Northwest Christian College

Annual Summary Report

July 2002/July 2003

 

LIAISON

 

Dr. Michael Tanner serves as liaison for Northwest Christian College.

 

MISSION STATEMENT

 

A shared commitment to excellence in preparation of teacher and counselor candidates in a harmonious environment that embraces best educational practices and exemplifies Christian values.

 

STRATEGIC PLANS

 

Long-Term Strategic Plans:

In light of the fact that the new Dean of Teacher Education and School Counseling officially began his position on August 26, 2003, detailed long-term strategic plans are not yet available. Our most important plan, both short term and long term, for this academic year, is to redress the areas of the current program found to be out of compliance with the approved NCC program and maximize overall program quality. The areas of needed change are identified and addressed in detail in the section of this report entitled Short Term Strategic Plans.

 

This year we have no changes to report in the long-term strategic plans for the School Counseling program.

 

During the academic year 2003-2004, we will deliver the teacher education program as approved.One of our primary concerns is the increased delivery of appropriate methods preparation for all students in the following content areas: math, science, social studies, physical education, and health.Achievement of this and other goals will be based on data gathered from sources including the numbers of newly matriculated students and program completers, overall student grade point average, feedback from cooperating teachers on the impact of NCC students in their classrooms, program satisfaction surveys administered to alumni, and exit surveys conducted with 2004 graduates.††

 

The Teacher Education unit will continue to review its program, delivery of instruction, and services and supports offered to students, seeking at all times to remain in compliance with Oregon Administrative Rules and TSPC policies.As we deliver the approved program throughout the year, we will also seek ways in which the program can be improved long term. Eventual proposed changes to the program will be submitted for review to the TSPC Program Approval Committee.

 

Short Term Strategic Plans:

During the Winter term, 2003, in a transition of interim faculty into the NCC Teacher Education Program, administration and faculty members quickly became aware of discrepancies between the approved NCC program as submitted in writing to the Commission, and the program as it was being delivered to students.As we indicated to the Commission during the sessions of spring 2003, therefore, our plan has been to:

  • Identify areas in which the current program does not apply in practice the elements which were approved in the written proposal approved by the TSPC Program Approval Committee.
  • Design reasonable, practical amendments for each of these areas to assure that program practice be restored to the program originally authorized by the Program Approval Committee.
  • Apply these amendments to the program as soon as possible, and no later than the beginning of Fall term, 2003.

 

Several areas of concern within the program were brought to the attention of the Commission session in May, 2003. Having surfaced these elements, we committed to making appropriate adaptations for each one, redressing all that were not aligned with the approved written program by the beginning of Fall term, 2003.


 

Though these areas represent weaknesses in last yearís program, none of them requires the introduction of new elements as yet undisclosed to or unapproved by the Commission. We have endeavored to act decisively and with care to restore the approved program. Though the faculty is ultimately interested in reconsidering some aspects of the program, these have been set aside until such time as we can design and bring a proposal to the Program Approval Committee.

 

This year we have no changes to report

 

PROGRAM REVIEW

 

Student Performance

As the Commission will recall, the current faculty and administration of the NCC Teacher Education Program began their tenure on September 1, 2003. Therefore, we are unable to report on specific student achievements prior to Fall Term, 2003. We can report, however, that there were seventeen completers in August, 2002 in the School Counseling Program. For Fall term, 2002, fourteen undergraduate students were matriculated into the Teacher Education Program and eighteen graduate students matriculated into the School Counseling Program.Further, following Spring term 2003, the Teacher Education Program had 45 undergraduate program completers and School Counseling had four graduate program completers.

 

Students in both programs completed the required course work for the year, as evidenced in their passing course grades, successful field studies, practica, and student teaching assignments, and the completion of work samples appropriate to each area of desired age authorization and endorsement. Assessment of students completing field experience is completed at the close of each term, by campus supervisors and cooperating teachers, using the Professional Competencies Evaluation.

 

Students also had the opportunity to evaluate program instructional faculty at the close of each term, using the NCC Course Feedback Survey. These confidential surveys are reviewed by the provostís office and, once term grades have been filed with the registrar, copies of student surveys are sent to each instructor.

