OKLAHOMA STATE REQUIREMENTS REPORT
ADDENDUM
Requirement 1: Candidate Portfolios (Initial and Advanced)
a. Overall Findings
The Teacher Education Unit (TEU) requires that all initial and advanced candidates purchase and maintain an electronic portfolio using PASS-PORT during their first professional education class.
A PASS-PORT handbook is in draft form and will be distributed to candidates in mid-fall 2015 via the Introduction to Education course for initial candidates and the Introduction to Graduate Studies course for advanced candidates.
The portfolio development process includes periodic checkpoints, also known as portals, which provide feedback to candidates and serve as gatekeepers to the next portal. At the initial level, a Master List identifies the portals and required artifacts for inclusion. At the advanced level, artifacts are tied to each course. Advanced candidates self-select artifacts to upload and must upload two artifacts and two reflections per course.
Required artifacts for the portfolio at the initial level are directly connected to InTASC standards and the Oklahoma General Competencies for Teacher Certification and Licensure.
b. Feedback on correcting previous requirements previously not met
Not aware of any previously unmet requirements at state level.
c. Areas of concern related to continuing to meet the requirement
The Portfolio PASS-PORT handbook is currently in draft form. This includes a written philosophy related to portfolio development and assessment that is consistent with the institution’s and unit’s mission and conceptual framework as well as written policies, criteria, and institutional rubrics related to the assessment of the portfolio for both initial and advanced candidates. These elements will be made available to all candidates mid-fall 2015 in hardcopy form and through a link on the university’s website.
The advanced level portfolio is a priority for the Assessment and Curriculum Committee. In discussion with the Director of Graduate Programs and faculty, the Graduate Handbook is being revised with specific policies, procedures, and practices related to PASS-PORT being refined and included. Of the five program options available in the M.Ed. program, Educational Leadership (on voluntary moratorium since 2013) is the only option leading to educator certification. However, the objectives for each option and goals for the program are being reviewed and compared to national standards of specialty professional associations, InTASC, Oklahoma, and the unit.
d. Evidence for the BOE Team to validate during the onsite visit
The undergraduate handbook, Navigating Teacher Education (Evidence), is provided as evidence. It along with the Portfolio handbooks and candidate portfolios for initial and advanced programs will be available for review on-site.
Requirement 2: Foreign Language Requirement (Initial and Advanced)
a. Overall Findings
The unit meets this standard. They have a policy in place that ensures teacher preparation candidates demonstrate conversational skills at a novice high level, as defined by the American Council on the Teacher of Foreign Languages, in a language other than English. The foreign language competency is both a degree requirement approved by the Oklahoma State Regents for Higher Education (OSRHE) and a certification requirement.
b. Feedback on correcting previous requirements previously not met
Not applicable.
c. Areas of concern related to continuing to meet the requirement
None.
d. Evidence for the BOE Team to validate during the onsite visit
Updated Plans of Study (approved spring 2015, implemented fall 2015) are included in the undergraduate handbook, Navigating Teacher Education, attached as evidence and available on-site to allow for the verification of this policy.
Requirement 3: Input from Stakeholders (Initial and Advanced)
a. Overall Findings
The institution has a process developed for seeking program information and input from stakeholders. This includes teacher education faculty, P-12 partners, and the community. The membership of the TEC includes faculty from inside and outside the unit (Evidence: TEC/Advisory Membership). The unit works collaboratively with alumni, P-12 educators and administrators, and the community through the Teacher Education Advisory Council (Evidence: TEC/Advisory Membership). Bylaws exist for both the TEC and the Teacher Education Advisory Council (Evidence: TEC Constitution and Bylaws, Advisory Council Constitution Bylaws).
b. Feedback on correcting previous requirements previously not met
N/A
c. Areas of concern related to continuing to meet the requirement
None
d. Evidence for the BOE Team to validate during the onsite visit
Stakeholders will be available for interviews with the BOE team Sunday evening. Advisory and TEC agendas and minutes will be available on-site to demonstrate collaboration with a variety of stakeholders.
