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Education Department 2001 2. |
EDUCATION DEPARTMENT FACULTY HANDBOOK
College
Augustana, a college of the Evangelical
Lutheran Church in America, offers to students of varying backgrounds,
interests and ages a unique opportunity to achieve academic excellence and
individual development in a Christian context. With its supportive
community atmosphere Augustana assists students to
prepare for a life of career, service, and continuing enrichment by blending
the broad learning experiences of the liberal arts with the students'
individual professional goals and in relating Christian faith to
learning. The College serves the region and the larger society primarily
through its undergraduate programs and through other programs designed to meet
special community needs.
The mission of
1.Christian
Augustana, as a college of the Evangelical Lutheran
Church in America, centers on worship, welcomes all faiths, nurtures the search
for a mature religious faith, and relates Christian faith and ethics to
learning and service.
2.
3.
4.
5.Service…
The College
Department
The mission of the
Education Department is to empower students with the tools needed to create
learning environments that ensure belonging, mastery, independence and
generosity. This mission is grounded in a philosophy that integrates the
best of Western educational thought with the wisdom of the indigenous Native
American culture of the region and emerging research on positive youth
development. This philosophy is reflected in publications of various Augustana faculty and is most
extensively discussed in the book Reclaiming Youth at Risk (Brendtro,
Brokenleg, & Van Bockern,
1990). There are four overarching values embodied in the model of
positive youth development called the Circle of Courage. The central
premise of this model is that a set of shared values must undergird
a community of learners, including public education and teacher training
institutions (Clementson, Hinders, & Van Bockern, 1995).
Belonging is an integral
part of the Augustana environment. Students
need to attach to caring adults in order to begin the process of learning and
incorporate basic social values. The College encourages a student’ sense
of belonging through small interactive classes and numerous student
groups. Within the Department of Education belonging is facilitated “through
the study of strategies for developing consensus building, inclusive learning
climates, and cooperation” (Clementson, Hinders,
& Van Bockern, 1995). Students examine
their preservice and teaching/therapy placements with
regard to the ways in which the teacher creates a belonging environment that
nurtures positive peer attachments through learning. Faculty
also structure the students’ learning environment to create a community
of learners.
Mastery, the second
value in the Circle of Courage Model, promotes the belief that students need to
develop social, intellectual, and academic competence if they are to become
capable and responsible citizens. Mastery is ensured through both the Augustana core and the Department of Education
requirements. College and Program admission requirements, stringent
course standards, early practicum experiences and portfolios are examples of
measures used to assess learning and levels of preparedness. When
students are knowledgeable and skilled in the professional discipline and the
liberal arts core, they are disposed to become “master” teachers/clinicians.
Generosity
is incorporated into Augustana’s liberal arts core by
encouraging students to participate in volunteer work and the annual Community
Service Day, thus encouraging them to display empathy and concern for others. The curriculum within the
Department of Education is designed to assist students in making the connection
between their chosen career and a commitment to society. The Department’s Volunteer Program provides students with an
opportunity beyond practicum to work in varied settings such as the Ronald
McDonald House, South Dakota School for the Deaf, Children’s
Care Hospital and School, and various schools throughout the community. A
positive learning environment must be characterized by a climate of caring so
that all involved support one another and cooperate in making their social and
academic experiences meaningful.
We believe it is our
responsibility to challenge preservice
teachers/clinicians to look at the relationship between what they know and
believe and how they act. While the four dimensions of the Circle of Courage
can be described individually, they must be viewed as one. The belonging,
mastery, independence, and generosity dimensions are imbued throughout the
Education curriculum and complement the Augustana
Core of Liberal Arts Studies. Graduates of the Education Department are
taught to use these values in creating positive learning cultures that maintain
high expectations for all learners.
INITIAL
LEVEL PROGRAM COMPETENCIES
A set
of professional competencies, based upon the Interstate New Teachers Assessment
and Support Consortium/INTASC principles, have been identified to guide course
content and field experiences as well as articulate what students will know and
be able to do upon program completion.
The competencies assist students in developing a commitment to and
proficiency in their chosen profession.
