TEACHER EDUCATION PROGRAM

 

 

SITE VISIT REPORT

 

 

FOR

 

 

GEORGE FOX UNIVERSITY

 

 

JANUARY 25-28, 2004

 

 

BY

 

 

Gene Eakin, Oregon State University

Becky Kadmras, Parkrose School District

Rolla Lewis, Portland State University

Trish Lichau, Concordia University

Douglas Pease, Parkrose School District

Dick Pratt, Umatilla-Morrow ESD

Linda Tamura, Willamette University

             Karen Edwards, Coordinator of Teacher Education, TSPC

 

 

Teacher Standards and Practices Commission

465 Commercial Street NE

Salem Oregon 97301

 


INTRODUCTION

GEORGE FOX UNIVERSITY

SITE VISIT

 

 

George Fox University is a Christ-centered university of the liberal arts, sciences and professional studies, offering undergraduate, graduate, seminary, and degree-completion programs.  The university was founded as Pacific College in Newberg in 1891 by Quaker pioneers.  In spring semester 2004, 3016 students attend George Fox University. 

 

During the 2001-2002, the Education Department reorganized into what is now known as the School of Education (SOE).  The School of Education is the second-largest at GFU with approximately 45 full-time faculty and 927 students, of whom 690 are candidates preparing for the professions of teaching, administration, school counseling and school psychology.

 

George Fox University’s School of Education offers program approved by the Oregon Teacher Standards and Practices Commission (TSPC) to recommend candidates for Initial Teacher licensure in early childhood elementary, middle school and high school authorization levels. Further, candidates can be recommended for Continuing Teaching, Initial Administrator, Continuing Administrator/Initial Superintendent, and Continuing Superintendent, Initial School Counselor, Continuing School Counselor, Initial School Psychologist, or Continuing School Psychologist licenses.

 

The mission of the School of Education states:

           

“We prepare professionals who think critically, reflect deeply, and act wisely to influence society in supportive, creative, and just ways.  With Christ at the center, we offer practical and challenging programs for the professional educator where excellence, innovation, and professional expertise are modeled as we continue the journey of learning, teaching, and leading.”

 

The SOE has four departments that provide paths to Oregon licensure: Undergraduate Teacher Education, Master of Arts in Teaching, Educational Foundations and Leadership (EDFL), and Graduate Counseling.  The Department of Undergraduate Teacher Education focuses on the early childhood and elementary authorization levels.  The Department of Master of Arts in Teaching (MAT) prepares candidates to teach at all authorization levels.

 

The MAT Department offers the MAT program in three different formats: MAT Day; MAT in the Community; and MAT at Night.  Candidates in the MAT Day format attend full-time and complete the program in three semesters.  Those enrolled in MAT in your Community finish in four semesters.  While MAT at Night students complete their program in five semesters.

 

The Department of Educational of Educational Foundations and Leadership (EDFL) offers the continuing teaching license, teaching endorsements in reading, library media, and ESOL, and three programs in administrative licensure.  In addition, students can embed these licensure programs within a master’s or doctoral degree.  The fourth department, the Graduate School of Counseling became part of the SOE in 2003, and offers both the school counseling and school psychology licensure programs.

 

Teacher Standards and Practices Commission is required to establish standards for approval of teacher education institutions and programs in Oregon.  The standards are contained in the Oregon Administrative Rules, Chapter 584.

 


An on-site team reviews the programs to determine if they meet the standards for approval found in Division 17 of Chapter 584.  The determination of the team is based on information submitted by the institution, the annual reports from the institution, and the findings of the on-site team and the recommendations of the TSPC Executive Director.  The institution must be in substantial compliance with all standards.  Institutions that meet the standards are considered approved institutions and their programs are approved programs.

 

From January 25 to January 28, 2004,  Teacher Standards and Practices Commission conducted an on-site review.  A pre-audit visit was conducted on December 2, 2003.  At the pre-audit visit, staff and faculty presented an overview of programs.

 

Areas members of the TSPC team reviewed:  Unit: Trish Lichau and Karen Edwards; Faculty: Linda Tamura; Program Candidates: Karen Edwards; Design of Professional Education: Gene Eakin, Becky Kadmras, Douglas Pease, Dick Pratt and Rolla Lewis.

 

Options that may 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) Nonapproval but candidates currently enrolled may complete their programs; and 4) Nonapproval without conditions.

 

The team members review a draft of the report before it is submitted to the institution for corrections of fact.  The final report is submitted to the Executive Director.  Her recommendations, based on the report and her review of the annual reports, is forwarded to the full Commission for its approval.  The institution may respond to the report.  The response is attached to the on-site team report.

 

The team expresses its appreciation to George Fox University’s administrators, faculty, staff and students for their work in preparation for the visit.  The team further expresses appreciation for the generosity of assistance and hospitality shown them while on George Fox’s Newburg, Portland and Salem campuses.

 

Teacher Standards and Practices Commission regards the approval process as a collaborative endeavor to maintain and improve educator preparation in Oregon.  The on-site visits are an important part of that process.

 

Following are the conclusions of the team along with the list of exhibits and interviews used for reaching the conclusions.  The team offers comments on strengths and suggestions for improvement in the report. 


 

The Unit

 

584-017-0010                             Designation of Unit                     ___X__Met        ____Unmet

584-017-0020                             Consortium                                ___X__Met        ____Unmet

584-017-0025                             Evaluating & Verifying                                                    

                                                Candidate Competency              ___X__Met        ____Unmet

584-017-0030                             Evaluation & Improvement of                                          

                                                Program                                    ___X__Met        ____Unmet

584-017-0035                             Dispute Resolution                     ___X__Met        ____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

584-017-0200                             Verification of Teacher Program                                      

                                                Completion                                ___X__Met       ____Unmet

584-017-0300                             Verification of Administrator                                           

                                                Program Completion                     __ X__Met       ____Unmet

584-017-0390                             Verification of School Psychologist                                             

                                                Program Completion                      __X__Met       ____Unmet

584-017-0480                             Verification of School Counselor                                     

                                                Program Completion                     __ X__Met       ____Unmet

 

 

584-017-0010 Designation of the Unit

 

Conclusion of the team

The unit’s structure is clearly outlined.  The School of Education, which was recently structured (in 2001-2002), and expanded (adding the Graduate Department of Counseling in 2003) has a governance structure which provides opportunities for faculty to provide input, formulate recommendations, and make decisions.

 

Resources are adequate for the operation of the unit.  Major remodels and renovations of physical facilities, including off-site campuses, indicate strong support of the University and newly obtained grant funding insures future maintenance and growth of the SOE.  GFU recently received a substantial endowment which will support SOE efforts.

 

Written policies and procedures are in place to guide the curriculum, students, faculty and resources for the SOE.  Curriculum proposals generated by education faculty follow a defined procedure within the SOE and University.  Faculty development is emphasized at GFU and in the SOE:  new faculty orientation is a three year process, where new faculty are given release time each falling to take a GFU focus course.

 

Strengths

The Dean is knowledgeable about the teacher education program.  He is an inspiring leader of an expanding program; he encourages the faculty and understands the importance of preparing professional educators.

 

External funding through grants is substantial in the SOE.

 

Faculty development is emphasized, with funds allocated to support new faculty, to provide sabbaticals for tenured faculty and to support ongoing research.

 


Conclusion evidenced by:

·         Academic Procedures Handbook

·         Budget Documents

·         SOE Comprehensive Operations Manual

·         SOE Minutes

·         TSPC Annual Reports 1999 - 2003

·         Interviews with:

                        Mark Ankeny, Associate Dean, School of Education

                        Robin Baker, Provost

                        Jim Worthington, Dean, School of Education

                                                           

584-017-0010 Consortium         

 

Conclusion of the team

The unit’s makeup of consortium members aligns well with representation outlined in the rule. Members also provide diverse geographic representation.  The consortium often meets more than the required two times a year.  The unit has a strong collaborative working relationship with consortium members. Both unit staff and consortium members discuss and resolve issues, and implement changes impacting positive outcomes for the unit.

 

Conclusion evidenced by:

  • Consortium bylaws
  • Consortium member roster
  • Consortium minutes
  • Consortium recommendations
  • Interview with:

Mark Ankeny, Associate Dean, School of Education

Consortium members

 

584-017-0025 Evaluating & Verifying Candidate Competency             

 

Conclusion of the team

Candidates for the initial teaching license must pass the PRAXIS before entry into the MAT or undergraduate Elementary Education program.  They are interviewed by a formal committee comprised of faculty from arts and sciences and the SOE.  Candidates for administrative licensure in the Educational Foundations and Leadership program must take two classes before matriculation and they must have documentation of school district support.

 

The unit uses a technology called "Degree Works" that tracks candidate progress and competencies.  There is a cohort leader for each cohort of teacher licensure candidates that provides support and evaluates candidate progress.  In addition, teacher candidates undergo interval and final assessments of TSPC required competencies.

 

Strengths

The Degree Works program facilitates easy electronic tracking of candidate progress toward program completion and competency attainment.  The unit has a richly layered teacher preparation program (Department Chairs, Program Directors, Cohort Leaders and placement supervisors) that provides multiple frames of reference in assessing for candidate competencies.

 

Conclusion evidenced by:

  • MAT Student Files
  • MAT Student Teaching Guidelines
  • Undergraduate Student Files

  • Undergraduate Teacher Education Program Manual

·         Interviews with: 

                              Mark Ankeny, Associate Dean, School of Education  

                              Jim Worthington, Dean, School of Education

                             

584-017-0030 Evaluation & Improvement of Program              

 

Conclusion of the team

The program improvement system within the SOE is tied to dimensions that focus on the quality of the preparation received by program graduates.  The MAT Alumni Survey showed a 36% return rate for graduates from the prior three years.  The report indicated client satisfaction as well as room for improvement in areas like preparing MAT candidates for use of technology to increase student learning, use of technology in research and teaching MAT candidates how to help their students self-assess their work, etc.