 

In addition, assessment of supervising faculty including both campus supervisors and cooperating teachers is completed by students at the end of each term, using the Campus Mentor Feedback form or Site Mentor Feedback form.

 

Follow-up of Graduates

 

As has been stated, the new faculty began their tenure in the Teacher Education Program on September 1, 2003. To our knowledge, no formal evaluations had ever been conducted of alumni satisfaction with the program, and therefore, regretfully, we have no graduate follow-up data to report.

 

During the academic year 2003-2004, however, evaluation processes will be put into place to assess first year graduates, students currently enrolled in the program and selected alumni.

 

During the 2001-20002 school year, NWCC undertook program evaluation of the teacher education program in preparation of the first federally mandated Report Card.This information was reported fully to TSPC, disseminated by brochure and compact disk, and posted on the departmentís Webpage.

 

In 2000, the Department of Education and Counseling also prepared for and hosted an interim site visit of the School Counseling program by Northwest Association of Schools and Colleges.Refer to Appendix C of annual report to review report.

 

Preparation was made by the professional education unit for an on-site visit by TSPC during the 2001-2002 academic year.In keeping with the TSPC-approved program evaluation plan, a comprehensive analysis of student performance and program quality took place for review by site team members.Prior to the visit, information reviewed by both the teacher education consortium and the Diversity Action Team.

 

DEVIATIONS FROM APPROVED PROGRAMS

 

As we reported to the Commission at the May 8, 2003 session, some areas have been found to be missing or out of compliance with the TSPC approved NCC Teacher Education Program. From the beginning, the administration and newly hired faculty of the NCC Teacher Education Program have recognized the need to edit and/or correct them.

 

Below is an outline of the areas identified as needing editing or restoration within the program. Discussion follows regarding the solutions designed and put into place:

 

  • Admissions Process
  • Minimum GPA to be maintained
  • Standardization of transcript review by Admissions Department
  • Completion of CBEST and PPST required prior to admissions
  • Waiver approval process to be reviewed and criteria identified
  • Work Samples
  • More guidance offered in how to write work samples
  • Students must write one work sample in each area of endorsement or age authorization
  • Lesson plan template could be standardized
  • Endorsements promised for which NCC is not approved
  • Additional methods instruction needed for math, science, social studies, health, physical education, and the arts
  • Missing curricular elements:
  • Education law
  • Educator licensure
  • TSPC functions
  • Special education law and practice
  • Formal plan for standardized training of supervisors for practica and student teaching, and the training of cooperating teachers in school partnerships

 

The admissions process was reviewed spring term by a committee of program faculty and NCC Registrar Tracy Sims. Elements reviewed including GPA and transcript requirements were standardized. Passing scores on the CBEST and PPST are now required prior to program entry. The waiver process has been reviewed and criteria set.

 

As the original proposal indicated but program practice did not require, work samples must be prepared for each age authorization or endorsement sought by a candidate. This requirement has been restored in practice, and all students who completed the program by June 2003 were required to submit the appropriate work samples for each area. Beginning this fall, specific course content will be devoted to the rationale, design, and construction of correct, age appropriate work samples. In addition, a standard NCC lesson plan template was designed and taught during Spring term, 2003, and will continue to be part of the program curriculum.

 

Two students were told they could pursue high school age authorization. In an effort to honor the commitments made by previous faculty, these students will be supported in the fulfillment of their requirements, i.e., necessary course work, practica, and student teaching will be secured at an appropriate institution and tuition will be paid by NCC.No other students will be advised for secondary majors.

 

The practice of allowing NCC students to pursue high school age authorization besides in TESOL has ceased and will not occur again until and if NCC seeks and obtains approval from TSPC to offer this authorization and related endorsement(s)

 

In the past program, content methods were interwoven in coursework, after the model of integrated curricula. Our concern, however, is that in attempting to interweave methods content, they were easily lost, and not fully taught to students. Since the instruction of methods is of the utmost importance to preservice teachers, we have brought methods to the fore in the program for the 2003-2004 academic year. Both juniors and seniors in the program will benefit from focused, organized, and hands-on application of methods across the content areas.The program continues to model for students how to deliver curricula effectively and in a variety of ways.

