††††††††††††† Retention & Advising of Teacher††††††††††††††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Candidates††††††††††††††††††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0180†††††††††††††††††††††††††††††††††††††††† Practica & Student Teaching†††††††††††† __X__Met††††††††††† ____Unmet

584-017-0182†††††††††††††††††††††††††††††††††††††††† Intern Experience for Teachers††††††††† __X__Met††††††††††† ____Unmet

584-017-0200†††††††††††††††††††††††††††††††††††††††† Verification of Teacher Program†††††††††††††††††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Completion††††††††††††††††††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

 

Professional Education Faculty

 

584-017-0060†††††††††††††††††††††††††††††††††††††††† Unit Personnel for the Program†††††††† __X__Met††††††††††† ____Unmet

584-017-0070†††††††††††††††††††††††††††††††††††††††† School-Based Personnel for the†††††††††††††††††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Program†††††††††††††††††††††††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

 

Design of Professional Education

 

584-017-0075†††††††††††††††††††††††††††††††††††††††† Purpose of Teacher Licensure†††††††††† __X__Met††††††††††† ____Unmet

584-017-0090†††††††††††††††††††††††††††††††††††††††† Curriculum Design for Teacher†††††††††††††††††††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Licensure†††††††††††††††††††††††††††††††††††††††††††††† _____ Met††††††††††† _X_Unmet

584-017-0100†††††††††††††††††††††††††††††††††††††††† Objectives of Initial Teacher †††††††††††† __X__Met††††††††††† ____Unmet

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† License

584-017-0110†††††††††††††††††††††††† ††††††††††††††† Early Childhood Authorization††††††††† __X__Met††††††††††† ____Unmet

584-017-0120†††††††††††††††††††††††††††††††††††††††† Elementary Authorization†††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0130†††††††††††††††††††††††††††††††††††††††† Middle Level Authorization†††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0140†††††††††††††††††††††††††††††††††††††††† High School Authorization††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0150†††††††††††††††††††††††††††††††††††††††† Selected Subject Matter &††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Specialty Endorsements†††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0160†††††††††††††††††††††††††††††††††††††††† Objectives for a Continuing††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Teaching License†††††††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0170†††††††††††††††††††††††††††††††††††††††† Adding Endorsements††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0175†††††††††††††††††††††††††††††††††††††††† Adding Authorizations†††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0185†††††††††††††††††††††††††††††††††††††††† Evidence of Effectiveness††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0190†††††††††††††††††††††††††††††††††††††††† Knowledge of School Law for††††††††††††††††††††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Teachers††††††††††††††††††††††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

 

 

 

Standards for Administrator Education Programs

 

584-017-0210†††††††††††††††††††††††††††††††††††††††† Purpose for Administrator†††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Licensure†††††††††††††††††††††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0220†††††††††††††††††††††††††††††††††††††††† Selection, Recruitment, &

Admission of Candidates†††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0230†††††††††††††††††††††††††††††††††††††††† Retention & Advising†††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0240†††††††††††††††††††††††††††††††††††††††† Curriculum Design†††††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0250†††††††††††††††††††††††††††††††††††††††† Objectives for Initial

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Administrator Licensure†††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0260†††††††††††††††††††††††††††††††††††††††† Objectives for Continuing

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Administrator/Initial

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Superintendent License††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0280†††††††††††††††††††††††††††††††††††††††† Field Experience for

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Administrator License Program†††††††† __X__Met††††††††††† ____Unmet

584-017-0282†††††††††††††††††††††††††††††††††††††††† Internship Experience for

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Administrators†††††††††††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0290†††††††††††††††††††††††††††††††††††††††† Knowledge of School Law

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† for Administrators†††††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet

584-017-0300†††††††††††††††††††††††††††††††††††††††† Verification of Program

††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††††† Completion††††††††††††††††††††††††††††††††††††††††††† __X__Met††††††††††† ____Unmet


STANDARD 017

 

Institution: Concordia University††††††††††††††††††††††††††††††††††††††††††††††††††††† Date: April 14-16, 2003

 

The Unit

 

584-017-0010††††††††††††††††††††††††† Designation of Unit†††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

University organizational flowcharts

Faculty departmental assignments and weight load

College of Education budget

Concordia University and College of Education mission statements

 

Persons Interviewed:

Charles Schlimpert

Mark Wahlers

Lisa Keyne

Dennis Stoecklin

Chuck Kunert

Joe Mannion

 

Summary of Findings:

Concordia University has clearly identified the College of Education as a separate unit within the University with its own Dean who has full responsibility and authority to manage the College of Education.The College of Education is a very central part of the overall mission of Concordia University.The philosophical foundation and mission statements of Concordia University and the College of Education are clear and well articulated.Faculty and staff are able to articulate the mission statement and how it is manifested in the various programs.†† College of Education faculty members are well represented on the various governance committees at the University.†† There has been a rapid expansion of programs in the College of Education over the past few years and a steady increase in the number of program completers.

 

All the College of Education faculty and adjunct faculty members have experience in K-12 public schools or the equivalent in Lutheran schools.While five of the College of Education faculty members do not have terminal degrees (Ph.D./Ed.D.), they are currently receiving encouragement and full financial support from the University to complete their terminal degree.

 

The College of Education shares office space with the School of Management and the College of Theology, Arts, and Sciences with most classes held in Luther Hall.The overall budget for the College of Education is appropriate and the Dean has full responsibility for managing the budget.Since the weighted teaching load was reduced a couple of years ago, the faculty workload is much more appropriate now than it was in the recent past.

 

In the past couple of years, the University has had a very active, assertive technology campaign including support for faculty interested in integrating technology into their courses and programs.As a result, significant progress has been made in incorporating various technologies into many instructional programs and individual courses.

 

A new person will be added to the Registrarís staff in July 2003.While there is very good collaboration among the College of Education, Registrarís Office, and Student Services Office, the addition of another staff person in the Registrarís Office will allow the Registrarís Office to provide improved services to the College of Education and education candidates, especially the MAT program and candidates.