Requirement 4: Content Preparation (Initial)
a. Overall Findings
Langston University (LU) School of Education & Behavioral Sciences (SoEBS) offers initial teacher certification programs in Early Childhood Education (ECE), Elementary Education (ELE), Special Education (SPED), Instrumental Music, Vocal Music, English/Language Arts Education (ELA), Health & Physical Education (HPER), Mathematics Education, & Science Education (Biology/Chemistry). The programs fully recognized by their respective SPAs include ECE, ELE, SPED, & Science Education (Biology/Chemistry). HPER and Math Education submitted Program Reviews in response to conditions and ELA submitted a new Program Review in spring 2015. The Program Review status of these programs following the spring 2015 submission of the IR is as follows:
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Instrumental and Vocal Music Programs will submit in spring 2016, a one-year extension was given from the state due to low enrollment (Evidence: State letter, Instrumental Music PR & Report, Vocal Music PR & Report)
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MATH will resubmit in spring 2016, extension was given from NCTM due to low enrollment
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E/LA was Recognized with Condition fall 2015 and will resubmit in spring 2016 (Evidence: Program Review & Report)
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HPER was Recognized with Condition fall 2015 and will resubmit spring 2016 (Evidence: Program Review & Report)
According to the Revised Advisement Handbook and the Langston University website, Early Childhood, Elementary and Special Education degree plans require candidates to complete a minimum of 12 hours each in language arts, mathematics, science, and social studies. Candidates show subject matter competency in mathematics, science, language arts and social studies as reflected in their passing of the Oklahoma General Education Test (OGET).
The revised Plans of Study implemented in fall 2015 moved the field experience requirements to ensure candidates had opportunities throughout their matriculation to observe/participate in P-12 settings (Evidence: Navigating Teacher Education Appendix A). Prior to fall 2015, SPED 3143, ED 4232 Educational Psychology, and ED 4242 Classroom Management did NOT have an associated field experience. Since all candidates take these courses, each course now has a 15-hour field experience requirement and signature artifacts. The signature artifacts associated with these courses have been reviewed and revised to include an emphasis on child substance abuse symptoms, identification and prevention, mental illness symptoms, and mental health issues. These revised signature artifacts are being implemented in fall 2015 (PASS-PORT Handbook, available on site). The Assessment and Curriculum committee has identified these courses as important to preparing candidates to recognize child substance abuse symptoms, identification and prevention, mental illness symptoms, and mental health issues and will be reviewing the course syllabi in spring 2016 to ensure clear, observable, and measureable objectives outlining these topics. SPED 3143 (Survey of Exceptional Children) does include in its content the effects of abuse and neglect on children, their development and school performance; all candidates take this course.
b. Feedback on correcting previous requirements previously not met
N/A
c. Areas of concern related to continuing to meet the requirement
Further clarification can be found in the PASS-PORT Handbook (available on site) to verify that existing coursework required of all teacher candidates includes substance abuse symptoms, identification and prevention, mental illness symptoms identification, and mental health issues.
d. Evidence for the BOE Team to validate during the onsite visit
Verification detailing coursework that addresses substance abuse symptoms, identification and prevention, mental illness symptoms identification, and mental health issues is available on site in the PASS-PORT Handbook.
Requirement 5: Advisement (Initial)
a. Overall Findings
A collaborative system appears to be in place for undergraduates on the Langston campus for elementary, early childhood, and special education between the TEU and University College. Advanced level candidates are advised by the Director of Graduate programs.
b. Feedback on correcting previous requirements previously not met
N/A
c. Areas of concern related to continuing to meet the requirement
Advisement practices for initial certification programs in HPER, Instrumental and Vocal Music, English, Math, Biology, and Chemistry on the Langston campus, as well as Elementary and Special Education on the Tulsa Campus can be found in the undergraduate handbook, Navigating Teacher Education, page 15 (Evidence).
The LU SoEBS website provides information related to supply and demand information, state salary structure, and teaching shortage areas.
d. Evidence for the BOE Team to validate during the onsite visit
The above stated concern will need validation.
Requirement 6: Field Experiences (Initial and Advanced)
a. Overall Findings
Initial candidates complete a minimum of 60 hours of field experiences in four courses sequenced throughout the program – 15 hours per placement. Documentation of all field experiences is required. In addition to the required 60 hours of field experience, some courses require additional observation, tutoring, and service learning projects.
The Educational Leadership advanced program includes five courses with required field experiences. Each candidate in this program is expected to work under the supervision of a building administrator for one semester, a minimum of 90 hours. However, this program has been on voluntary moratorium since 2013.