 

The Consortium reviews survey results on an on-going basis.

 

Strengths

The Alumni Review was thorough, and respondents ranked answers according to item importance as well as the degree of satisfaction with MAT program preparation for teaching.

 

The MAT Alumni Survey addressed training in pedagogy, special populations, multicultural classrooms, stakeholders and technology.

 

Conclusion evidenced by:

  • MAT Alumni Survey
  • GDC Operations Manual

·         Interviews with: 

                              Eloise Hockett, Director of Placement

                              Student Teachers

                              Supervising Teachers

 

584-017-0035 Dispute Resolution                     

 

Conclusion of the team

The unit uses procedures detailed in the Academic Procedure Handbook, Undergraduate Student Teacher Guidelines, MAT Student Teacher Guidelines, Undergraduate Catalog, Graduate Catalog and MAT Adjunct Information Packet.  Students are encouraged to follow the guidelines by contacting appropriate personnel, requesting mediation or using the appropriate process established for each department.

 

Strengths

The student grievance procedure or dispute resolution could be found in all major documents.

 

Suggestions for improvement

The dispute resolution procedures are not easily found nor noted in tables of content or indices of institutional and departmental publications.  It is recommended that dispute resolution procedures be made more accessible by including them in these resources.

 

Conclusion evidenced by:

  • Academic Procedure Handbook
  • MAT Adjunct Information Packet
  • MAT Student Teacher Program Guide
  • Undergraduate Catalog
  • Undergraduate Student Teacher Guide

 

 

 

584-017-0040 Waivers              

 

Conclusion of the team

The unit does not have any waivers on file with TSPC at this time.

 

Suggestions for improvement

The unit may wish to have a procedure in place should the unit need to request a waiver in the future.

 

Conclusion evidenced by:                  

Mark Ankeny, Associate Dean, School of Education and David Myton, faculty verified there were no wavers on file with the Commission.

 

584-017-0045 Waivers of Academic Requirements & Appeals on Academic Decisions                       

Conclusion of the team

The unit determines waivers on an individual basis.  Waivers are initiated by faculty and recorded in the individual student's file. The Academic Appeals Committee is responsible for grade appeals for both undergraduate and graduate courses. Appeals are filed by faculty or staff; they are forwarded to the Academic Appeals Committee upon signature of the responsible dean. The full process for grade appeals is not readily available to students or staff:  they must check with the Academic Affairs Office.

 

Students may appeal MAT program waiver decisions to the Teacher Education Committee.  No evidence was found for appeals for the undergraduate teacher education program.

 

Suggestions for improvement

All student handbooks should clearly identify the waiver process and indicate that the candidate may appeal waiver decisions to the Commission if denied by the unit.

 

Indicate in the Academic Procedure Handbook that the candidate has an option to appeal waiver decisions to the Commission.

 

Indicate on the Waiver Policy that candidates have the option to appeal waiver decisions to the Commission if denied by the unit.

 

Conclusion evidenced by:

  • GFU Faculty Handbook
  • GFU Undergraduate Catalog
  • MAT Student Teacher Program Guide

 

584-017-0050 Resources                      

 

Conclusion of the team

The unit provides resources necessary to assure effectiveness and continuity of the program.  On-site facilities are adequate for students and faculty.  The SOE has experienced significant growth and remodeling activities since 1995.  The latest remodel/renovation was the River Street House which improved and added offices for the dean, associate dean, and administrative programs and included the addition of a seminar room and work room.

 

Faculty development is a focus of the SOE.  New faculty experience a three year orientation process, which includes release time each fall to take a GFU course in theological and philosophical study.  The SOE emphasizes support for pedagogy through faculty workshops and mentors for new faculty.

 

Administrative Assistants have been provided for the MAT-Night program, the MAT-Day program, the undergraduate and EDFL programs and one for the Portland campus.

 

Currently $33,000 is budgeted for graduate education library resources and $8500 for undergraduate.  The library assumes the first $17.50 of inter-library loans charges; students must pay for loans charges after that.  Over 15,000 requests on ORBIS-CASCADE have been fulfilled over the last year.

 

Strengths

·         The Murdock Learning Resource Center (library services) holds an extensive collection of monographs, over 100 educational journals, a curriculum library of school textbooks and related materials and a juvenile literature collection.

·         The electronic database, including Eric documents and Orbis-Cascade (with over 22 million items) guarantees student access to important educational research and materials.

·         Ongoing work on library resources improvement, including faculty use, is a collaborative effort between the librarians and the SOE.

·         The SOE is strongly supportive of faculty development and new faculty mentoring.

 

Suggestion for improvement

Utilize the provost's "Blueprint for Diversity" in faculty hiring, since only 4% of the current faculty are persons of ethnic or racial minority.

 

Conclusion evidenced by:

  • Financial Affairs Budget Documents
  • Murdock Learning Resource Center (Library)
  • Interviews with: 

Mark Ankeny, Associate Dean of the School of Education

David Brandt, President

Robin Baker, Provost

Charlie Kamilos, Library Director

                        Louise Newswanger, Supervisor, Interlibrary Loan Program

                       

584-017-0055 Practica & Student Teaching     

 

Conclusion of the team

The unit has a written agreement from each school district that provides practical and student teaching experiences.  Each district outlines differing levels of assistance and participation.  The Director of Placement monitors the checklist documenting student teacher progress, fingerprinting and work sample completion.  Checklists are kept at the front of individual student files.

 

Supervising Teachers attend orientations at the beginning of each academic year and quarterly workshops provided by the Director of Placement.  They are trained in observation techniques and observed by the Director of Placement.  Written guidelines are reviewed each fall and supervising teachers are asked for input and recommendations.  There are Cohort Leaders for each student teacher cohort; a Cohort Leader conducts one student teacher observation, and the supervising teacher conducts five others (or more).

 

Work samples are developed with the assistance of cooperating teachers, supervising teachers and Cohort Leaders.  Supervising teachers report that SOE administrators listen and follow advice regarding standardized scoring of writing papers.

 

Strengths

There is an obvious pride and loyalty to the unit by supervising teachers and student teachers alike.  They attribute their success to the Director of Placement, who provides innovative oversight and comprehensive support.  Workshops and other professional development opportunities are especially valued.  Cohort Leaders are highly esteemed and necessary components to a successful student teaching and practical program.

 

Conclusion evidenced by:

  • MAT Adjunct Faculty Handbook
  • MAT Student Teaching Guidelines
  • Out of state contracts with public schools
  • Placement files
  • Student files for all programs (including checklists documenting fingerprinting)
  • Undergraduate Full Time Student Teacher Guidelines
  • Undergraduate Part Time Student Teacher Guidelines
  • Written agreements with school districts
  • Interviews with:

Eloise Hockett, Director of Placement

Cooperating Teachers

Student Teachers

Supervising Teachers    

 

 

584-017-0200 Verification of Teacher Program Completion    

 

Conclusion of the team

Each program has a detailed checklist found at the front of each student file.  Each checklist denotes the particular licensure path (i.e., "Initial Teaching License Recommendation Check List").  Fingerprinting, PA-1 form, Anti-Discrimination (Standards for Competent and Ethical Performance of Oregon Educators) verification, praxis scores, etc. are included on this comprehensive, one-stop check list.

 

Strengths

The Check List for each student file is a remarkable compilation of all necessary information.  It is utilitarian and provides critical Commission information, with supporting documentation included.

 

Conclusion evidenced by:

  • Program Check Lists
  • Student files for all programs
  • Interviews with: 

Mark Ankeny, Associate Dean of the School of Education

Eloise Hockett, Director of Placement

                       

584-017-0300 Verification of Administrator Program Completion        

 

Conclusion of the team

The Educational Foundations and Leadership program has a detailed checklist found at the front of each student file.  Student review and file completion are the responsibility of the Associate Dean of the School of Education.  An M. Ed. and Ed. D. program are available for students to seek administrative licensure.  Courses are available online (for candidates around the globe) and on-site.

 

The results of the student survey indicate high levels of satisfaction with the program, academic excellence, accessibility, and quality of instruction.  Students indicate a need for increased options in programs of study, among other areas of student concern/interest.

 

There are currently over 200 students enrolled in the EDFL program.

 

Strengths

The EDFL department is intentional in creating a student-centered EDFL program that facilitates learning and maximizes faculty support in research.

 

The EDFL department is progressive in offering online course work, with scholarly objectives and student-centered philosophy.

 

Conclusion evidenced by:

  • George Fox University Website
  • Interviews with: 

Mark Ankeny, Associate Dean, School of Education

                        Jim Worthington, Dean, School of Education

                                               

584-017-0390     Verification of School Psychologist Program Completion      

 

Conclusion of team

Program completion for candidates in either the initial or continuing programs requires passage of required classes while maintaining a cumulative GPA of 3.0 or above, passage of Praxis and basic skills tests, passage of the of the Discrimination and the Oregon Educator test, completion of  Graduate Clinical project, completion of practicum(s) and recommendations for completion by unit faculty.

 

Unit staff will attach a “Student School Psychology Summary Sheet” to each candidate’s file which reflects program competition and eligibility for licensure.  As to date, no candidates have graduated from the program.

 

Conclusion evidenced by:

  • GDC Comprehensive Operations Manual
  • GDC School Psychology Program Graduate Student Handbook
  • Student Files
  • Student School Psychology Summary Sheet
  • TSPC Proposal for School Psychology Program – 2/14/2002

 

584-017-0480     Verification of School Counselor Program Completion          

 

Conclusion of the team

Program completion for candidates in either the initial or continuing programs requires passage of required classes while maintaining a cumulative GPA of 3.0 or above, passage of Praxis and basic skills tests, passage of the of the Discrimination and the Oregon Educator test, completion of  Graduate Clinical project, completion of practicum(s) and recommendations for completion by unit faculty. Unit staff will attach a “Student School Counseling Summary Sheet” to each candidate’s file which reflects program competition and eligibility for licensure. As to date, no candidates have completed from the program.