 

Suggestion for Improvement:

As the University pursues it capital improvement and facilities enhancement campaign, the University should consider providing additional office space for the College of Education faculty and staff.

 

 

584-017-0020††††††††††††††††††††††††† Consortium†††††††††††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Consortium roster

Minutes of Consortium meetings

Consortium by-laws

Short-term and long-term goals

Student evaluations of teacher preparation classes and the overall teacher preparation program

 

Persons Interviewed:

Joe Mannion

Consortium members

 

Summary of Findings:

The Consortium is actively involved in the development, evaluation, and improvement of the program and has been actively involved in program improvement activities for many years.The Consortium members view themselves as an important, integral part of the Unit.There is strong sense of continuity among the Consortium membership with some of the members having been on the Consortium for ten years or more.The Consortium meets more often than the required two meetings per year, and the membership of the Consortium complies with the OAR requirements for representatives from various constituency groups.Members clearly understand that they are representatives and advocates for their particular constituency (i.e., teachers, students, etc.).

 

Suggestions for Improvement:

In the recent past, the school administrators who are members of the Consortium have not been regular attendees at the Consortium meetings.This may be in part because the Consortium meetings are held immediately after school (approximately 4:00 PM).A change in the meeting times may make it more convenient for administrators to attend and allow them to be more actively involved in the work of the Consortium.In addition, the Unit may want to explore adding a student representative from those participating in the new administrative licensure program.

 

Recently, additional teachers were added to the membership of the Consortium to ensure that teachers from districts other than Portland Public Schools were represented.This is an excellent addition to the Consortium.It is recommended that the Consortium By-laws be updated to reflect this action.

 

 

584-017-0030††††††††††††††††††††††††† Evaluation & Improvement of†††††††††† †††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††† Program††††††††††††††††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Short-term and long-term goals

Candidate evaluations of classes and the teacher preparation program

Data summaries from a questionnaire sent to recent graduates (one-year, and three-year)

Annual reports to TSPC

 

 

 

Persons Interviewed:

Charles Schlimpert

Mark Wahlers

Lisa Keyne

Chuck Kunert

Joe Mannion

Jonathan Leonard

 

Summary of Findings:

The Unit has an excellent process for program improvement including the use of formative and summative assessments.Data are systematically collected, analyzed, and used for both short-term and long-term goal setting.Faculty members and the Consortium play an essential role in the review and goal setting process.Once goals are established, teams of faculty members are identified to take the lead in implementing the improvements.Progress toward meeting the goals is monitored carefully and reviewed annually.The Concordia Teaching Excellence Program (C-TEP) process is used for individual faculty goal setting and professional development.The (C-TEP) process is well received by faculty and is seen as a very collaborative improvement exercise.

 

 

584-017-0035††††††††††††††††††††††††† Dispute Resolution†††††††††††††††† ____Met†††††††† __X__Unmet

 

Documents Reviewed:

Concordia University Catalog

Student Handbook

 

Persons Interviewed:

Joe Mannion

Mickie Bush

Glenn Smith

Lynn Keyne-Michaels

 

Summary of Findings:

The process for dispute resolution related to general academic probation, dismissal, and appeals is published in various documents and it includes a three-step resolution process.Disputes are infrequent but adequate procedures exist to resolve the issue.However, there is no written policy or procedure for reconciling differences between a cooperating teacher and a university supervisor, should they disagree on whether or not a student teacher has successfully completed the student teaching experience.

 

Condition Requiring Correction:

A written policy shall be developed and published in the Student Handbook and other appropriate publications for their next printing, and a copy of the new policy shall be included in the College of Educationís July 2004 annual report to TSPC.

 

 

584-017-0040††††††††††††††††††††††††† Waivers†††††††††††††††††††††††††††††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

University organizational flowcharts

 

 

 

 

 

Persons Interviewed:

Joe Mannion

Mickie Bush

Glenn Smith

Lynn Keyne-Michaels

Jonathan Leonard

 

Summary of Findings:

The Unit has not petitioned TSPC for a waiver of standards or licensure rules.

 

 

584-017-0045††††††††††††††††††††††††† Waivers of Academic Requirements††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††† &Appeals on Academic Decisions†††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Waiver policies for field experiences, practicum, and student teaching

Grievance policy

 

Persons Interviewed:

Joe Mannion

Mickie Bush

Glenn Smith

Lynn Keyne-Michaels

 

Summary of Findings:

TSPC rules permit the Dean of the College of Education (or other designee) to waive part or the entire program when a candidate is able to demonstrate the knowledge, skills, and competencies required by the program.Procedures are in place to process these requests.The only requests processed in the recent past are for acceptance of transfer courses or substitution of courses.If a candidate wishes to appeal the decision of the Dean of the College of Education, the Universityís Dispute Resolution Policy is followed.No evidence of any appeals being filed was found.

.

 

584-017-0050††††††††††††††††††††††††† Resources†††††††††††††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Budget

Technology initiative

District contracts

 

Persons Interviewed:

Charles Schlimpert

Mark Wahlers

Dennis Stoecklin

Chuck Kunert

Joe Mannion

Johnnie Driessner

Lynne Wolters

Randy Lundgren

Steve Steffens

Gerd Horten

Nolan Bremer

 

Summary of Findings:

Concordia University provides adequate resources and financial support for the College of Education programs and the Dean of the College of Education has substantial discretionary authority over the allocation of resources.A well-conceived and assertive technology plan has been initiated recently with the support of a Ford Family Foundation grant and a PT3 grant.Concordia University has decided to continue the technology initiative using University funds when the grant funds terminate.