 

In our thorough review of the current program, any deficient coverage of important elements of curriculum have been identified and attention given to them in our upcoming fall program. There will be increased teaching of Education Law and Special Education Law and Practice.Significant but smaller topics such as licensure and TSPC functions will be incorporated into other relevant courses.

 

It was decided that faculty who supervised students in practica and student teaching placements this year, would construct training programs to instruct and support campus supervisors and cooperating professionals. Such training would increase inter-rater reliability among supervisors and assure that each supervisor is evaluating the same teaching behaviors and scoring them judiciously.Beginning fall term, 2003, trainings in supervision of students in practica and student teaching roles will be provided for NCC supervision faculty and adjuncts, and will continue to be provided on a regular basis. A feeling of unity and mentoring among supervisors will be the outcome of this effort.

 

Between spring term, 2003, and fall term, 2003, each of these areas has been addressed and a new energy and focus has been generated to support new and returning students arriving for fall term, 2003. The Teacher Education Program, as originally approved, will be provided for program candidates during the 2003-2004 academic year, but with an increase in positive language and support from the new faculty.

 

There are no deviations from the approved program to report for the School Counseling Program during the 2003-2004 academic year.

 

MODIFICATIONS OF APPROVED PROGRAMS

 

The journey to modifications has been a lengthy one, undertaken with great care. In studying how best to implement the needed changes outlined above, the faculty has reviewed the current course offerings and adapted them to reflect the written program as originally approved by TSPC.

 

At the academic yearís end we strove to conduct a review of the current course offerings to support our examination of the overall program. We designed and completed a 2002-2003 Course Syllabi Review, reflecting a thorough review of all current course syllabi. The compiled data include the scope of course offerings across age authorizations early childhood, elementary, and middle school, an evaluation of course objectives, texts and reading assignments, and other course information such as examinations,assessment point values, and types of course assignments and exams required. [Please note: In the interest of including the complete table in the annual report, the font size has been considerably reduced. The document can be more easily read by being enlarged or printed.]

 

The following table coordinates the review of course syllabi. It was a very effective tool for new faculty to become familiar with the teacher education program, note strengths and weaknesses and begin planning improvements that suited their expertise. As the logical outcome of this review, courses already in place were adapted to reflect the fully approved curricula, including areas previously unaddressed in the program elements.

 

 

 


 

2002-2003 End of Year Course Syllabus Review

 

Course No.

& Title

Term

Work needed on objectives?

Scope of Course/ Content Coverage

No. of Texts?

Handouts?

Need Review?

Include # Points for each Item

SSP

Journals

Lexicon

Quizzes

Projects

Exams

Attend/

Participate.

Resrch

Paper

Foundation Component

ED350

Developmental

Perspectives

FA

Need measurements / criteria and need to reflect papers / projects / other assn

Cognitive/affective dev., developmental theory

1 text, handouts missing

Y/40

Y/20

N

N

Y/30

(3) 2-pg papers

N

Y/10

N

ED351

Technology for

T & L

FA

Total rewrite, verb selection and measurement need revision

Not enough useful programs taught

Needs review, APA needs editing

Y/0

Web-site

Y/0

N

N

Y/25/60

Lesson &

Webpage

N

Y/15

Dies-cuss

N

ED352

Literature for

T & L

FA

Rewrite to reflect measurement. elements, too general, need refining

Childrenís lit.-story-telling, poetry, flk. tales, fiction, drama, K-9 levels, creative writing, readerís theatre, puppetry, etc.

1 text, handouts missing, APA needs editing

Y/30

Y/40

biblio

N

N

Y/20

autobio

N

Y/10

N

ED353

Ecology

of Schools

FA

Each needs criteria of objective, measurement (assnís donít measure)

Need revision, add coverage

Texts need review, handouts missing

Y/30

Y/15

Y/15

N

Y/30

Interviews

N

Y/10

N

Elementary Component

ED360

The Learner 1

WI

Verbs are vague, goals unmeasurable

Socialization, tchng. models, methods, ELLís, diversity, lesson plans, target charac. of ethnic popísÖ