 

Conclusion evidenced by:

  • GDC Comprehensive Operations Manual
  • GDC School Psychology Program Graduate Student Handbook
  • Student Files
  • Student School Counseling Summary Sheet
  • TSPC Proposal for School Counseling Program – 2/14/2002

 


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

 

 

584-017-0060     Unit Personnel for the Program          

 

Conclusion of the team

The University's Blueprint for Diversity (1-15-01), including a plan for recruiting and retaining qualified faculty from diverse groups, has been referenced by the President, Provost, and Dean. 

 

Within the past two years, the unit has hired two minority faculty.  Currently there are 42 full-time faculty (including faculty associates); four more will be hired in the MAT program this spring. Among the seven faculty associates at the satellite campuses in east Portland, Redmond and Salem, there are no minority faculty.

 

The University is clear about its faith-based mission in its publications and position announcements.  The team noticed an apparent contradiction between goals identified in the 2001 Blueprint for Diversity and some actions, including the Human Resources Office's lack of an affirmative action plan and the lack of statements in faculty position notices soliciting diverse faculty.

 

Faculty have appropriate academic preparation and recent experience in their instructional fields, as documented in their vitae.

 

The School of Education schedules monthly meetings and summer training sessions to orient university supervisors.

 

Faculty whose faculty development plans (goals for teaching, scholarship and service) have been approved may apply for faculty development money through department budgets, the Provost's office, the Dean's office, and the endowed fund for leaves and research grants.

 

Strengths

Dr. Lionel Johnson, Director of the School of Education's Project Access and Equity, has developed a diversity action plan for broadening the knowledge base of the faculty.  A foundation of the plan is a series of cultural proficiency workshops for all School of Education faculty, which began in April 2002.  Faculty are currently reading Randall B. Lindsey's Cultural Proficiency:  A Manual for School Leaders, with the goal of integrating those proficiencies into their courses.  Field studies in area schools and a Center for Cultural Proficiency are subsequent goals.

 

MAT classes have common templates for course descriptions, goals and objectives.  Faculty collaborate in designing their courses with colleagues teaching the same courses to other cohorts, providing mentoring and collaborative opportunities.

 

Faculty have been praised for their accessibility, high level of enthusiasm for their teaching and their strong experiential background, whatever the discipline.

 

Adjunct faculty appreciate orientation packets, accessibility of program staff, timely responses to concerns and the continual refinement of the program.

 

The School of Education is supporting faculty members to attain their doctoral degrees (one with strong practitioner foundations and another an ethnic minority faculty member). 

 


Suggestions

The School of Education, in cooperation with the University, should assess its progress on goals identified for the 2001 Blueprint for Diversity, especially with regard to positions to be hired this spring.  Members of the team are confident that the University and School of Education will successfully follow through. 

 

By including a statement in position announcements for new faculty, the institution can reaffirm its commitment to attracting a diverse faculty, outlined in the institution's Blueprint for Diversity.

 

Position announcements should include the same Equal Opportunity statement made in the announcement for the Dean:  "George Fox University is an equal opportunity employer.  Persons of color and women are especially encouraged to apply." 

 

The team encourages the institution to devise an affirmative action plan, an affirmation that they are "walking their talk."

 

Conclusion evidenced by:

  • Faculty Growth Plan Process
  • Faculty Handbook
  • Faculty Vitae
  • George Fox University Blueprint for Diversity, 1-15-01
  • Human Resources Memo on Affirmative Action Plans
  • Missy Terry Memo on Faculty Resource Grants & Leaves
  • Position Announcements
  • School of Education Project Access & equity Action Plan Considerations, 2003-2004
  • School of Education Preparation of Teachers in Cultural Proficiency Report (undated), 2003
  • School of Education Cultural Proficiency Reading Schedule, Questions, Agenda for

2-20-04 meeting

  • University Professional development Funds Allocation
  • Interviews with:

Becky Ankeny, Dean, Faculty Development

Mark Ankeny, Associate Dean, School of Education

Doreen Blackburn, Coordinator, Reading Endorsement

James Brandt, President

Robin Baker, Provost

Roy Bunch, Coordinator, MAT Night

Russ DeVore, Director, User Services

Daryl Dixon, Director of Multicultural Affairs

Patsy Engle, MAT Night Cohort Leader

Jim Fleming, Director, Administrative Computing

Gennie Harris, MAT Night Cohort Leader

Lionel Johnson, Director, Project Access & Equity

Mary Johnson, MAT Night Cohort Leader

Katsu Ozawa, Coordinator, ESOL/Bilingual Endorsement

Dan Swanson, Programmer/Analyst

Karen Wedeking, Coordinator, Library Media Endorsement Program

Mark Weinert, Faculty Evaluation

Jim Worthington, Dean, School of Education

Adjunct faculty

Cooperating teachers

Supervising teachers

 


584-17-0070             School-Based Personnel for the Program

 

Conclusion of the team

The unit has published policies for supervising practica and student teaching experiences. These include responsibilities of university supervisors, cooperating teachers and building administrators as well as procedures if a student teacher is having difficulty or if there are concerns about a student teacher's progress.

 

Policies and procedures in the Reading Endorsement program allow students to select their cooperating teachers, leaving the possibility that a teacher might not have the appropriate endorsement.

 

Strengths

University supervisors and cooperating teachers appreciate the clear program guidelines in program handbooks.  Undergraduate university supervisors, in particular, appreciate the specificity of separate part-time and full-time student teaching handbooks.  They also value that their input has been included in subsequent handbook revisions.

 

University supervisors who attended summer training sessions on observation techniques were extremely positive about the usefulness of those programs.

 

Met with the following conditions to be corrected by the 2004 Annual Report:

The unit must revise policies and procedures for selecting cooperating teachers to ensure that 1) they have the appropriate teaching endorsements for the assignments of their student teachers and 2) copies of their resumes are retained.

 

Conclusion evidenced by:

  • Cooperating teacher resumes
  • MAT Student Teaching Guidelines
  • Undergraduate Part-Time Student Teaching Guidelines for Cooperating Teachers and University Supervisors
  • Undergraduate Full-Time Student Teaching Guidelines for Cooperating Teachers and University Supervisors
  • Interviews with:

Doreen Blackburn, Coordinator, Reading Endorsement

Roy Bunch, MAT Night Coordinator

Coordinating teachers

Student teachers

 


Candidates in Professional Education

 

Teacher Program Candidates

 

584-017-0080                             Selection, Recruitment & Admission                               

                                                of Teacher Program Candidates       __X__Met     ____Unmet

584-017-0085                             Retention & Advising of Teacher                                     

                                                Candidates                                     __X__Met     ____Unmet

 

Administrator Program Candidates

 

584-017-0220                             Selection, Recruitment & Admission                               

                                                of Administrator Program Candidates __X_Met     ____Unmet

584-017-0230                             Retention & Advising of Administrator                             

                                                Candidates                                     ___X__Met   ____Unmet

 

School Psychologist Candidates

 

584-017-0320                             Selection, Recruitment & Admission                               

                                                of School Psychologist Candidates     _ X__Met   ____Unmet

584-017-0330                             Retention & Advising of School                                       

                                                Psychologist Candidates                    __X__Met  ____Unmet

 

School Counselor Candidates

584-017-0410                             Selection, Recruitment & Admission                               

                                                of School Counselor Candidates         ___X_Met   ____Unmet

584-017-0420                             Retention & Advising of School                                       

                                                Counselor Candidates                        __ X_Met   ____Unmet

 

 

Candidates in Professional Education

 

Teacher Program Candidates

 

584-017-0080     Selection, Recruitment & Admission of Teacher Program Candidates           

 

Conclusion of the team

The unit offers two formats candidates can pursue to obtain initial licensure. Candidates can obtain a Bachelor of Science in early childhood/elementary education in GFU’s undergraduate program.  Candidates pursing this option must have a G.P.A. of 2.75,  has passed the Discrimination of and the Oregon Educator test given in the prerequisite EDUC 240 Perspectives in Education course, has passed the CBEST test and has submitted three letters of recommendation provided by GFU faculty. 

 

At this time, faculty in the unit are primarily responsible for recruitment and selection of candidates. Recruitment for undergraduate candidates happens freshman year.  About five times throughout the summer, students admitted to GFU register for classes.  Also, during that time, students are “encouraged” to select their major.  Representatives from the various departments on campus, including School of Education staff participate in activities to recruit candidates into the unit.

 

Candidates interested in pursuing an undergraduate degree in elementary education at GFU will enter the program during sophomore year.  Prior to entering the program, an EDUC 240 Perspectives in Education class, completion of the Discrimination and the Oregon Educator workshop, fingerprint cards and passage of the CBEST or PPST basic skills test.

 

Unlike the undergraduate program, the Master of Arts in Teaching (MAT) program has designated admissions staff to recruit to the three types of formats offered:  MAT Fulltime (3 semesters), MAT in your Community (4 semesters) and MAT at Night (5 semesters). 

 

Admittance to any of the MAT program formats requires having a G.P.A. of 3.0, having passed the CBEST or PPST basic skills test, and having three individuals submit reference forms that speak on candidates’ ability to work with children.

 

The unit benefits from graduate school admissions staff who actively recruit for student in other graduate programs as well as MAT students.  Staff sending mailings on the program and its different types of delivery and attending college fairs provides support in recruitment efforts.

 

Although assessments focusing on cultural competency exist within the program, no formal plan exists for the recruitment of candidates from diverse cultures for either undergraduate or graduate initial teacher license programs.

 

Strength

The unit, in conjunction with the admissions office, does a good job in outlining unit admissions requirements to perspective candidates.