 

Concordia University is providing full financial support for College of Education faculty who do not currently hold a terminal degree (Ed.D/Ph.D.) to complete a terminal degree.Five College of Education faculty members are participating in this program to complete their terminal degree.Because of the support for faculty to complete their terminal degrees, professional development funds to support other College of Education faculty are modest.The University has also taken steps to improve the College of Education faculty salaries to make them more competitive with peer institutions.Sabbaticals are available to faculty on a ten-year cycle.

 

The University library facilities are modest but adequate.Plans are in place, and activities are underway to construct a new library in the very near future.

Suggestion for Improvement:

As additional resources become available, the University could examine ways to provide sabbaticals more frequently than every ten years and contribute additional support for professional development activities for faculty who already hold a terminal degree.

 

 

584-017-0055††††††††††††††††††††††††† Practica & Student Teaching __X__Met†††††† ____Unmet

 

Documents Reviewed:

Copies of signed contracts

 

Persons Interviewed:

Joe Mannion

Lynn Keyne-Michaels

Jonathan Leonard

 

Summary of Findings:

The Unit has written contracts with each of the school districts that provide student teaching and intern experiences.The Unit frequently has placements in Washington and has received permission from TSPC for these out-of-state placements.Similarly, the Unit has received permission for occasional placements in non-public schools in Oregon.Procedures are in place to assure that all student teachers and practicum students register with TSPC and submit fingerprinting cards prior to engaging in these experiences.

 

Suggestion for Improvement:

While the Unit has signed contracts with each of the school districts where student teaching/practicum candidates are placed, the contract language appears to be dated and should be carefully reviewed with the Universityís attorney and school district human resource offices as soon as possible.Particular attention should be given to the following issues: hold harmless language, non-discrimination language, language regarding the terms and conditions for removal of student teachers from schools, confidentiality issues, criminal records review for each student teacher and practicum student, liability insurance issues, and tort issues.It is recommended that the new contract language be in place for the 2003-2004 school year.

 

 

 

 

 

 

 

584-017-0057††††††††††††††††††††††††† Intern Agreements†††††††††††††††† __X__Met†††††† ____Unmet

 

Document Reviewed:

Policy document

 

Persons Interviewed:

Joe Mannion

Lynn Keyne-Michaels

Ron Dexter

Jonathan Leonard

 

Summary of Findings:

The Unit has an Intern Agreements Policy but has no current intern agreements with any school district and has not had any agreement in the recent past.The College of Education has a Career and Technical Education program under development.Once this program is fully developed and implemented, Intern Agreements will be developed and implemented with partner school districts.


 

 

Candidates in Professional Education

 

584-017-0025††††††††††††††††††††††††† Evaluating & Verifying††††††††††††††††††††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††† Candidate Competency††††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

College of Education Consortium evaluations

College of Education Consortium minutes

College of Education New Student Orientation

College of Education Program Checklist

Field Experience Final Evaluation form

Field Experience handbooks

Field Experience observation forms

Student Teacher observation forms

Student Teaching Final Evaluation forms and Summary Report

Work Sample Final Assessment form

 

Persons Interviewed:

Jan Albrecht

Lynn Keyne-Michaels

Bev Petersen

Consortium members

Current College of Education candidates

Recent College of Education completers

 

Summary of Findings:

The Unit completes a variety of formative and summative assessments of candidate competence in all programs.Evaluations of course work, field experiences, and work samples are considered when preparing to recommend a candidate for licensure.Forms, processes, and policies are all clearly outlined in materials received by candidates, field supervisors and administrators, and university supervisors in regular training sessions conducted by the Unit.

 

From Consortium evaluations and minutes, and meeting with Consortium members it is apparent that the College of Education Consortium members are actively involved with providing input on evaluation of candidate competency.

 

 

584-017-0080††††††††††††††††††††††††† Selection, Recruitment & Admission†††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††† of Teacher Program Candidates††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Concordia University Catalog (2002-2003)

Concordia University College of Education brochure

Concordia University Website

College of Education admission forms

College of Education Program checklist

Personal Character Questionnaire

TSPC Student Teaching or Practicum Report

 

 

 

Persons Interviewed:

Bobi Swan

Donna Hoyt

Current College of Education candidates

Recent College of Education completers

 

Summary of Findings:

At the undergraduate level, admissions staff look for students who display qualities of Christian leadership, who want to be part of a close-knit family environment, and who will succeed at Concordia.The Admissions Office looks at the complete student profile from the beginning of the process until the student is admitted.

 

The Admissions Office has five undergraduate staff including the Dean of Admissions, and three graduate school staff including the Graduate Admissions Director.One staff member serves as a transfer specialist.All staff are able to answer general questions for both undergraduate and graduate programs.Those at the appropriate levels can answer the more in-depth questions for the different programs.

 

Candidates going into the undergraduate and graduate education programs are given a clear understanding of what is required for admission to the programs.Until recently, the University has not used paid advertising to attract students.Word-of-mouth has been the most effective tool for advertising.The Admissions Office is in the process of looking at advertising in different ethnic publications to attract a more diverse group of students.

 

Other ways the Admissions Office is looking to diversify student enrollment is through continued access to summer camps and establishing articulation agreements with Portland Community Collegeís Cascade Campus and Mount Hood Community College through the Instructional Assistant to Bachelor of Arts Program (I.A. to B.A) program.Further, the Admissions Office will focus more on freshmen, transfer, and international student recruitment.

 

One hundred candidates are admitted to the full-time MAT program each year.This current school year, the Unit planned and implemented a part-time MAT program.The Unit is expecting to admit 30 to 50 students to the first cohort who will complete the program in two years.

Freshmen who enter into the education program usually have the intent to go into teaching as a career.When a major is declared, an academic advisor is assigned to candidates to monitor candidatesí academic progress. Transfer students meet with a transfer advisor prior to admission to the College of Education.††††

 

Suggestion for Improvement:

Continue efforts for diversifying the student body.

