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
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
- 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.
DEVIATIONS FROM APPROVED PROGRAMS
No deviations reported on any
approved programs in either 2001-2002 or 2002-2003 annual reports.
MODIFICATIONS OF APPROVED PROGRAMS
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
OFF-CAMPUS PROGRAMS OR COURSES
- For 2002-2003 school year, offered advanced
preparation programs in Beaverton, OR, East (Multnomah) County, OR, and
- For 2001-2002 school year, offered advanced
preparation programs in Clark County, WA, East (Multnomah) County, OR, and
CONSORTIUM REVIEW AND RESPONSE
As previously stated, CEAD
receives feedback from students in both undergraduate and graduate
students. The CEAD submits this
information to the Dean for review.
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
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
- 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
- Accelerate testing calendar in the undergraduate
curriculum and provide focused tutoring for struggling students.