The curriculum of the Teacher Education Program is structured to blend
the Circle of Courage values into a model for professional behavior. Throughout their program of study, students
will complete course requirements designed to facilitate mastery and
understanding of the following program competencies:
#1 KNOWLEDGE OF SUBJECT MATTER
#2 KNOWLEDGE OF HUMAN DEVELOPMENT AND LEARNING
#3 ADAPTING INSTRUCTION FOR INDIVIDUAL NEEDS
#4 MULTIPLE INSTRUCTIONAL STRATEGIES
#5 CLASSROOM MANAGEMENT AND MOTIVATION
SKILLS
#6 COMMUNICATION SKILLS
#7 INSTRUCTIONAL PLANNING SKILLS
#8 ASSESSMENT OF STUDENT LEARNING
#9 PROFESSIONAL
COMMITMENT AND RESPONSIBILITY
#10 PARTNERSHIPS
ADVANCED
LEVEL PROGRAM COMPETENCIES
1.Exhibit in depth knowledge of core content, literature, and
theoretical base
Subject Matter Preparation, Current
Best Practice
Foundations of the Profession
Transfer to and from other Academic
Areas
2.Display detailed knowledge of learners, learning theory, and
pedagogy
Developmental Characteristics,
Typical and Atypical
Curriculum Design
3.Utilize knowledge of learned society standards and best practices
Learned Societies and Professional
Organizations
Local and State Standards
4.Demonstrate application of instructional strategies
Resources
Techniques and Strategies
Educational Decision Making the Best
Fit
5.Incorporate global and multicultural strategies in all aspects
of profession
Perspective Awareness
Facilitating Learning
Cultural Competence
Impact of Culture
Interdependence—Globally
6.Demonstrate accommodations for diverse learners
Grouping Patterns, Service Options
Differentiation
Classroom Reception, Environment,
Accommodations & Modifications
7.Exhibit a variety of assessment procedures for documentation of
student growth and curricular effectiveness
Student Tools and Techniques
Program Tools and Techniques
8.Demonstrate skill in classroom environments and operations
Building Relationship, Typing Theory
to Practice
Building a Learning Culture
9.Utilize and apply technology
Equipment
Applications
10.Actively participate in school change process via field
experiences
Own Classroom
Outside Sites or Agencies
School-Wide or District-Wide
11.Be involved in the community beyond the classroom
School
District
Beyond
12.Participate in advanced application of quantitative and
qualitative research with ongoing contributions to the knowledge base and
practice
Theory, develop an understanding of the nuts and bolts, when
is research applicable?
Ideas developed and presented as a
reader of research
13.Model the role of a leader
Classroom
School, District wide
Community and Beyond
14.Demonstrate advanced skills in spoken and written language
and critical thinking
Expressive, Receptive
Written
Multimedia
Overview of Governance
at
Governance at
Co-Curriculum Council
The faculty and administration of
Curriculum Council
The faculty and administration of
Personnel Council
The faculty and administration of
Graduate Council
The Graduate Council's functions: To recommend to the Curriculum Council
in areas concerning the graduate school programs of the college which require
approval of the Curriculum Council; To advise the Director of the Graduate
School concerning the administration of the Graduate Program. This will
include such matters as: Recommend for Curriculum Council approval
changes in requirements for earning a graduate degree; Recommend for Curriculum
Council approval changes in criteria for permitting a department to offer
graduate work; Evaluate and recommend to the Curriculum Council faculty
departmental proposals for permission to offer graduate work; Approve changes
in the graduate curriculum in accordance with faculty-approved criteria; Screen
candidates for candidacy, and Recommend to the faculty candidates for
graduation. The Chair of the Education Department is always on the
Graduate Council membership.
Overview of Unit Governance
The Teacher Education
Committee (TEC) serves as the governing body for the Professional Education
Unit (Unit). The Chair of the Department has been officially designated
as the Head of the Unit by the Academic Dean and provides direction and leadership
for the TEC. Base Programs are organized around the major areas of study
in the Unit. The Education Department Advisory Board serves as outside
evaluators and consultants for the base programs. Individual faculty are members of a specific Base Program.
Support positions are integral to the operation of the Unit and implementation
of curriculum.
Education Department
The Education Department
is comprised of full-time faculty teaching in each of the Base Programs as well
as the Field Placement Coordinator and the Certification Officer.
Education Department
Meetings provide a forum for conducting departmental business as well as a
forum for Base Programs to receive input from faculty regarding proposals for
new programs and courses as well as changes in existing ones.