 

 

584-017-0085††††††††††††††††††††††††† Retention & Advising of Teacher†††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††† Candidates††††††††††††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Advising forms from the College of Education

 

Persons Interviewed:

Donna Hoyt

Lynn Keyne-Michaels

Bev Petersen

Paula Politte

Bobi Swan

Summary of Findings:

The Unit provides advising to all undergraduate candidates except for candidates in the Physical Education Program.The PE candidates are advised in their program.A single person is currently responsible for advising about 400 undergraduate candidates.The advisor works with candidates, helping them plan their classes for a two-year or four-year time period.Returning candidates are notified by mail about their class schedule.Both advisors are knowledgeable about requirements needed for candidates wanting to teach in another state.††

 

For the coming school year, all undergraduate and graduate candidates will register online.Undergraduate candidates will register in the advisor's office to ensure that they understand the online registration process.Mechanisms will be placed in the system to flag candidates not having completed requirements needed to register for the next term.The Graduate Program Director advises M.A.T and M.Ed. candidates.

 

Retention is high for the Unit.During the current school year, only two candidates dropped from education programs.Also, the Admissions staff stated that students who start as freshmen with the intent to teach graduate with a degree in education.

 

Suggestion for Improvement:

As the program grows and funding resources increase, consider hiring more staff to manage the student advising load.

 

 

584-017-0180††††††††††††††††††††††††† Practica & Student Teaching __X__Met†††††† ____Unmet

 

Documents Reviewed:

Adding authorization forms

College of Education Program Checklist and MAT Checklist

Field Experience final evaluation forms

Field Experience handbooks

Field Experience Master Placement List

Field Experience Orientation for Cooperating Teacher/Student/Supervisor

Field Experience observation forms

Field Experience Supervisor Checklist

Student teaching contracts

Student teaching supervisor records

Student teaching final evaluation forms

 

Persons Interviewed:

Lynn Keyne-Michaels

Cooperating teachers

School administrators

Student teachers

 

Summary of Findings:

Student teachers are generally well-prepared for their classroom experiences.It was often mentioned that the strengths were in lesson planning and classroom management.Most student teachers felt well-prepared in these areas as well.Some student teachers and cooperating teachers mentioned that starting their teaching experience in the second term caused student teachers to miss out on being in a classroom and creating a classroom environment from day one.

 

Candidates who were most interested in the Early Childhood authorization did not always feel they had completed adequate field preparation, especially in pre- and early reading experiences.

 

Approximately 250 candidates are placed in the field each semester.Due to challenges with placing candidates in schools, placement can take up to six weeks into the term.University supervisors can be responsible for up to three candidates each term.Currently, 35 adjunct faculty serve as supervisors for candidates.Adjunct faculty contracts are renewed on a semester basis.

 

Each term a dinner and orientation meeting is held with supervising teachers and student teachers.Student teachers are responsible for ensuring that cooperating teachers receive a packet, which outlines expectations for all parties.Thank you letters are sent to cooperating teachers for their participation.

 

If a situation arises where the student teacher placement is not working well, the Placement Officer will meet with the cooperating teacher, get the university supervisor involved, possibly another cooperating teacher and try to resolve the issues.If this does not work, the candidate will be placed in another classroom or at a different site.

 

Suggestion for Improvement:

Provide opportunities for all candidates to experience the beginning of a school year, including teacher inservice if possible.Ensure that candidates focused on early childhood education have ample placement time in grades K, 1, or 2.

 

 

584-017-0182††††††††††††††††††††††††† Intern Experience for Teachers††††††† __X__Met†††††† ____Unmet

 

Document Reviewed:

Internship Agreement

 

Persons Interviewed:

Jonathan Leonard

Lynn Keyne-Michaels

 

Summary of Findings:

There are no candidates participating in an internship at this time.

 

 

584-017-0200††††††††††††††††††††††††† Verification of Teacher Program†††††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††† Completion†††††††††††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Concordia Student Teaching evaluation form

Field Experience final evaluation forms

Graduate Bulletin

Praxis test results

Work samples

Work sample assessment form

 

Persons Interviewed:

Mickie Bush

Heather Hicks-Fromdahl

Bev Petersen

Jan Albrecht

Lynn Keyne-Michaels

 

 

Summary of Findings:

Most candidates appear knowledgeable about the requirements needed for program completion.During the month of May, the Registrarís office works hard to prepare degrees and transcripts especially for graduates from the College of Education.They are mindful that candidates need these two items before applying for a license through TSPC.

 

A challenge for the Registrarís Office has been identifying Unit candidates at the appropriate authorization level.A numbering system has been implemented to identify candidates at different levels.Another challenge for the Registrarís Office is keeping track of candidatesí credits from other institutions and field experiences.

 

The Placement Administrator, Program Directors, and advisors are responsible for accumulating documentation of program completion.Verification of completion of coursework, field experiences, work samples, testing, and evidence of good character is completed before a candidate is recommended to TSPC for licensure.Concordia University is completing implementation of an excellent electronic candidate tracking system.

 


 

 

Professional Education Faculty

 

584-017-0060††††††††††††††††††††††††† Unit Personnel for the Program†††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Faculty workplan

Faculty vitae

Employment contract

Faculty development opportunities

Short and long range strategic objectives

Faculty Handbook

 

Persons Interviewed:

Joe Mannion

Jan Albrecht

Johnnie Driessner

Jonathan Leonard

Trish Lichau

Randy Lundgren

Lynn Keyne-Michaels

Fred Ruhnke

Sheryl Reinisch

Joel Schuldheisz

 

Summary of Findings:

Faculty members have extensive knowledge and field experience in their appropriate authorization levels.All are encouraged to complete terminal degrees, and five faculty members are presently completing doctorates, which are being financed by Concordia University.Clear criteria exists for faculty ranking and promotion within the ranking.Additional faculty development opportunities are provided by the Center for Excellence in Learning and Teaching (CELT), Writing Across the Curriculum (WAC), the Faculty Welfare Policies Committee (FWPC), and the Provostís Office.Short and long range strategic objectives are stated and described in detail.Strong collegial support is stated and exhibited among the faculty and staff.