 

Suggestion for improvement

Work with admissions staff to implement a plan to recruit students from diverse cultures into undergraduate and graduate Initial Teacher Licensure programs.

 

Conclusion evidenced by:

  • GDC admission information
  • GFU website
  • Graduate catalog
  • MAT admissions information
  • MAT Student Program Guide (all formats)
  • Self Study Guide, 12/02/2003
  • Undergraduate admissions information
  • Undergraduate catalog
  • Undergraduate student handbook
  • Undergraduate teacher education program manual
  • Interviews with:

                        Gary Brown, Graduate Admissions Counselor

Beth Laforce, Undergraduate Chair

                        Todd McCollum, Registrar,

                        Beth Molzahn, Graduate Admissions Counselor

 

584-017-0085     Retention & Advising of Teacher Candidates 

                         

Conclusion of the team

The unit has several mechanisms in place for candidate retention. Candidates also have access to online services that provides opportunity for review of courses taken and review of courses needed for program completion.  

 

Candidates in the undergraduate program must maintain a GPA of 2.75, obtain a “C” or better in education program courses, and successful completion of field experiences.  In addition to unit faculty reviewing e candidate success on a continual basis, other checkpoints include review of academic work at the end of each semester, review of the student teaching application, and the submission of plan for graduation.

 

MAT students must maintain a GPA of 3.0 and obtain a “C” or better in MAT courses.  Candidates must also complete field experiences, action research project and pass all required Praxis III subject matter tests and MSAT prior to student teaching. Checkpoints for candidates are review of academic work at the end of each semester, completion of field experience, and informal review of Action Research and Work Sample processes. 

 

Conclusion evidenced by:

  • Graduate catalog
  • MAT admissions information
  • MAT Student Program Guide (all formats)
  • Self Study Guide, 12/02/2003
  • Undergraduate admissions information
  • Undergraduate catalog
  • Undergraduate student handbook
  • Undergraduate teacher education program manual
  • Interviews with:

Mark Ankeny, Associate Dean of the School of Education

 

 

Administrator Program Candidates

 

 

584-017-0220     Selection, Recruitment & Admission of Administrator Program Candidates

 

One admissions officer is responsible for administrator candidate recruitment.  The officer actively recruits for the Initial Administrator License program by sending flyers and handouts to school

districts and potential candidates.  Information sessions held in Salem and Portland also provide opportunity for perspective candidates to receive information on programs. 

 

Unit staff work closely with perspective candidates interested in obtaining licensure for Continuing Administrator/Initial Superintendent and Continuing Superintendent. Further, the program is committed to recruiting candidates from diverse backgrounds through active recruitment.

 

Conclusion evidenced by:

  • Admissions materials
  • GFU website
  • Interview with:               

Beth Molzahn, Graduate Admission Counselor

 

584-17-230                Retention & Advising of Administrator Candidates     

 

Conclusion of team

The unit has several mechanisms in place for candidate retention. Candidates also have access to online services that provides opportunity for review of courses taken and review of courses needed for program completion.  

 

For the Initial Administrator licensure, the unit ensures that candidates have the required three years of teaching experience prior to entering the program.  Further, candidates must pass basic skills tests and review of assessments pertaining to leadership.  Once admitted to the program, candidates receive ongoing support from the program director and mentors who assesses skills outlined in the OARs.  The program is committed to recruiting candidates from diverse backgrounds.

 

For the Continuing Administrator/Initial Superintendent License program, the unit ensures candidates have at least three years of successful licensed superintendent experience at the half-time level or above prior to entering the program and meet the same admissions criteria as those applying to the Initial Administrator/Continuing Superintend program.  Candidates receive ongoing support from the program director and mentors who assesses skills outlined in the OARs.

 

Although assessments focusing on cultural competency exist within the program, no formal plan exists for the recruitment of students from diverse cultures into the administrator program. 

 

 

Conclusion evidenced by:

GFU website

Ed.D student guide

                

School Psychologist Candidates

 

 

584-017-0320     Selection, Recruitment & Admission of school Psychologist Candidates

 

Although assessments focusing on cultural competency exist within the program, no formal plan exists for the recruitment of students from diverse cultures into the school psychology program. 

 

Suggestion for improvement

Work with admissions staff to implement a plan to recruit students from diverse cultures into the school psychology program.

 

Conclusion evidenced by:

  • Admissions materials
  • TSPC Proposal for School Psychology Program – 2/14/2002

 

 

584-017-0330     Retention & Advising of School Psychologist Candidates       

The unit has several mechanisms in place for candidate retention. Candidates also have access to an online service that provides opportunity for review of courses taken and review of courses needed for program completion.    

 

Review and advising of school counseling candidates takes place with department faculty.  Completion of the NEO-PI-R (Neuroticism, Extraversion, and Openness to Experiences Personality Inventory-Revised) test, completion of coursework, and an interview with two faculty members assists candidates with assessment in preparation for licensure. 

 

Conclusion evidenced by:

  • TSPC Proposal for School Psychology Program – 2/14/2002

 

 

School Counseling Candidates

 

584-17-410                Selection, Recruitment & Admission of School Counselor Candidates

 

Candidates are selected and recruited through submission of application and required materials.  The unit supports the program’s commitment to recruiting candidates from diverse backgrounds.

 

Part of the admissions process required candidates to attend an orientation and group interview.  Unit staff  and School of Counseling staff are committed to recruiting. 

 

Although assessments focusing on cultural competency exist within the program, no formal plan exists for the recruitment of students from diverse cultures into the school counseling program. 

 


Suggestion for improvement

Work with admissions staff to implement a plan to recruit students from diverse cultures into school counseling program.

 

Conclusion evidenced by:

  • Admissions materials
  • TSPC Proposal for School Counseling Program – 2/14/2002

           

584-017-0420     Retention & Advising of School Counselor Candidates                      

The unit has several mechanisms in place for candidate retention. Candidates also have access to online services that provides opportunity for review of courses taken and review of courses needed for program completion.  

 

Review and advising of school counseling candidates takes place with department faculty.  Completion of the NEO-PI-R (Neuroticism, Extraversion, and Openness to Experiences Personality Inventory-Revised) test, completion of coursework, and an interview with two faculty members assists candidates with assessment in preparation for licensure. 

 

Conclusion evidenced by: 

  • GDC Comprehensive Operations Manual – School Counseling Graduate Study Handbook   
  • TSPC Proposal for School Counseling Program – 2/14/2002

 


 

 

Design of Professional Education

 

Teacher Preparation Program

 

584-017-0075                             Purpose of Teacher Licensure     __X__Met          ____Unmet

584-017-0090                             Curriculum Design for Teacher                                        

                                                Licensure                                  __X__Met          ____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 Endorsement              __X__Met          ____Unmet

584-017-0160                             Objectives for Continuing                                                           

                                                Teaching License                       __X__Met          ____Unmet

584-017-0170                             Adding Endorsements                __X__Met          ____Unmet

584-017-0175                             Adding Authorizations                __X__Met          ____Unmet

584-017-0180                             Practica & Student Teaching       __X__Met          ____Unmet

584-017-0182                             Intern Experience for Teachers    __X__Met          ____Unmet

584-017-0185                             Evidence of Effectiveness            __X__Met          ____Unmet

584-017-0190                             Knowledge of School Law for                                          

                                                Teachers                                   __X__Met          ____Unmet

 

 

 

584-017-0075  Purpose of Teacher Licensure

 

Conclusion of the team

The program prepares candidates for all four authorization levels:  early childhood, elementary, middle level, and high school.  The School of Education has instituted a strand throughout the program of preparing the candidates to consider and deal with students from diverse cultural and ethnic backgrounds.  George Fox has made extensive provisions to attract and retain candidates from a variety of backgrounds by developing many different programs including traditional four year degree, master's programs (day, night, and community). The License Only program is a unique program to George Fox; it is a special program that allows professional degree holders from outside Oregon to design a program to obtain a license.   During the CTL program, students are encouraged to seek national certification.

 

Strength:

George Fox's License Only program is a commendable response to community needs without sacrificing the rigor of the program.

 

Conclusion evidenced by:

  • Continuing Teaching License, Student Guidelines
  • EdFL Program Chart
  • GDC Program Chart
  • George Fox University Undergraduate Catalog
  • George Fox University Graduate Catalog
  • Initial Teaching License Recommendation Check List
  • MAT Admissions Packet
  • MAT Policy and Procedures Manual
  • MAT Student Program Guide
  • Program Charts (All four Authorizations)
  • School of Education Program Guide
  • Student Teaching Guidelines (MAT)
  • Student Work Samples
  • Teacher Candidates Files
  • Interviews with:

Mark Ankeny, Associate Dean, School of Education

Judy Keeney, Coordinator CTL

Beth LaForce, Undergraduate Chair

Gary Railsback, EdFL Faculty

Dr. Jim Worthington, Dean, School of Education

MAT Faculty

MAT Graduates

MAT Teacher Candidates

Site Supervisor

Undergraduate Faculty

Undergraduate Faculty

Undergraduate Teacher Candidates

 

584-17-0090      Curriculum Design for Teacher Licensure

 

Conclusion of the team

Each syllabus states the outcomes and activities of the course and how each student will be evaluated.  The syllabi incorporate the knowledge and skills of curriculum for each of the authorization levels.

 

Strength:

Three vertical strands have been approved to add to all School of Education courses.  These stands include diversity content, technology content, and reflective practice.