5 texts, handouts missing, APA needs editing

Y/30

Y/15

Y/15

N

Y/30

SS Project

N

Y/10

N

ED362

Instructional

Program I

WI

Verbs are vague, goals unmeasurable

Rdg. strats, Rdg. for all ELLís, comprehension, LA methods, basal rdrs, assessment, factors influ. rdg, tchg. exceptional rdrs

6 texts, handouts missing, APA needs editing

Y/30

Y/15

Y/15

N

Y/30

N

Y/10

N

ED364

Classroom

Relations I

WI

Add measurement criteria

Need to tie course to practicum

2 texts realistic? Text Appropriate? Handouts missing, APA needs editing

Y/30

But vague

Y/15

Y/15

N

Y/30

Team rprtPresent

N

Y/10

N

ED366

Elementary

Practicum

WI

Completely rewrite to correct format

Appropriate, but too much of a copy of 367

None

N

Y/

100

N

N

1 Pupil & 1 ClimateProfile

N

N

N

Middle Level Component

ED361

The Learner II

SP

Need measurable criteria/projects

Dev. Theory, Dev. approp. prac., infl. of peers/media, diversity (cult., ethnic, ling.,disabled, SES), student health/ hum. serv. needs

3 texts, handouts missing, APA needs editing

Y/25

Y/27

N

N

Y/3

Media Observ.

N

Y/10

Y/25

Pres-ent/10

ED363

Instructional

Program II

SP

Rewrite all, separate each, add measurement

Revise models of instruction/lesson plans.Expand cont. area rdg.

Too many books (includes ED 2000 Handbook), APA needs editing

Y/40

Thm.

Units

Y/?

N

N

Y/25

Report on 1 model

N

Y/?

N

ED365

Classroom

Relations II

SP

Need action verbs, should reflect projects and course content, need measurable criteria

At-risk lrnrs., dev. appr. prac., strats.for prob. solv.,decision making for rules, routines, class climate

3 texts, handouts missing (50% of course), APA needs editing

Y/40

Y/25

N

N

N

N

Y/10

Y/25

ED367

Middle Level

Practicum

SP

Rewrite correctly

Too much a copy of 366

None

N

Y/

100

N

N

Y/0

See 366 revise

N

Y

N

Early Childhood Component

ED370

The Young

Learner

SP

Add measurement (assnís donít measure objectives)

O.K.

3 texts, handouts missing, APA needs editing

Y/30

Grp.

Proj.

Y/15

Y/15

N

Y/30

2 essays

N

Y/10

N

ED372

Teaching Young

Learners

SP

Objectives are unmeasurable, not reflecting course scope

Classrm. structure, lang. Acq., literacy environ., primary rdg. prog., literacy w/ diverse lrnrs., asses/remed of early rdg. prob.

3 texts, APA needs editing

Y/?

Y/15

Y/15

N

N

N

Y/10

Y/30

ED374

Early Childhood

Classroom

SP

Need to reflect projects and assnís with specific, measurable criteria

Classrm. climate, organizing space, rules/routines, observ. asses. proc., socialization of infants/young children, parent relats., child guidance theories

2 good texts, APA needs editing

Y/30

Y/15

Y/15

N

Y/30

2 projects

N

Y/10

N

ED376

Early Childhood

Practicum

SP

 

 

 

 

 

 

 

 

 

 

 

Professional Component

ED460 (6 cr.)

Integrating

Curriculum

FA

Measurements needed

Online is in appropriate delivery system for this course

Handouts missing, APA needs editing

Y/35

Thm.

Units

Y/10

Y/10

N

Y/35

3 papers

N

Y/10

N

ED461 (6 cr.)

Improving

Instruction

WI

Better than most; still needs better definition of specific activities

Approp. prac., interactive funcs. of tchng., acq. of knwldg., tchg. work sample, extension of knwldg., prod. habits, tchg. for metacog., mult. intel.

1 text (Arends), multiple handouts & worksheets missing

Y/30

Y/15

Y/15

N

Y/30

N

Y/10

N

ED462

Internship

Seminar

SP

 

 

 

 

 

 

 

 

 

 

 

Concurrent Field Experience (Srs.)

ED466

September

Experience

FA

Need revision

Orientation, teaching inservice activities before 1st day, indiv/small & whole grp. classrm. instr., presentation & reinforc. of rules, etc.