 

Thirty-three adjuncts, consisting of retired and practicing teachers and administrators, are employed to teach throughout the year.Adjunct faculty commend the excellent support they receive, and, through inclusive actions of the University, feel as though they are part of the family.

 

 

584-017-0070††††††††††††††††††††††††† School-Based Personnel†††††††††††††††††††††††††††††††††††††††††††

for the Program††††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Field Experience Handbook

Field Experience master placement lists

Practicum Orientation PowerPoint

Handbook for the Practicum

Student Teaching Handbook

Contracts with school districts

Handbook for Supervisors

 

Persons Interviewed:

Terri Amacher

Doug Cook

Diane Crane

Jeri Gentry

Nick Karafotias

Bret Larson

Kathi Liebenthal

Jared Miller

Jim Mott

Rob Olson

Meagan Rouse

Carolyn Smithee

Lynn Wren

Debbie Wright

 

Summary of Findings:

Contracts with local school districts are kept on file.The candidates deliver handbooks for the practicum and student teaching experiences to the building level supervisor (principal or assigned designee) and the cooperating teacher.Supervising teachers attend an orientation and receive a handbook.In addition to the orientation, workshops around current teaching practices are held during the year for supervising teachers.Evaluation forms and checklists are included in the packets distributed to cooperating teachers and supervising teachers.

 

All supervisors are either university faculty, current or retired administrators or current or retired teachers.All current supervisors have had three years of experience in early childhood, or elementary, or middle or high school immediately prior to supervision and/or instruction and hold or are eligible to hold a valid license for current assignments.Cooperating teachers and supervisors consider the communication and support between the Unit and themselves to be a great strength of the program.Teachers feel valued by the Unit and know if recommendations or suggestions are submitted they will be heard.


 

Design of Professional Education

 

584-017-0075††††††††††††††††††††††††† Purpose of Teacher Licensure†††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Matrices of courses aligned with TSPC competencies for initial licensure

Course syllabi

 

Persons Interviewed:

Joe Mannion

Kathy Dunbar

Lynne Wolters

Current undergraduates

Current MAT candidates

Current student teachers

Cooperating teachers

 

Summary of Findings:

The program prepares candidates to teach at the levels of early childhood, elementary, middle level, and high school.Faculty, staff and cooperating teachers affirm the dignity of all students, and candidates entering the Concordia programs from a wide variety of backgrounds.The Continuing License program is becoming an integral part of the College of Education, and two teachers have recently completed requirements.

 

 

584-017-0090††††††††††††††††††††††††† Curriculum Design for Teacher††††††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††† Licensure††††††††††††††††††††††††††††††† ____Met†††††††† __X__Unmet

 

Documents Reviewed:

College of Education course syllabi

 

Summary of Findings:

Course syllabi include activities but do not consistently include course outcomes or procedures and criteria for evaluating studentsí achievement.Practicum and student teaching syllabi references to the field experience and student teaching evaluation forms would help candidates understand how they will be assessed.

 

Condition Requiring Correction:

All course syllabi shall be reviewed and, if necessary, revised to include expected outcomes and criteria for evaluation before these courses are taught again. Revised syllabi are to be submitted to TSPC with the July 31, 2004 Annual Report.

 

 

584-017-0100††††††††††††††††††††††††† Objectives of Initial Teacher †††††††††††

††††††††††††††††††††††††††††††††††††††††††††††† License†††††††††††††††††††††††††††††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Undergrad and MAT student files

Work samples

Work Sample Handbook

TSPC Summary Report

 

Persons Interviewed:

Bev Petersen

Roselle Sorieno

Dennis Sizemore

Janie Shea

Dr. Rosemary Daniels

Robert OíNeill

Cynthia Bivins

Elizabeth Hightower

Elaine A. Soulagnet

Joel M. Sauter

Carol H. Bradley

Holly M. Schell

Kathy J. Hasibar

Janice Hart Davis

Christin Knight-Stanner

 

Summary of Findings:

The Unit assures that candidates for an Initial Teaching License demonstrate knowledge, skills and competencies in each of the five teacher functions.Cooperating teachers, University supervisors and alumni note that Concordia candidates and alumni are highly sought.Their specific strengths include detailed and organized lesson plans tied to state benchmarks and the candidates' professionalism.

 

 

584-017-0110††††††††††††††††††††††††† Early Childhood Authorization†††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Course syllabi

Education philosophy and mission statements

Work samples

Undergraduate and MAT checklists

PRAXIS test scores

Student Teaching Handbook

Student Teaching Checklist

 

Persons Interviewed:

Kathy Dunbar

Lynne Wolters

Sheryl Reinisch

Jeri Malin-Kupsick

Elaine A. Soulagnet

Joel M. Sauter

Janice Hart Davis

Anne Larsen

Daisy Choy McLean

Brandi Sperry

Katherine McLaughlin

Tami Trent

Sue Mobley

Brittney Fackrell

Kim Iacolucci

 

 

Summary of Findings:

The Unit assures that candidates for the Early Childhood Authorization demonstrate knowledge, skills and competencies in each of the standards.Candidates, cooperating teachers and alumni view hands-on activities in on-campus coursework as a strength.Plans for the Northwest Childrenís Literature Center, which would add an additional floor to the new library, are in the formative stages.This regional facility will provide a resource for teaching, learning, and research related to childrenís and young adult literature.

Suggestion for Improvement:

Candidates and cooperating teachers indicate a need for more instruction on assessing and teaching initial literacy skills.