Education Department
Responsibilities
1. Oversee the coherence
and alignment of the Professional Education Preparation Programs and Courses
2. Approve graduate cohort proposals
3. Review and provide input to Base Programs evaluation designs
4. Review and provide input to Base Programs and endorsements
5. Write and update bylaws to determine the department’s
decision-making process
Education Department
Meetings
1. The Education
Department shall meet once a month at the designated time.
2. The rules of parliamentary procedure described in Robert’s Rules of Order, revised, shall govern the
proceedings of the Education Department Meetings.
3. Decision-making shall be by voting. The quorum for the Education
Department shall be 2/3 of its voting membership. Decisions require a majority
(51%) of the voting members of the quorum.
Department Chair
The Faculty Handbook
outlines the roles and responsibilities of Department Chairs as follows:
The President shall
appoint Department Chairs upon the recommendation of the Academic Dean.
The Dean shall first consult with members of the department, individually or
collectively, and with the Division Chair involved. Department Chairs shall
normally be appointed for a term of 3 years and may serve a maximum of 2
successive terms. Chairs are the chief administrative officer of their
department, and through regular departmental meetings and personal consultation
with their faculty, they shall involve them in decision making. Chairs
may choose to delegate administrative duties.
Chair Responsibilities
Major responsibilities
of Department Chairs, as outlined in the Faculty Handbook, include the
following:
Planning--Department
Chairs will take the initiative for the academic and scholarly vitality of
their department through positive leadership and long term planning. In
consultation with department members and students, they will propose and
implement progressive changes in curriculum and programs so as to make the best
use of the available financial and human resources. Chairs will encourage
and facilitate the professional growth of their staff members.
Budget--Department
Chairs are charged with the entire budget, except payroll, of their departments.
They are responsible to the Academic Dean for operating within their budget,
and will authorize all expenditures from the departmental budget. In
consultation with members of their department, they shall prepare budget
requests for departmental needs.
Personnel/Faculty--Department
Chairs will evaluate the members of their department and in consultation with
them they shall make personnel recommendations to the Division Chairs, to the
Academic Dean, and to the Faculty Personnel Council concerning leaves,
retention, promotion, and tenure.
Personnel/Clerical--Department
Chairs will request and supervise the clerical and technical personnel
including students assigned to their departments.
Students--Department
Chairs will supervise the advising system within their departments. They
will ensure proper professional/vocational counseling of graduating
majors. They will serve as advocates for students when necessary and
appropriate and seek to resolve conflicts within the department between students
and students, faculty and faculty, and students and faculty.
Supervision of the
Instructional Program--Department Chairs will prepare a schedule of curricular
offerings based on student need and available resources, submitting the
schedule to the Registrar in a timely manner. Chairs will prepare a list
and description of curricular offerings for inclusion in the college catalog.
Faculty
Recruitment--Department Chairs will normally serve as the chair of search
committees when faculty additions are approved or vacancies occur. In
this role, they are responsible for following the procedures established by the
Academic Dean regarding the faculty search process.
Student
Recruitment--Department Chairs are to provide leadership in establishing and
maintaining close communication with the Admissions Office in order to provide
support to the student recruitment process.
Department Chair
responsibilities specific to the Education Department include the following:
1. Oversee all programs
2. Coordinate all activities related to accreditation including maintaining
ongoing documentation
3. Draft annual reports including academic assessment,
4. Facilitate community relations
5. Facilitate faculty evaluation
6. Coordinate annual retreats (spring/May, summer/August, and fall/December)
7. Compile program evaluation
8. Orient and coordinate recruitment and evaluation of new and adjunct faculty
9. Represent Unit at CSEPD, SDACTE, AACTE, and SD DOE or designate a
departmental representative
10. Represent Education Department at Department Chairs
meetings and report to faculty
11. Chair TEC, SECC, and Education Department Advisory Body
Base Programs
Each Base Program is
comprised of those faculty members who have the majority of their teaching
assignments in a major program. Base Programs are as follows: Elementary
Education, Secondary Education, Special Education, Education of the Deaf and
Hard of Hearing, and Communication Disorders. Additional members who
teach less than .50 FTE for the Base Program may be included on an advisory
basis.