Initial candidates complete a semester (14 weeks) of clinical practice and fulltime student teaching during the last semester of their senior year prior to program completion. Candidates complete the 14-weeks in two 7-week placements (Evidence: Navigating Teacher Education, page 35).
b. Feedback on correcting previous requirements previously not met
Not aware of any previously unmet requirements at state level.
c. Areas of concern related to continuing to meet the requirement
None at this time.
d. Evidence for the BOE Team to validate during the onsite visit
Candidates experience diverse placements for field experiences in alignment with NCATE standard 4 and are documented by the Director of Teacher Education, Certification, and Field Experiences at the initial level and by the Director of Graduate Programs at the advanced level. A table was added to the D2L TEU site (available on site) in fall 2015 to allow for transparency in placement and for the documentation of all experiences in P-12 settings (i.e. service projects), including and beyond placements coordinated by the Director of Teacher Education, Certification, and Field Experiences at the initial level and by the Director of Graduate Programs.
Requirement 7: Admission Requirements (Initial)
a. Overall Findings
The standard is met. Admission requirements are clear and appropriate. They require a minimum GPA of 2.50, 45 semester hours of credit, documentation of the candidate’s experiences working with children, evidence of personal traits and dispositions that suggest potential for working with youth, parents, and other constituents of the teaching profession, passing the Oklahoma General Education Test, and a successful interview with teacher education faculty.
b. Feedback on correcting previous requirements previously not met
Not applicable
c. Areas of concern related to continuing to meet the requirement
None.
d. Evidence for the BOE Team to validate during the onsite visit
Records of admitted candidates are available on site.
Requirement 8: Exit Requirements (Initial and Advanced)
a. Overall Findings
Criteria are in place for the unit to provide information for exit adhering to the rules and regulations established by the OSDE. The unit determines that candidates meet certification requirements of the state, submits a portfolio of artifacts that reflects meeting standards, and ensures the candidates fulfill their plan of study.
b. Feedback on correcting previous requirements previously not met
N/A
c. Areas of concern related to continuing to meet the requirement
None
d. Evidence for the BOE Team to validate during the onsite visit
Candidates and recent graduates will be available for interviews with the BOE team Sunday evening.
Requirement 9: Faculty Professional Development (Initial and Advanced)
a. Overall Findings
Professional education faculty at both the initial and advanced levels participate in trainings and professional development activities. Included in the exhibits is the Faculty Scholarly Activities, document which provides numerical counts for the number of Professional Development meetings attended by the unit as a whole. A description of the meetings attended or the names and hours for each faculty member attending those meetings can be found on faculty curriculum vitae (available on site and identified in the Professional Education Faculty Qualifications and Experiences Standard 5, Element a Table (Evidence).
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The Professional Education Faculty Qualifications and Experience Standard 5, Element a Table (Evidence) has been updated to provide all required information, including but not limited to faculty credentials and scholarship for full-time professional education faculty members.
Professional education faculty have professional experiences in P-12 school settings, providing a minimum of ten hours of public school service each academic year. To verify the hours for all professional education faculty the Faculty Public School Service document (Evidence) was updated in fall 2015 outlining the yearly expectations, process, and evaluation of public school service.
b. Feedback on correcting previous requirements previously not met
N/A
c. Areas of concern related to continuing to meet the requirement
The professional development activities of faculty members at the initial and advanced levels are available via faculty curriculum vitae (available on site).
Evidence of professional education faculty members’ ten hours of public school service can be found in faculty performance evaluations (available on site).
d. Evidence for the BOE Team to validate during the onsite visit
Documentation to show the professional development activities of each faculty member and their ten hours of public school service can be found on site in the form of curriculum vitaes and faculty performance evaluations.
Requirement 10: Alternative Placement Program (Initial and Advanced)
a. Overall Findings
The plan for individuals seeking alternative placement is to direct them to the OSDE. There was no mention of maintaining records.
b. Feedback on correcting previous requirements previously not met
N/A
c. Areas of concern related to continuing to meet the requirement
None
d. Evidence for the BOE Team to validate during the onsite visit
Records documenting individuals seeking alternative placement are NOT currently maintained by the unit but has been identified as a topic for discussion by the Assessment and Curriculum Committee.