 

 

584-017-0120††††††††††††††††††††††† Elementary Authorization††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Course syllabi

Education philosophy and mission statements

Work samples

Undergraduate and MAT checklists

PRAXIS test scores

Student Teaching Handbook

Student Teaching Checklist

 

Persons Interviewed:

Jeri Malin-Kupsick

Elaine A. Soulagnet

Joel M. Sauter

Janice Hart Davis

Anne Larsen

Daisy Choy McLean

Carla C. Poteet

Megan DePriest

Brandi Sperry

Cecily Schoning

Katherine McLaughlin

Tami Trent

Sue Mobley

Brittney Fackrell

Kim Iacolucci

 

Summary of Findings:

The Unit assures that candidates for the Elementary Authorization demonstrate knowledge, skills, and competencies in each of the standards.Candidates, cooperating teachers and alumni view hands-on activities in on-campus coursework as a strength of the program.

 

Suggestion for Improvement:

Candidates and cooperating teachers indicate a need for more instruction in assessing and teaching initial literacy skills.

 

 

 

 

 

584-017-0130††††††††††††††††††††††††† Middle Level Authorization†† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Course syllabi

Education philosophy and mission statements

Work samples

Undergraduate and MAT checklists

PRAXIS test scores

Student Teaching Handbook

Student Teaching Checklist

 

Persons Interviewed:

Tom Hainisch

Emily Russell

Emily Edwards

Melanie Mitchell

Phillip Huff

Christin Knight-Stanner

Clara LaFayette

Richard A. Young

Anna Leek

William M. Steinmetz

Vicki Page

Kurt Krohn

Steve Palumbo

Steven Colkitt

Andrew DuPont

Maraline Karty

 

Summary of Findings:

The Unit assures that candidates for the Middle Level Authorization demonstrate knowledge, skills and competencies in each of the standards, although more attention to strategies and increased communication between content area and College of Education faculty will improve program alignment.

 

Suggestions for Improvement:

Interviewees expressed a desire for more modeling of content-area strategies in their Curriculum and Instruction courses.Middle level candidates say they would benefit from more middle level peers in their cohort, though they recognize this is a result of fewer candidates at their level.

 

Increased opportunities for conversation between College of Theology, Arts & Sciences (CTAS) faculty and College of Education (College of Education) faculty will promote program alignment and cooperation in preparing undergraduate candidates to pass their PRAXIS tests.

 

 

 

 

 

 

 

 

 

584-017-0140††††††††††††††††††††††††† High School Authorization†††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Syllabi

 

Persons Interviewed:

Emily Russell

Tom Hainisch

John Fairless

Jennifer Olsen

Emily Edwards

Melanie Mitchell

Phillip Huff

Carol H. Bradley

Lucretta Tursi

Undergraduate candidates

MAT candidates

Alumni

Cooperating teachers

CTAS representatives

 

Summary of Findings:

The Unit assures that candidates for a high school authorization demonstrate knowledge, skills, and competencies in a high school setting.

 

Suggestions for Improvement:

The Advanced Mathematics Endorsement requirements could be enhanced through additional math offerings.Explore other opportunities by using the technology available and other Concordia sites.Consider more conversations between CTAS and College of Education to coordinate and integrate content and methods.Subject specific strategies will enhance candidate preparation.

 

 

584-017-0150††††††††††††††††††††††††† Selected Subject Matter &†††††††††††††††††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††† Specialty Endorsements†††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Course syllabi

 

Persons Interviewed:

Undergraduate candidates

 

Summary of Findings:

This Unit provides an approved program for endorsements in ESOL, physical education, and reading.†† The recently approved reading endorsement program appears to be as promising and strong as the current ESOL and physical education endorsement programs.

 

 

 

 

 

 

 

 

584-17-160                                                           Objectives for a Continuing

Teaching License†††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Graduate Bulletin

Matrix of education courses

 

Person Interviewed:

Jan Albrecht

 

Summary of Findings:

This Unit provides an approved program through which teachers may document the advanced knowledge, skills, and competencies using action research and a portfolio presentation.

 

 

584-017-0170††††††††††††††††††††††††† Adding Endorsements††††††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Graduate Bulletin

Concordia University Catalog

Authorization levels checklists

 

Person Interviewed:

Jan Albrecht

 

Summary of Findings:

The Unit assures a process through which candidates can add endorsements in Early Childhood Education, ESOL, Health and Physical Education, and Reading Specialist.

 

For candidates wanting to add an Early Childhood Education endorsement as an add-on to an existing authorization level, it can be obtained as a strand in the Masterís program (9 to 12 hours), as an added authorization (10 to 11 hours), or as part of the Continuing Teacher License requirement (6 hours).

 

 

584-017-0175††††††††††††††††††††††††† Adding Authorizations††††††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Graduate Bulletin

Concordia University Catalog

Authorization levels checklists

 

Summary of Findings:

The Unit assures a program through which candidates can add the next contiguous authorization level to an Initial or Continuing Teaching License.

 

 

 

 

 

 

 

 

 

584-017-0185††††††††††††††††††††††††† Evidence of Effectiveness††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Work samples

Work Sample Handbook

Candidate test scores and checklists

 

Persons Interviewed:

Undergraduate candidates

MAT candidates

Alumni

Cooperating teachers

Bev Petersen

Jan Albrecht

 

Summary of Findings:

The Unit assures that candidates provide evidence of effectiveness to foster student learning.This was evidenced in the quality of work samples.Cooperating teachers and alumni identified these as strengths of the program.Candidates found the Work Sample Handbook to be very helpful.In many Curriculum and Instruction classes, candidates were required to prepare work samples.