None

 

 

 

 

 

 

 

 

ED467

Fall

Practicum

FA

Rewrite, add measurments

Not specified

None

Y/0

Pro-files

Y/

100

N

N

N

N

Y/0

N

ED468 (6 cr.)

Student

Teaching

WI

Rewrite, add measurments

Not specified

None

Y/0

Work Samp

Y/

100

N

N

Y/0

Profiles

N

Y/0

N

ED469 (10 cr.)

Pre-Service

Internship

SP

No measurement standards, change terminology for campus/site supervisor

Not specified

No text

Y/?

Y/?

Y/?

N

Y/?

N

Y/?

N

*All courses are 3 qtr. credits unless otherwise indicated.

 

Other Program Modifications

 

In addition to the modifications undertaken to bring both syllabi and course offerings into alignment with the NCC approved Teacher Education Program, modifications also occurred within other areas of the program. These include modifications in faculty appointments, strengthening of the student grievance process, the appointment of campus ombudspersons, and steps taken to educate and reinforce campus-wide community awareness of and sensitivity to issues of diversity. Additional information can be found in body of the annual report.

 

The 2001-2002 annual report includes a change in the sequence of classes for the early childhood/elementary and elementary/middle level programs.New course names and course descriptions are also included.

 

OFF-CAMPUS PROGRAM OR COURSES

 

The Roseburg Teacher Education Program has experienced a significant modification this year in the full-time hiring of Ms. Angela Long as Assistant Professor for the Roseburg program. Ms Long has both a B.A. in Elementary Education and a Master's degree in School Counseling from Northwest Christian College and is currently a doctoral student at Oregon State University.Angela taught Winter and Spring in NCCs Roseburg cohort meeting at Umpqua Community College and, prior to that, taught as a substitute teacher for the last four years at all levels from K through grade 12 throughout Douglas County.

 

Roseburg campus courses are identical to those offered in Eugene but in different sequence and time frame.

 

CONSORTIUM REVIEW AND RESPONSE

 

There is no evidence of the Consortiumís having reviewed program evaluation results and made written recommendations for improvement of program design and operation, or evidence that the institution has provided written response to consortium recommendations.

 

This OAR mandate will be a guiding principle of the Consortium meetings and discussion beginning Fall term, 2003. Indeed, at the first Consortium gathering on May 8, 2003, the Consortium was charged in particular with this crucial part of their task.

 

During the 2001-2002 academic year, the Consortium made two recommendations pertaining to diversity. One deals with obtaining feedback on institutional responsiveness to students representing diverse backgrounds. The other deals with the review of curriculum and identifying ways to better prepare students to teach students from diverse populations.†† The newly established Diversity Actions Team will participate in both activities.

 

Institutional Written Response

 

No record exists of the NCCs Department of Education having made written response to a review offered by the Consortium, because the Consortium itself was not given the opportunity to examine the Teacher Education program and provide such feedback. Again, this vital practice will be incorporated into the responsibilities of the Consortium beginning this fall.

 

The release of the previous Dean and the subsequent resignations of her supporters was a harsh ending to the 2002 school year. It was also an opportunity for supporters of NCC to step forward and help out. This they did in humbling numbers and myriad ways.Adjunct faculty immediately came forward and, judging from student evaluations, did an effective job of teaching the approved curriculum.Individual student evaluations were completed for every student in the program and solutions for their problems and questions found.Search committees were formed for replacement faculty.Student and faculty members put in many extra hours to rigorously review vitas and interview multiple candidates for each open position.Concerns expressed by community groups and schools were taken seriously, reviewed for credibility and responded to appropriately when necessary. TSPC Board members provided needed clarification, assistance and answers to questions at every opportunity.

 

The current, rebuilt faculty of education is a respectable and enthusiastic critical mass of professional educators.We are eager to attract high quality preservice educators and guide them to professional competence.We will strive to go beyond the core competencies described by the OARS and create an artful educator with a core of confidence nurtured by spiritual values.The review of the program described above was our introduction to what had been done and the unanimous conclusion is the new faculty can nurture new teachers even more effectively.We look forward to sharing our ideas with TSPC as soon as possible.