 

Conclusion evidenced by:

GDC Program Chart

  • EdFL Program Chart
  • George Fox University Undergraduate Catalog
  • George Fox University Graduate Catalog
  • Initial Teaching License Recommendation Check List
  • MAT Policy and Procedures Manual
  • MAT Student Program Guide
  • Library/Media Endorsement Information
  • Program Charts (All four Authorizations)
  • Reading Endorsement Information
  • Reading Practicum Chart
  • Reading Practicum Chart
  • Recommendation Check List
  • School of Education Program Guide
  • Work Sample Guidelines
  • Interviews with:

Mark Ankeny, Associate Dean, School of Education

Doris Black, Reading Program Director

Judy Keeney, Coordinator CTL

Beth LaForce, Undergraduate Chair

Katsui Ozawa, ESOL Director


Gary Railsback, EdFL Faculty

Karen Wedeking, Library/Media Program Director

MAT Teacher Candidates

Undergraduate Teacher Candidate

 

584-17-0100      Objectives of Initial Teacher License

 

Conclusion of the team

Candidates demonstrate competencies in each of the five teacher functions.  These competencies are incorporated in the program and in required work samples.  Each candidate's university supervisor and cooperating teacher evaluation is based on five teacher functions. 

 

Candidates plan daily instruction that includes adaptations for exceptional learners and those with varying cultural, social, and linguistic backgrounds.  Candidates are prepared to deal with the challenge of creating a positive classroom environment.  Candidates not only plan, but implement appropriate instruction.  They use a variety of research-based educational practices.  Monitoring and adjusting planned activities is expected and occurs.

 

Candidates use assessments to document student progress.  It is also used to adjust plans and for self-evaluation.  Candidates are expected to be professional at all times.  They are evaluated on dependability, interactions with other members of the school community, and contributions to teaching teams.

 

Strength:

Students are given, and directly evaluated on OAR 584-017-0100.

 

Conclusion evidenced by:

 

  • Action Research Project
  • Continuing Teaching License, Student Guidelines
  • EdFL Program Chart
  • Full time Student Teaching for Cooperating Teachers, University Supervisors (Undergraduate)
  • GDC Program Chart
  • George Fox University Undergraduate Catalog
  • George Fox University Graduate Catalog
  • Student Teaching Guidelines (MAT)
  • Initial Teaching License Only, Practicum/Student Teaching Guidelines, for the Cooperating Teacher
  • Initial Teaching License Only, Practicum/Student Teach. Guidelines, for Student. Teacher, University Supervisor
  • Initial Teaching License Recommendation Check List
  • Library/Media Endorsement Information
  • MAT Policy and Procedures Manual
  • MAT Admissions Packet
  • MAT Student Program Guide
  • Program Charts (All four Authorizations)
  • Reading Endorsement Information
  • Reading Practicum Chart
  • School of Education Program Guide
  • Student Work Samples
  • Teacher Candidates Files
  • Work Sample Guidelines

  • Interviews with:

Mark Ankeny, Associate Dean, School of Education

Beth LaForce, Undergraduate Chair

Doris Black, Reading Program Director

Judy Keeney, Coordinator CTL

Katsui Ozawa, ESOL Director

Gary Railsback, EdFL Faculty

Karen Wedeking, Library/Media Program Director

Jim Worthington, Dean, School of Education

Cooperating teachers MAT Faculty

MAT Program Graduates

MAT Teacher Candidates

Site supervisor

Supervising faculty

Undergraduate Education Faculty

Undergraduate Education Teacher Candidates

 

584-17-110                Early Childhood Authorization

 

Conclusion of the team

This authorization is designed to be either a 2nd or 1st authorization.  All candidates take developmental psychology, regardless of authorization, at the same time.  During the class, candidates group into authorization levels.

 

The program includes specific knowledge and techniques unique to students of early childhood education.  Candidates must pass the Multiple Subjects Assessment for Teachers (MSAT). 

 

Candidates take several classes related to reading and literacy and show their competency.  Candidates complete a student teaching (if 1st authorization) or practicum (if 2nd authorization) assignment in elementary authorization level.

 

Conclusion evidenced by:

  • Action Research Project
  • Cooperating Teachers (with both part time and full time student teachers)
  • Early Childhood Program Charts
  • Full time Student Teaching for Cooperating Teachers, University Supervisors (Undergraduate)
  • George Fox University Undergraduate Catalog
  • Initial Teaching License Recommendation Check List
  • Student Teaching Guidelines (MAT)
  • School of Education Program Guide
  • Student Work Samples
  • Teacher Candidates Files
  • Work Sample Guidelines
  • Interviews with:

Mark Ankeny, Associate Dean, School of Education

Beth LaForce, Undergraduate Chair

Eloise Hockett, School Placement Director

Cooperating Teachers

MAT program graduates

Site supervisor

Supervising faculty

Undergraduate Faculty

Undergraduate teacher candidates

 

584-17-0120      Elementary Authorization          

 

Conclusion of the team

This authorization is designed to be either a 2nd or 1st authorization.  All candidates take developmental psychology, regardless of authorization, at the same time.  During the class, candidates group into authorization levels.

 

The program includes specific knowledge and techniques unique to students of elementary education.  Candidates must pass the Multiple Subjects Assessment for Teachers (MSAT).  Candidates complete a student teaching (if 1st authorization) or practicum (if 2nd authorization) assignment in elementary authorization level.

 

Conclusion evidenced by:

  • Action Research Project
  • Early Childhood Program Charts
  • George Fox University Undergraduate Catalog
  • Initial Teaching License Recommendation Check List
  • School of Education Program Guide
  • Student Teaching Guidelines (MAT)
  • Student Work Samples
  • Teacher Candidates Files
  • Work Sample Guidelines
  • Interviews with:

Dr. Mark Ankeny, Associate Dean, School of Education

Eloise Hockett, School Placement Director

Dr. Beth LaForce, Undergraduate Chair

Cooperating teachers

MAT program graduates

Site supervisor

Supervising faculty

Undergraduate faculty

Undergraduate teacher candidates

 

584-17-0140      Middle Level Authorization        

 

Conclusion of the team

This authorization is designed to be either a 2nd or 1st authorization.  All candidates take developmental psychology, regardless of authorization, at the same time.  During the class, candidates group into authorization levels.

 

The program includes specific knowledge and techniques unique to students of middle level education.  Candidates must pass the Multiple Subjects Assessment for Teachers (MSAT).

 

Candidates show subject level mastery by having the subject as a college major, by passing the Praxis in that subject, or presenting evidence of specialize education.  Candidates complete a student teaching (if 1st authorization) or practicum (if 2nd authorization) assignment in middle level authorization level.

 

Conclusion evidenced by:

  • Action Research Project
  • George Fox University Graduate Catalog
  • Student Teaching Guidelines (MAT)
  • Initial Teaching License Only, Practicum/Student Teaching Guidelines, for the Cooperating Teacher
  • Initial Teaching License Only, Practicum/Student Teach. Guidelines, for Student Teacher, University Supervisor
  • Initial Teaching License Recommendation Check List
  • MAT Policy and Procedures Manual
  • MAT Admissions Packet
  • MAT Student Program Guide
  • Program Charts (All four Authorizations)
  • School of Education Program Guide
  • Student Work Samples
  • Teacher Candidates Files
  • Work Sample Guidelines
  • Interviews with:

Mark Ankeny, Associate Dean, School of Education

Eloise Hockett, School Placement Director

Cooperating Teachers

MAT faculty

MAT teacher candidates

MAT program graduates

Site Supervisor

Supervising faculty

 

584-17-0140      High School Authorization         

 

Conclusion of the team

This authorization is designed to be either a 2nd or 1st authorization.  All candidates take developmental psychology, regardless of authorization, at the same time.  During the class, candidates group into authorization levels.

 

The program includes specific knowledge and techniques unique to students of high school.  Candidates must pass the Praxis in the specific subject level.  Candidates complete a student teaching (if 1st authorization) or practicum (if 2nd authorization) assignment in the high school authorization level.

 

Conclusion evidenced by:

  • Action Research Project
  • George Fox University Graduate Catalog
  • Student Teaching Guidelines (MAT)
  • Initial Teaching License Only, Practicum/Student Teaching Guidelines, for the Cooperating Teacher
  • Initial Teaching License Only, Practicum/Student Teach. Guidelines for Student Teacher, University Supervisor
  • Initial Teaching License Recommendation Check List
  • MAT Admissions Packet
  • MAT Policy and Procedures Manual
  • MAT Student Program Guide
  • Program Charts (All four Authorizations)
  • School of Education Program Guide
  • Student Work Samples
  • Teacher Candidates Files
  • Work Sample Guidelines
  • Interviews with:

Mark Ankeny, Associate Dean, School of Education

Eloise Hockett, Director of Placement

Cooperating teachers

MAT faculty

MAT program graduates

MAT teacher candidates

Site supervisor

Supervising faculty

 

584-017-0150     Selected Subject Matter & Specialty Endorsement

 

Conclusion of the team

The unit offers selected subject matter and specialty endorsement in the areas of art, ESOL, music, physical education, and reading.  All candidates take developmental psychology, regardless of authorization, at the same time.  During the class, candidates group into authorization levels.

 

Candidates complete a student teaching (if 1st authorization) or practicum (if 2nd authorization) assignment in the high school authorization level.  Candidates will complete the Praxis test in the specialty.

 

Candidates for educational media will complete preparation in psychological foundations in both early childhood and elementary AND middle level and high school.  These candidates will also complete supervised work experience and/or student teaching in early childhood and elementary AND middle level and high school.  They will also pass the Praxis test for educational media.

 

Conclusion evidenced by:

  • Action Research Project
  • Consortium Minutes
  • EdFL Program Chart
  • GDC Program Chart
  • George Fox University Graduate Catalog
  • Library/Media Endorsement Information
  • Praxis Test Scores
  • Program Charts (All four Authorizations)
  • Reading Endorsement Information
  • Reading Practicum Chart
  • School of Education Program Guide
  • Student Teaching Guidelines (MAT)
  • Student Work Samples
  • Teacher Candidates Files
  • Reading Practicum Chart
  • Work Sample Guidelines
  • Interviews with:

Mark Ankeny, Associate Dean, School of Education

Eloise Hockett, School Placement Director

Karen Wedeking, Library/Media Program Director

Doris Black, Reading Program Director

Katsui Ozawa, ESOL Director

Cooperating teachers

Site supervisor

Supervising faculty

 


584-017-0160     Objectives for Continuing Teaching License

 

Conclusion of the team

The ten competencies are documented using a portfolio format.  There are separate files to document assessment of students, development of instructional plans, establishment of positive classroom climate, development of diverse instructional plans, collaboration with school stakeholders, evaluation of student progress, use of current research, collaboration with colleagues.