 

 

584-017-0190††††††††††††††††††††††††† Knowledge of School Law for††††††††††††††††††††††††††††††††††††

††††††††††††††††††††††††††††††††††††††††††††††† Teachers†††††††††††††††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Syllabi for EDU 201, 336, 390, 452,501

 

Persons Interviewed:

Jonathan Leonard

Undergraduate candidates

 

Summary of Findings:

The unit provides candidates with a basic understanding of the legal rights and responsibilities of public and independent school teachers, including Discrimination and the Oregon Educator.In the undergraduate program, although the content is addressed in several courses, the major portion is covered in the EDU 201 course.In the MAT program, the topic is covered in Ed 501 Issues in Education

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standards for Administrator Education Programs

 

584-017-0210††††††††††††††††††††††††† Purpose for Administrator†††† __X__Met†††††† ____Unmet

††††††††††††††††††††††††††††††††††††††††††††††† Licensure

 

Documents Reviewed:

Concordia University philosophy and mission statement

Graduate Handbook

Syllabi

 

Persons Interviewed:

Anne McEnerny - Ogle

Jan Albrecht

Dan Wood

Gary Haase

Jane Koivisto

Bruce Richards

Summary of Findings:

The purpose and mission of the administrative license program is clear and permeates the program documents.Faculty members appear to have a clear understanding of the programís purpose and work toward the mission and objectives of the program and the Teacher Standards and Practices Commission.The program is sensitive to the requirements of the Oregon Educational Act for the 21st Century.

 

 

584-017-0220††††††††††††††††††††††††† Selection, Recruitment, &

Admission of Candidates††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Concordia University philosophy and mission statement

Graduate Handbook

 

Persons Interviewed:

Jan Albrecht

Anne McEnerny - Ogle

Dan Wood

Gary Haase

Jane Koivisto

Bruce Richards

 

Summary of Findings:

Candidates meet the requirements for admission as required in Div 17 (OAR).Three years of successful teaching experience is required for admission and candidates are selected based on their propensity to achieve successfully in the program and as an administrator in Oregon schools.

 

 

584-017-0230††††††††††††††††††††††††† Retention & Advising††††††††††††††††††††††† __X__Met†††††† ____Unmet

 

Document Reviewed:

Professional Education Plan

 

 

 

Persons Interviewed:

Jan Albrecht

Anne McEnerny - Ogle

Dan Wood

Gary Haase

Jane Koivisto

Bruce Richards

 

Summary of Findings:

The unit prides itself in the personal attention offered to each of its administrative candidates.It appears that the candidates recognize this support and flourish in the program.Dr. Jan Albrechtís office and staff offer considerable support to candidates from course registration to placement services.

 

 

584-017-0240††††††††††††††††††††††††† Curriculum Design†††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

College of Education Graduate Program Catalog

Syllabi

 

Person Interviewed:

Jan Albrecht

 

Summary of Findings:

The curriculum is based on 17 standards for the Initial Administrative License and 7 standards of the Continuing License Program.These standards are congruent with TSPC standards for administrators as well as the standards supported by the Interstate School Leadership Licensure Consortium.All reviewed syllabi meet the requirements of this rule.†††

 

 

584-017-0250††††††††††††††††††††††††† Objectives for Initial

††††††††††††††††††††††††††††††††††††††††††††††† Administrator Licensure††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

College of Education Graduate Program Catalog

Syllabi

Candidate portfolios

 

Persons Interviewed:

Jan Albrecht

Anne McEnerny - Ogle

Dan Wood

Gary Haase

Jane Koivisto

Bruce Richards

 

Summary of Findings:

The standards for the Leadership in Educational Administration (LEAD I) Program are clearly addressed in the courses, assessments, and practica of the Administrative Program.Candidates in the program appear to be well informed regarding the standards and the portfolios that reflect the achievement of the standards.

 

 

584-017-0260††††††††††††††††††††††††† Objectives for Continuing

††††††††††††††††††††††††††††††††††††††††††††††† Administrator/Initial

††††††††††††††††††††††††††††††††††††††††††††††† Superintendent License†††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

College of Education Graduate Program Catalog

Syllabi

 

Person Interviewed:

Jan Albrecht

 

Summary of Findings:

At the time of the site visit, no candidates were enrolled in the continuing Administrator/Initial Superintendent Program, LEAD II. The various elements of the program appear to be ready to implement when candidates are ready to apply and be admitted.

 

 

584-017-0280††††††††††††††††††††††††† Field Experience for

††††††††††††††††††††††††††††††††††††††††††††††† Administrator License Program††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Practicum syllabi

Graduate Handbook

Work sample/Portfolio

 

Persons Interviewed:

Jan Albrecht

Lynn Keyne-Michaels

 

Summary of Findings:

Courses Ed 650 and 652 provide for a practicum experience in compliance with the provisions in this rule.†† There are limited numbers of candidates who have completed these courses, so further inquiry into the effectiveness of the courses, experiences, and portfolio was not completed.

 

 

584-017-0282††††††††††††††††††††††††† Internship Experience for

††††††††††††††††††††††††††††††††††††††††††††††† Administrators††††††††††††††††††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Work samples/Portfolios

College of Education Graduate Programs Handbook

 

Persons Interviewed:

Jan Albrecht

Lynn Keyne-Michaels

 

 

Summary of Findings:

Standards for this rule are met.

 

Suggestion for Improvement:

It is suggested that a formal policy, different from the teacher internship agreement as appropriate, be developed for the administrator preparation program.

 

 

584-017-0290††††††††††††††††††††††††† Knowledge of School Law

††††††††††††††††††††††††††††††††††††††††††††††† for Administrators††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Syllabi

 

Person Interviewed:

Jan Albrecht

 

Summary of Findings:

ED 622 School Law or ED 620 Equity and Access in School Law provide the content and experiences for program compliance with this rule.

 

 

584-017-0300††††††††††††††††††††††††† Verification of Program

††††††††††††††††††††††††††††††††††††††††††††††† Completion†††††††††††††††††††††††††††† __X__Met†††††† ____Unmet

 

Documents Reviewed:

Professional Education Plan

Syllabi

College of Education Graduate Programs Handbook

 

Person Interviewed:

Jan Albrecht

 

Summary of Findings:

The unit ensures that candidates who complete the program have met all the requirements of the University, the College of Education, and the Teachers Standards and Practices Commission.

 

Suggestion for Improvement:

It is suggested that additional requirements outlined in this rule be added to the College of Education Graduate Programs Handbook.Specifically, paragraphs 3, 4, and 5 of this administrative rule should be added to pages 24 and 26 of the College of Education Graduate Programs Handbook.

