University of Portland

Annual Report Summary


July 2002/July 2003





Dr. Maria Ciriello currently serves as liaison officer for the University of Portland.  Dr. Arlene Hett formally served as liaison officer.




The mission of the University of Portland School of Education is to develop professional educators whose practices are informed by current research and who respond effectively to the personal, professional and ethical challenges educators face in our dynamic and diverse communities.


The purpose of the School of Education is to prepare individuals in various stages of their careers to teach in private and public schools. The school is committed to educating competent teachers with specialized knowledge, attitudes and skills nurtured in a total university setting that exemplifies the Christian and democratic way of life. 




The School of Education’s strategic plan outlines measurable goals through 2006.  These goals are to:


  • Provide learning programs that prepare exemplary professional educators.
  • Assist in the preparation of citizens who contribute to the well being of the community.
  • Support a diverse and intellectually vital learning community within the School of Education.
  • Assume an educational leadership role in the University and wider community.
  • Maintain administrative structures that support the effective functioning and continuous growth of the School of Education.




The School of Education conducts continuous program review using various assessments.  These assessments include evaluation of work samples by students, evaluation of the teacher education program by cooperating teachers and principals, review of student performance through GPA, review employment status of SOE graduates.


Surveys were given to students to provide feedback on their education program and experiences at UP. Consortium for Educational Advisement and Development (CEAD) members collected the surveys from both undergraduate and graduate students. Further CEAD members randomly selected students to participate in focus groups.


As a member of the National Council of Accreditation of Teacher Education (NCATE) UP provides an annual report which provides evaluation in the areas of conceptual framework, candidate performance, assessment system and unit evaluation, unit capacity, diversity, faculty qualifications, performance and development, and unit governance and resources.




No deviations reported on any approved programs in either 2001-2002 or 2002-2003 annual reports.




No modifications reported in the 2002-2003 annual report.


In the 2002 annual report, SOE, through the use of Oregon Quality Assurance in Teaching (O-QAT) funds, added an English for Speakers of Other Languages (ESOL) endorsement in the undergraduate, MAT and Master of Education M.ED advanced preparation programs. Also, with the use of O-QAT funds, modification of courses submitted in the areas of social studies, middle school math, secondary language arts and elementary statistics to better align with Praxis subject-area exams and state standards.





  • For 2002-2003 school year, offered advanced preparation programs in Beaverton, OR, East (Multnomah) County, OR, and Roseburg, OR.
  • For 2001-2002 school year, offered advanced preparation programs in Clark County, WA, East (Multnomah) County, OR, and Roseburg, OR. 




As previously stated, CEAD receives feedback from students in both undergraduate and graduate students.  The CEAD submits this information to the Dean for review. 


Program Adjustments Planned for 2002-2003 Professional Year:

  • Revised MAT schedule for summer classes to provided for more reflection time.
  • Revised MAT tutoring experience and the one-on-one interaction opportunities.
  • Tightened up MAT admission requirements and made testing requirements more explicit.
  • Revised recommended testing sequence for undergraduate program and provide tutoring for those requiring “retakes”. 
  • Adjusted MAT and Professional Year Orientation to include specific information from Career Services.
  • Adjusted faculty teaching roles in methods classes.


Program Adjustments Planned for 2003-2004 Professional Year:

  • Ask instructors to make a specific effort to familiarize students with library resources.
  • Hired a new faculty person to teach MAT level classroom management classes.  Replaced the undergraduate classroom management instructor 2002-2003 school year. 
  • Separate MAT teaching and learning classes according to student teaching authorization level:  high school, elementary/middle school, and early childhood.
  • Group MAT cohort according to teaching class authorization levels.  Assign an instructor, with specialized experience and education, in specified area.
  • Provide additional resources to and more focus on student preparation in MAT summer tutoring program.
  • Provide more flexibility in the program and opportunity for electives through institutional changes in the CORE curriculum and the reduction of hours required in the undergraduate degree.
  • Accelerate testing calendar in the undergraduate curriculum and provide focused tutoring for struggling students.