 

In addition to the portfolio, each CTL candidate receives a site visit from the CTL staff to further document competencies.

 

Finally, this is a six hour program.  The first three hours are explained above.  The next three hours are dedicated to furthering candidate's development.  For example, a candidate could take hours toward a new endorsement, authorization, or administrative license.

 

Strength

The unit makes a commendable effort to meet the needs of the CTL candidate.

 

Conclusion evidenced by:

  • Continuing Teaching License Candidate Portfolio
  • Continuing Teaching License, Student Guidelines
  • George Fox University Graduate Catalog
  • School of Education Program Guide
  • Teacher Candidates Files
  • Interviews with:

Dr. Mark Ankeny, Associate Dean, School of Education

Judy Keeney, Coordinator CTL

Gary Railsback, EdFL Faculty

 

584-17-0170             Adding Endorsements 

 

Conclusion of the team

The unit allows for adding endorsements in one of three ways: (1) completion of the academic requirements with five years of successful, appropriately assigned teaching experience, (2) preparation of Form C-2 and at least two semester hours of practicum, or (3) a passing score on the appropriate Praxis and at least one-half time successful teaching experience in the endorsement.

 

Conclusion evidenced by:

  • Adding Authorization/Endorsement Application
  • Continuing Teaching License, Student Guidelines
  • MAT Policy and Procedures Manual
  • Interviews with:

Dr. Mark Ankeny, Associate Dean, School of Education.

Judy Keeney, CTL Coordinator

Gary Railsback, EdFL Faculty

 

584-17-0175             Adding Authorizations

 

Conclusion of the team

Candidates must complete six to nine quarter hours of preparation in student development in the appropriate authorization level.

 


Conclusion evidenced by:

  • Adding Authorization/Endorsement Application
  • Continuing Teaching License, Student Guidelines
  • MAT Policy and Procedures Manual
  • Interviews with:

Mark Ankeny, Associate Dean, School of Education.

Judy Keeney, CTL Coordinator

Gary Railsback, EdFL Faculty

 

584-17-0180             Practica & Student Teaching  

 

Conclusion of the team

The criteria for admission include maintaining GPA and successful completion of 30 hours of student observations.

 

Only those that complete ALL program requirements and prove competency.

 

Student teaching is 16 weeks long, includes six weeks of full time teaching, and has at least nine weeks full time in the classroom.

 

Handbooks provide information on the roles of candidate, university supervisor, cooperating teacher, and site supervisor.

 

The supervisor makes at least three visits to practicum and six visits to student teachers during the assignment.  There are at least three, three-way, meetings between candidate, supervisor, and cooperating teacher.

 

The supervisor and cooperating teacher jointly evaluate the candidate.

 

Strengths

The practicum experience requires 150 hours rather than the 90 hour minimum.

The unit provides a student teacher seminar for perspective cooperating teachers.

 

Conclusion evidenced by:

  • Action Research Project
  • George Fox University Undergraduate Catalog
  • George Fox University Graduate Catalog
  • Full time Student Teaching for Cooperating Teachers, University Supervisors (Undergraduate)
  • Student Teaching Guidelines (MAT)
  • Initial Teaching License Only, Practicum/Student Teaching Guidelines for the Cooperating Teacher
  • Initial Teaching License Only, Practicum/Student Teach. Guidelines for the Student Teacher, University Supervisor
  • Initial Teaching License Recommendation Check List
  • MAT Policy and Procedures Manual
  • MAT Student Program Guide
  • Program Charts (All four Authorizations)
  • School of Education Program Guide
  • Student Work Samples
  • Work Sample Guidelines
  • Interviews with:

Dr. Mark Ankeny, Associate Dean, School of Education

Eloise Hockett, School Placement Director

Dr. Beth LaForce, Undergraduate Chair

Cooperating teachers

MAT faculty

MAT graduates

MAT teacher candidates

Site supervisor

Supervising faculty

Undergraduate faculty

Undergraduate teacher candidates

 

584-017-0182     Intern Experience for Teachers          

 

At this time, the unit does not have an internship program.

 

584-17-0185             Evidence of Effectiveness       

 

Conclusion of the team

Teacher candidates must complete two and one-half work samples during their program.  These work samples are organized into five sections:  (1) Finding data on the community and students, (2) overall unit plans, (3) student assessments, (4) analysis of student assessment, and (5) reflection on the whole process.

 

The ten competencies are documented using a portfolio format.  There are separate files to document assessment of students, development of instructional plans, establishment of positive classroom climate, development of diverse instructional plans, collaboration with school stakeholders, evaluation of student progress, use of current research, collaboration with colleagues.

 

In addition to the portfolio, each CTL candidate receives a site visit from the CTL staff to further document competencies.

 

Strength

Candidates are required to complete sections one, two, and three of a practice work sample before completing the standards required two full work samples.

 

Conclusion evidenced by:

  • Action Research Project
  • Consortium Notes
  • CTL Portfolios
  • Continuing Teaching License, Student Guidelines
  • Full-time Student Teaching for Cooperating Teachers, University Supervisors (Undergraduate)
  • George Fox University Undergraduate Catalog
  • George Fox University Graduate Catalog
  • Student Teaching Guidelines (MAT)
  • Initial Teaching License Only, Practicum/Student Teaching Guidelines for the Cooperating Teacher
  • Initial Teaching License Only, Practicum/Student Teach. Guidelines for Student Teacher, University Supervisor
  • Initial Teaching License Recommendation Check List
  • MAT Policy and Procedures Manual
  • MAT Student Program Guide
  • School of Education Program Guide
  • Student Work Samples
  • Teacher Candidates Files
  • Work Sample Guidelines
  • Interviews with:

Mark Ankeny, Associate Dean, School of Education

Beth LaForce, Undergraduate Chair

Eloise Hockett, School Placement Director

Judy Keeney, CTL Coordinator

Gary Railsback, EdFL Faculty

MAT graduates

MAT teacher candidates

Undergraduate faculty

Undergraduate teacher candidates

 

584-017-0190     Knowledge of School Law for Teachers

 

Conclusion of the team

Each candidate is required to take a discrimination seminar.  Also, each class requires content regarding school law as it relates to the curriculum.

 

Conclusion evidenced by:

  • Action Research Project
  • Course Syllabi
  • George Fox University Undergraduate Catalog
  • George Fox University Graduate Catalog
  • Initial Teaching License Recommendation Check List
  • MAT Policy and Procedures Manual
  • MAT Student Program Guide
  • School of Education Program Guide
  • Program Charts (All four Authorizations)
  • Teacher Candidates Files
  • Work Sample Guidelines
  • Interviews with:

Mark Ankeny, Associate Dean, School of Education

Beth LaForce, Undergraduate Chair

MAT Faculty

MAT Graduates

MAT Teacher Candidates

Undergraduate Faculty

Undergraduate Teacher Candidates

 

 

 

Administrator Education Program

 

584-017-0210                             Purpose for Administrator License  __X___Met     ____Unmet

584-017-0240                             Curriculum Design for Administrator

Program                                         __X___Met   ____Unmet

584-017-0250                             Objectives for Initial Administrator                                               

                                                License                                          __X___Met   ____Unmet

584-017-0260                             Objectives for Continuing                                                           

                                                Administrator/Initial Superintendent __X___Met     ____Unmet

Superintendent

584-017-0280                             Field Experience for Administrator    __X__ Met    ____Unmet

584-017-0282                             Intern Experience for

Administrators                                __X___Met   ____Unmet

584-017-0290                             Knowledge of School Law for                                         

                                                Administrators                                __X___Met   ____Unmet

 

 

 

584-017-0210                 Purpose for Administrator License     

 

Conclusion of the team

The Administrative Licensure program for this unit meets standards as indicated.  Program materials include requirements for entry and candidate selection based on leadership potential and students are involved in personal program planning.

 

Strengths

Students consistently refer to opportunities to participate in the design of their programs, as well as to the resulting program's meaningfulness to their particular professional goals and experiential level.  Supervisors at George Fox express a value for collaboration between candidate, district (if possible) and university in program planning.  Interviews with University officials reflect a value on leadership development and a resulting shared vision for its administrative program.

 

Conclusion evidenced by:

  • Conference Record forms in Student Files
  • Initial Administrator Licensure Guidelines
  • Student Guide for Doctoral Program
  • Interviews with:

Robin Baker, Provost

David Brandt, President

                        Steve Cathers, Director, Administrative Licensure Program

                        Marc Shelton, Director, Master of Education Program

Jim Worthington, Dean, School of Education

School administrators

Student Candidates

 

584-017-0240     Curriculum Design for Administrator Program

 

Conclusions of the team

There is an articulated program of studies including course syllabi which include objectives, texts, course content explanation, course requirements and grading, and corresponding activities and readings.

 

Strengths:

Documents include Standards articulation which ensures that TSPC Standards are thoroughly addressed in the administrative program.  George Fox has made commendable efforts to provide an Initial Administrator program opportunity to potential candidates in several more rural Oregon areas. 

 

University supervisors have expressed their interest in continuing to explore options to increasing rural opportunities for license completion, which involve the development of cohorts who pursue program requirements through direct coursework as well as online experiences.  Such online opportunities have also increased accessibility to administrative licensure programs and appear to be an important aspect of George Fox's mission to provide program options to rural teachers and administrators. Such online experiences are a desirable option and demonstrate responsiveness to individual candidates unique professional: needs.