 


 

Interview List

Concordia University

April 14-16, 2003

 

University Administration

Charles Schlimpert, President

Mark Wahlers, Provost

John Driessner, Chief Information Officer

Lisa Keyne, Assistant Provost for Academics

Dennis Stoecklin, Chief Financial Officer

Mickie Bush, Registrar

Heather Hicks-Fromdahl, Assistant Registrar

Donna Hoyt, Graduate Admissions Director

Bobi Swan, Dean of Admissions

Jim Cullen, Director of Financial Aid & Human Resources

Nolan Bremer, Director of Library Services

Randy Lundgren, Director of Academic Applications, Media & Support

Glenn Smith, Dean of Students

 

Faculty

Joe Mannion, Dean, College of Education

Chuck Kunert, Dean, College of Theology, Arts, and Sciences

Jan Albrecht, Professor of Secondary Education

Ron Dexter, Special Projects Consultant

Kathy Dunbar, Associate Professor of Education

Gerd Horten, Associate Professor of History

Lynn Keyne-Michaels, Placement Administrator

Jonathan Leonard, Associate Professor of Elementary Education

Trish Lichau, Associate Professor of Education

Bev Petersen, Assistant Director, College of Education

Paula Politte, Assistant Professor of Health and Physical Education, Advisor

Sheryl Reinisch, Assistant Professor of Education

Bruce Richards, Adjunct Professor

Julie Rowland, Associate Professor of Mathematics and Mathematics Education

Fred Ruhnke, Assistant Professor of Education

Joel Schuldheisz, Professor of Education, Athletic Director

Steve Steffens, Professor of Secondary Education

R. Scott Thurman, Theatre Director

Richard Wismar, Professor of Education

Lynne Wolters, Assistant Professor of Education

 

University Field Supervisors

Cynthia Bivins

Rosemary Daniels

Elizabeth Hightower

Robert O'Neill

Jani Shea

Dennis Sizemore

Roselle Soriano


Consortium Members

Sandi Rosenfeld, Chair, Teacher, Chapman Elementary

Suzette Dooley, Teacher, Trinity Lutheran School

Patty Funes, Teacher, Parkrose High School

Terri Hjelm, Teacher, Portland Public Schools

Russell Peterson, Teacher, Portland Public Schools

Daniel Seim, Teacher, Forest Hills Lutheran School

 

Field-Based Personnel

Terri Amacher, Principal, Lynch Meadows Elementary

Daisy Choy McLean, Teacher, Vernon Elementary

Doug Cook, Principal, Centennial Middle School

Diane Crane, Teacher, Centennial High School

Dana Deal, Teacher, Centennial Middle School

Jeri Gentry, Teacher, Centennial Middle School

Gary Haase, David Douglas School District, Concordia Adjunct Professor

Bill Haugen, Teacher, Milwaukie High School

Ken Harding, Principal, Oregon Trail Elementary

Debra C. Harris, Teacher, West Linn High School

Kim Iacolucci, Teacher, Oregon Trail Elementary

Nick Karafotias, Teacher, Centennial High School

Maraline Karty, Teacher, Gregory Heights Middle School

Jane Koivisto, Teacher, Oregon Trail School District

Kurt Krohn, Teacher, Gregory Heights Middle School

Clara LaFayette, Teacher, Kellogg Middle School

Anne Larsen, Teacher, Vernon Elementary

Brett Larson, Teacher, Centennial Middle School

Kathi Liebenthal, Teacher, Lynch Meadows Elementary

Anne McEnerny-Ogle, Teacher, Waluga Junior High, Concordia Adjunct Professor

Jerrod Miller, Teacher, Centennial Middle School

Sue Mobley, Teacher, Oregon Trail Elementary

Jim Mott, Teacher, Centennial High School

Rob Olson, Teacher, Centennial Middle School

Vicki Page, Assistant Principal, Gregory Heights Middle School

Beth Palmer, Teacher, Milwaukie High School

Steven Palumbo, Teacher, Gregory Heights Middle School

Carla Poteet, Teacher, Vernon Elementary

Lois Read, Teacher, Harvey Scott Elementary

Megan Rouse, Teacher, Lynch Meadows Elementary

Carolyn Smithee, Teacher, Centennial High School

Terrence Smyth, Assistant Principal, Milwaukie High School

William M. Steinmetz, Title I Coordinator, Gregory Heights Middle School

Aeylin Summers-Hinton, Principal, Milwaukie High School

Lucretta Tursi, Teacher, Grant High School

Rene Van Rooyen, Teacher, Beaumont Middle School

Lynn Wren, Teacher, Centennial High School

Dan Wood, Principal, Highland Elementary and Concordia Adjunct Professor

Debbie Wright, Teacher, Centennial Middle School

Richard A. Young, Teacher, Gregory Heights Middle School

 

 

 

 

 

Candidates

Steven Colkitt (Undergrad)

Megan DePriest (Undergrad)

Andrew DuPont (MAT)

Emily Edwards (Undergrad)

Brittney Fackrell (MAT)

John Fairless (MAT)

Scott Gronvold (MAT)

Tom Hainisch (MAT)

Phillip Huff (Undergrad)

Jennifer Kniss (License only)

Anna Leek (Undergrad)

Jeri Malin-Kupsick (MAT)

Jennifer McCauley (Undergrad)

Katherine McLaughlin (Undergrad)

Melanie Mitchell (Undergrad)

Jennifer Olsen (Undergrad)

Stacie Richardson (Undergrad)

Emily Russell (MAT)

Cecily Schoning (MAT)

Brandi Sperry (Undergrad)

Tami Trent (Undergrad)

Ally Van Raden

 

Alumni

Carol Bradley

Janice Hart Davis

Kathy Hasibar

Christin Knight-Stanner

Joel Sauter

Holly Schell

Elaine Soulagnet