 


Conclusion evidenced by:

  • Initial Administrative Licensure Guidelines
  • Initial Administrator Standards Articulation Document
  • Review of course syllabi included in Initial Administrative Program
  • Interviews with:

Mark Ankeny, Associate Dean, School of Education

Steve Cathers, Director, Administrative Licensure Program

Scot Headly, Associate Professor

Marc Shelton, Director, Master of Education Program

 

584-17-250                Objectives for Initial Administrator License

 

Conclusion of the team

The inclusion of all objectives in the four foundation/core courses of the Initial Administrative program is verified through cross referencing the standards with the course syllabi.  Objectives are thoroughly explained and reviewed in corresponding documents and available online.  Initial Administrator License Summary Reports are maintained in student files to document progress toward completion of Requirements.

 

Conclusion evidenced by:

  • Initial Administrative Licensure Handbook (currently being revised)
  • Initial License Portfolio Information Sheet
  • Interviews with:

                        Mark Ankeny, Associate Dean, School of Education

                        Steve Cathers, Director, Administrative Licensure program

Marc Shelton, Director, Master of Education Program

 

584-17-260                Objectives for Continuing Administrator/Initial Superintendent

 

Conclusions of the team

The unit complies with standards in this area and has established a procedure for documentation of the candidates' successful completion of specified advanced competencies.

 

Strengths

Considerable discussion is currently taking place within the School of Education to provide a more "experiential" or "situational" based program to Continuing License candidates.  As candidates progress from the Initial to the Continuing Superintendent's license, much discussion has centered on activities which move from the "theoretical" to more "practical" knowledge skills.  Such efforts to design this component of the program seem a desirable use of available resources.

 

Conclusion evidenced by:

  • Continuing Administrator License-- Standards Articulation
  • Continuing Administrator/Initial Superintendent's License:  Proposed Program
  • Partnerships with Districts/Schools and George Fox University
  • Revision of Standards and Articulation
  • Interviews with:

                        Steve Cathers, Director, Administrative Licensure Program

                        Marc Shelton, Director, Master of Education Program

                        Mike Stout, Assistant Superintendent, David Douglas School District

 


584-17-270                Objectives of Continuing Superintendent

 

Conclusion of the team

Candidates have opportunities to complete specified objectives through a required course of study in a Doctoral program or through self assessment and through documented experiences.

 

Strengths

The design of the Continuing Superintendent's program focuses essentially on the design of an individualized, prescriptive program.  This allows superintendents to plan coursework and activities related to their special professional goals and needs.  This is especially important given the immense diversity of districts within Oregon.

 

Conclusion evidenced by:

  • Continuing Superintendent License Standards and Articulation document
  • Interviews with:

Steve Cathers, Director, Administrative Licensure Program

Marc Shelton, Director, Master of Education Program

 

584-17-280                Field Experience for Administrators

 

Conclusion of the team

The unit exceeds the Standards in this section.  Candidates have a well structured admission process and practicums are designed to meet, as much as possible, the unique professional goals and interests of the student.  Students have a thorough understanding of evidence requirements for their portfolio and their comments, as well as review of files, evidence ongoing feedback from mentors and university supervisors.

 

Strengths

This unit exceeds expectations in relation to forming collaborative partnerships with school districts to provide administrative licensure programs for area educators. 

 

Candidates interviewed find their practicums well tailored to their professional goals and professional needs.  Program candidates commend university supervisors for their availability and frequent contact concerning the candidates' performance.  Policies for practicum students, as well as procedures for mentoring and other supervisory personnel, are in place.  Programs, such as the cooperation with David Douglas School District, are models of collaboration in relation to providing a program responsive to district needs for leadership development.

 

Conclusion evidenced by:

  • Initial Administrator License:  Practicum Expectations document
  • Mentor Information Sheet
  • Personal interviews with initial Administrative License program participants
  • Portfolio Review for Margie Browning, Initial Administrative License
  • Practicum Information Sheet
  • Practicum Proposal for Continuing Admin. License, Initial Superintendent
  • Supervisor Information Sheet
  • Interviews with:

Mark Ankeny, Associate Dean, School of Education

Steve Cathers, Director, Administrative Licensure Program

Marc Shelton, Director, Master of Education Program

 


584-17-281                Intern Experience for Administrators

 

Conclusion of the team: 

The unit does not currently offer this program.

 

584-017-0290     Knowledge of School Law for Administrators

 

Conclusion of the team: 

The requirements are met through the completion of the EDFL 682, a three semester hour course (also available online) entitled "Educational Foundations and Leadership:  Legal Perspective on Educational and Financial Policy."  Objectives include (but are not limited to) knowledge of Oregon school law, and laws dealing with equity, equality, and diversity.

 

Conclusion evidenced by:

  • Review of course syllabus:  EDFL 682
  • Interviews with:

Steve Cathers, Director, Administrative License Program

 


 

School Psychologist Program

 

584-017-0310                             Purpose for School Psychologist                                    

                                                Licensure                                  __X__Met          ____Unmet

584-017-0340                             Curriculum Design for School                                                                                                      Psychologist Program                __X__Met          ____Unmet

584-017-0350                             Objectives for Initial School                                            

                                                Psychologist Licensure              __X__Met          ____Unmet

584-017-0360                             Objectives for Continuing School

Psychologist License                 __X__Met          ____Unmet

584-017-0370                             Practicum for School Psychologist

Program                                    __X__Met          ____Unmet

584-017-0380                             Knowledge of School Law for

School Psychologists                 __X__Met          ____Unmet

 

 

584-017-0310     Purpose for School Psychologist Licensure    

 

Conclusion of the team

Licensure program for the school psychologists supports the Oregon Education Act for the 21st Century and is consistent with the redesign of work done by school psychologists to accomplish objectives for Oregon Schools.

 

Conclusion evidenced by:

  • Proposal submitted to TSPC on 2/14/02
  • Interviews with faculty:

                        Karin Jordan

                        Deb Pack-Patton

 

584-017-0340     Curriculum Design for School Psychologist Program 

 

Conclusion of the team

The institution has an articulated program of studies based on a shared conceptual design that prepares effective educators consistent with the unit’s mission.

 

Conclusion evidence by:

  • Proposal submitted to TSPC on 2/14/02
  • Interviews with faculty:

                        Karin Jordan

                        Deb Pack-Patton

 

584-017-0350     Objectives for Initial School Psychologist Licensure  

 

Conclusion of the team

The unit ensures that a candidate for Initial School Psychologist licensure possesses the knowledge, skills and competencies required for a school psychologist.

 

Suggestion for improvement

Course syllabi reference the specific objectives from OAR 584-017-0350 covered in each respective course.

 


Conclusion evidenced by:

  • Course syllabi
  • Proposal submitted to TSPC on 2/14/02
  • Interviews with faculty:

Karin Jordan

Deb Pack-Patton

 

584-017-0360     Objectives for Continuing School Psychologist License         

 

Conclusion of the team

The unit’s School Psychology program is in the second year of implementation of its Initial School Psychologist licensure program and has yet to develop or implement a Continuing School Psychologist Licensure program.

 

584-017-0370     Practicum for School Psychologist Program  

 

Conclusion of the team

The unit’s School Psychology program is in the second year of implementation of its Initial School Psychologist licensure program.  School psychology students will not be placed in a practicum until fall of 2005.

 

584-017-0380     Knowledge of School Law for School Psychologists  

 

Conclusion of the team

The unit provides preparation in state and federal statutes on education including laws prohibiting discrimination, rights and responsibilities of students, teachers and parents, and other laws applicable to the practice of school psychologists.

 

Conclusion evidenced by:

  • Course syllabus – SPS 505 Ethical and Legal Issues in Education
  • Proposal submitted to TSPC on 2/14/02
  • Interview with faculty:

Karin Jordan

Deb Pack-Patton

 


School Counselor Program

 

584-017-0400                             Purpose of School Counselor                                                                                                                  Licensure                      __X__Met          ____Unmet

584-017-0430                             Curriculum Design for School                                                                                                                  Counselor Program        __X__Met          ____Unmet

584-017-0440                             Objectives for Initial School                                                                                                                     Counselor License         __X__Met          ____Unmet

584-017-0450                             Objectives for Continuing School                                                                                                 Counselor License         __X__Met          ____Unmet

584-017-0460                             Practicum for Initial School                                                                                                                     Counselor Program        __X__Met          ____Unmet

584-017-0465                             Practicum for Continuing School                                                                                                              Counselor Program        __X__­Met          ____Unmet

584-017-0470                             Knowledge of School Law for                                                                                                                   School Counselors         __X__Met          ____Unmet

 

584-027-0410                             Selection, recruitment, and

                                                Admission of School Counselor

                                                                        Candidates        __X__Met          ____Unmet

           

584-017-0420                             Retention and Advising               __X__Met          ____Unmet

 

 

School Counseling Program

 

 

584-017-0400 Purpose of School Counselor Licensure

 

Conclusion of team

The School Counseling-M.A. Degree and Certificate Program are well designed to prepare professional school counselors to work in the 21st Century schools.  The program is based on performance standards similar to successful counselor education programs that are informed by the American School Counselor Association National Model, the Oregon Framework for Comprehensive Counseling and Guidance Programs, and other markers of contemporary practice. 

 

Conclusion evidenced by:

  • George Fox University Graduate Department of Counseling Comprehensive Operations Manual
  • Interviews with faculty:

Lori DeKruyf

Karin Jordan

Richard Shaw

 

Suggestions for improvement

Track I (candidates with teaching experience), Track II (candidates without teaching experience), and Licensure Only (candidates with a graduate degree seeking licensure as professional school counselors) are not clearly delineated. The Track II program description combines both candidates without teaching experience with those who are merely seeking licensure as professional school counselors. It would be helpful to separate the three avenues for obtaining licensure: Track I, Track II, and Licensure Only.

 

 

 

 

584-27-410                Selection, recruitment, and admission of School Counselor Candidates

 

Conclusion of the team

The unit attracts and admits qualified candidates to the program giving special attention to current personnel needs of schools and actively recruits under represented groups.

 

Conclusion evidenced by:

  • George Fox University Graduate Department of Counseling Comprehensive Operations Manual
  • Interviews with faculty: 

Dr. Lori DeKruyf

Dr. Karin Jordan

Dr. Richard Shaw

 

584-17-420                Retention and Advising

 

Conclusion of the team

The unit develops, publishes, and implements procedures and criteria for making decisions on retention of candidates in the program. George Fox is to be commended for the development and implementation of the Advancement to Candidacy procedures.  The commitment of time from multiple staff to this process is noteworthy and increases probability that students who advance to candidacy meet requirements established by TSPC.

 

Conclusion evidenced by:

  • George Fox University Graduate Department of Counseling Comprehensive Operations Manual
  • Interviews with faculty:

Dr. Lori DeKruyf

Dr. Karin Jordan

Dr. Richard Shaw

 

584-17-430                Curriculum Design for School Counselor Program

 

Conclusion of the team

The syllabi for the program state the objectives and assessments used to determine competency. Faculty are to be commended for the clear articulation of their systems approach to counseling, as well as how core beliefs are integrated into professional school counseling in a respectful manner that recognizes the diversity inherent in contemporary society. 

 

Suggestions for improvement

Specify the TSPC competencies addressed in each course syllabi.

 

Conclusion evidenced by:

  • George Fox University Graduate Department of Counseling Comprehensive Operations Manual
  • Interviews with faculty:

Lori DeKruyf,

Karin Jordan

Richard Shaw

 


584-17-440                Objectives for Initial School Counselor License

 

Conclusion of the team

The unit assures that all candidates demonstrate the knowledge, skills, and competencies in each of the 14 competencies for the Initial School Counselor License. The Graduate Clinical Project for School Counseling specifies that candidates must demonstrate competence in the standards set forth by TSPC for the Initial School Counselor License.

 

Suggestions for improvement

Specify how each TSPC competency is being documented and assessed as part of the Graduate Clinical Project.

 

Conclusion evidenced by:

George Fox University Graduate Department of Counseling Comprehensive Operations Manual

  • Graduate Clinical Project for Counseling (Graduate Clinical Project Package)
  • Interviews with faculty:

Lori DeKruyf

Karin Jordan

Richard Shaw

 

584-017-0450     Objectives for Continuing School Counselor License

 

Conclusion of the team

The School Counseling program is in the second year of implementation and has yet to have the Continuing School Counselor Program approved by TSPC. The Continuing School Counseling Program has been developed by George Fox University but not approved by TSPC.

 

Conclusion evidenced by:

  • George Fox University Graduate Department of Counseling Comprehensive Operations Manual
  • Interviews with faculty:

            Lori DeKruyf

Karin Jordon

 

 

584-017-0460     Practicum for Initial School Counselor Program

 

Conclusion of the team

The practicum meets the 600 hour TSPC practicum requirement. Faculty supervisors work collaboratively with school site supervisors to determine if the candidate meets the competencies required for licensure. Practicum Student Evaluation forms is completed by both the University faculty and the site supervisor. Site visits and telephone support visits occur at least four times per year.

 

Suggestions for improvement

Re-consider the internship video taping requirement after three contacts. The current unit requirement may become a distraction to having candidates fully participate in the development of their site’s school counseling program. The current requirement may prevent candidates from working with students who are appropriate for counseling interventions but unwilling to agree to the video taping requirement. Collaborate with site supervisors to determine appropriate number of sessions to be taped at each site.

 


Conclusion evidenced by:

  • George Fox University Graduate Department of Counseling Comprehensive Operations Manual
  • Graduate Clinical Project for Counseling (Graduate Clinical Project Package)
  • Interviews with faculty:

Lori DeKruyf

Karin Jordan

  • Interviews with:

School of Counseling candidates

Site supervisors

 

584-017-0465     Practicum for Continuing School Counselor Program

 

Conclusion of the team

The school counseling program is in the second year of implementation and has yet to have the Continuing School Counselor Program approved by TSPC. The Continuing School Counseling Program has been developed by George Fox University, but not approved by TSPC.

 

Conclusion evidenced by:

  • George Fox University Graduate Department of Counseling Comprehensive Operations Manual
  • Interviews with faculty:

Lori DeKruyf

Karin Jordan

 

584-17-470                Knowledge of School Law for School Counselors

 

Conclusion of the team

SCN 505 Ethical and Legal Issues in Education have been designed to meet the knowledge, skills, and competence requirements set forth by TSPC.

 

Suggestions for improvement

The Ethical and Legal Issues in Education may be too general to address the unique ethical and legal issues professional school counselors face. A specific course or seminar integrated into the Continuing School Counselor License program would begin to address the ethical and legal issues school counselors wrestle with each day.

 

Conclusion evidenced by:

  • George Fox University Graduate Department of Counseling Comprehensive Operations Manual
  • Interviews with faculty:

            Lori DeKruyf

Karin Jordan

           


 

George Fox University Interviews

 

 

George Fox University Administrators and Staff

Becky Ankeny, Dean, Faculty Development

Mark Ankeny, Associate Dean, School of Education; Chair, EDFL Department

Robin Baker, Provost

Ginny Birky, Director, MAT Day Program

David Brandt, President

Roy Bunch, Director, MAT at Night Program

Brenda Burg, Administrative Secretary; School of Education and Department of Family and Consumer Sciences

Steve Cathers, Director, Administrative Licensure Programs

Russ DeVore, Director, User Services

Daryl Dixon, Director of Multicultural Affairs

Jim Fleming, Director, Administrative Computing

Jim Foster, Dean, Graduate and Professional Studies

Karen Henry, Administrative Secretary; School of Education

Lionel Johnson, Director, Project Access & Equity

Karin Jordan, Chair, Graduate Department of Counseling

Beth LaForce, Chair, Department of Undergraduate Teacher Education

Marc Shelton, Director, Master of Education Program

Dan Swanson, Programmer/Analyst

Mark Weinert, Associate Dean, Records and Faculty Evaluation

Jim Worthington, Dean, School of Education

 

George Fox University School of Education Faculty

Doreen Blackburn, Coordinator, Reading Endorsement; EDFL Department

Carol Brazo, Cohort Leader, MAT in the Community; MAT Department

Jan Carpenter, Adjunct Faculty; Master of Arts in Teaching (MAT) Department

Kevin Carr, Associate Professor of Education; Master of Arts in Teaching (MAT) Department

Jasmine Chase, Cohort Leader, MAT in the Community; MAT Department

Sue Diers, Adjunct Faculty; Master of Arts in Teaching (MAT) Department

Kristin Dixon, Cohort Leader, MAT in the Community; MAT Department

Patsy Engle, Cohort Leader, MAT at Night; MAT Department

Lori DeKruyf, Assistant Professor, School Counseling; Graduate Department of Counseling

Gennie Harris, Cohort Leader, MAT at Night; MAT Department

Scot Headly, Associate Professor, Educational Foundations and Leadership (EDFL) Department

Judy Keeney, Coordinator, CTL Program; EDFL Department

Mary Johnson, Cohort Leader, MAT at Night; Master of Arts in Teaching (MAT) Department

Mindy Larson, Assistant Professor of Education; Master of Arts in Teaching (MAT) Department

Margi Macy, Associate Professor of Education; Department of Undergraduate Teacher Education

David Myton, Professor of Education; EDFL Department

Katsu Ozawa, Coordinator, ESOL/Bilingual Endorsement; EDFL Department

Gary Railsback, Associate Professor of Education; EDFL Department

Nicole Rigelman, Assistant Professor of Education; Dept. of Undergraduate Teacher Education

Kathy Sansone, Adjunct Faculty; Master of Arts in Teaching (MAT) Department

Richard Shaw, Associate Professor, Graduate Department of Counseling

Karen Wedeking, Coordinator, Library/Media Coordinator; EDFL Department

Diane Wood, Assistant Professor. Family and Consumer Sciences and Undergraduate Teacher Education Department

 

Consortium Members

Mark Ankeny

James Biller

Roy Bunch

Antonio Fernandez,

Merrill Johnson

Judi Mar-Zaleski

David Myton

Marc Shelton

Terrel Smith

Laura Thomas

Lauel Woodworth

 

Candidates

Pat Baker

Althea Beam

Mari Pat Brooks

Margie Browning

Gina Cololen

Cindy Colyn

Kelly Deatherage

Juanita Estrada

Bridget Fry

Dana Garrett

Christy Gedde

Janelle Goeres

Carrie Good

Keith Harsbrouck

Laurie Harrison       

Brian Hartenstein

Libby Isensee

Adam Kraxberger

Julie Koch

Ryan Kuphlthan

Glen Libonati

Rachel Macy

Kristin Martins

Branden Martin

Josh Miller

Carrie Moyer

Kelly Nakano

Lisa Newman

Sandy Otis

Cheris Owens

Reiko Park

Andy Scherrer

John G. Scott

Mike Stout

Susan Summers

Candy Wallace

Bo Yates

Lindsay Younce

 

Site Supervisors

Sandy Brookshaw

Kelly Carlisle

Barb Falconer

Sandra Fiss

Christina Fowler-Thias

Susan Johnson

Dave Larson

Kenneth Phillips

Jeannie Ramsey

Mike Shields

Celeste Stone

Scott Thompson

Judy Wayland

 

Cooperating Teachers

Eric Beasley

Tom Curtis

Jean Eshuis-Hoekema

Susan Knight

Justine Sutton

Mary Timmel

 

Recent Graduates

Phil Giffon

Brenda Pettigrew Dobbins