Base Program
Responsibilities
1. Develop plan of study
for majors with input from unit faculty
2. Adhere to SD DOE, NCATE and other accreditation standards
3. Develop graduate cohort proposals
4. Facilitate development of major programs and endorsements
5. Design and determine program evaluation and other performance-based
assessments
6. Review and update major advising sheets
Base Program Meetings
Frequency, duration, and
format of Base Program meetings will be at the discretion of each Base Program.
Base Program Reports will be given at regularly scheduled Education Department
Meetings. Base Programs should maintain an ongoing record of activity to
include formal documentation of meeting minutes. Recommendations for
changes in Base Programs will be discussed and reviewed at a regularly
scheduled Education Department Meeting prior to being considered for approval
at a TEC Meeting.
Individual Faculty
Individual faculty are
those whose primary teaching and job responsibilities
are in a Base Program areas. Faculty who are ancillary to the program may
be included in Base Program business, but are not considered voting members in
the Unit beyond Base Program decisions. Adjunct faculty may be included
in Base Program and Unit business, but are not voting members. All
faculty members adhere to the expectations for teaching, research, and service
as described in the Faculty Handbook.
Individual Faculty
Responsibilities
1. Design and organize
individual courses infusing appropriate accreditation information as required
by NCATE and SD DOE
2. Pursue research, scholarship and individual project development
3. Serve as academic advisor to students as assigned
4. Meet with prospective students as requested
5. Participate in the yearly evaluation of the Education Department Chair
6. Complete accreditation items as required
7. Review student teaching showcase portfolios
8. Serve on committees as assigned
9. Provide input to Base Programs
10. Participate in Education Department activities
Teacher Education
Committee (TEC)
The Teacher Education
Committee is a standing committee in the College organization. The TEC is
convened and chaired by the chair of the Education Department. It is
comprised of faculty from each Base Program, the Certification Officer, the
Coordinator of Field Experiences, representatives from each major having SD DOE
Program Approval, the Academic Dean ex-officio, and student representatives.
TEC Responsibilities
1.Review and maintain all education programs
within the unit within the guidelines established by outside accrediting bodies
and other appropriate professional and learned societies
2.Review and act upon recommendations for change in unit programs initiated at
the Base Program or Education Department level. Program Approval
Guidelines will be used.
3.Admit students to the Teacher Education Program
4.Admit students to Student Teaching
5.Process petitions for exceptions to established policy and procedure
regarding admission to the Teacher Education program and to Student Teaching
6.Forward recommendations to the appropriate council/committee within the
college governance system as warranted
TEC Meetings
1. The TEC shall meet at least one time during each term,
fall and spring, to consider candidates’ admission to Teacher Education
Program and admission to Student Teaching as well as to consider petitions for
exceptions to the admission criteria for teacher education and student
teaching.
2. The rules of parliamentary procedure described in
Robert’s Rules of Order, revised, shall govern the proceedings of the
TEC.
3. Decision-making shall be by voting. The quorum for the TEC shall be
2/3 of its voting membership. Decisions require a majority (51%) of the
voting members of the quorum.
Education Department
Advisory Board
The Education Department
Advisory Board, comprised of faculty, students, and community representatives,
provides the unit with input and expertise.
The Education Department Advisory Board is convened and chaired by the
Education Department Chair.
Advisory Board
Responsibilities
1. Assist with program
review
2. Provide input on curriculum
3. Foster positive public relations
4. Other program-specific roles as warranted
Support Positions
A variety of positions
provide support for and service to the Unit. These positions function at
the level of the Unit and are not associated with any Base Program. They
are considered administrative and/or instructional lines and do not have the
same expectations for teaching, research, and service, as do faculty positions.
Field Placement
Coordinator
Primary responsibilities of the Field Placement Coordinator include securing
placements for practicums and student teaching as
well as organizing supervision for student teachers. The Field Placement
Coordinator also facilitates the Student Teaching Orientation sessions, Student
Teaching Seminar, and supervises student teachers. Voting
member of TEC.
Certification Officer
The Certification Officer is responsible for processing applications for
Teacher Certification and monitoring program compliance with certification
standards established by DECA (Department of Education and Cultural Affairs)
and other outside accrediting agencies. The Certification Officer also
supervises student teachers. Voting member of TEC.
Roberts Program
Coordinator
The Roberts Program Coordinator oversees the
disbursement of funds and the development of programs as per the guidelines of
the Ralph and Muriel Roberts Endowment.
Administrative Support
Clerical support shall provide assistance for full-time Education Department faculty
and will also be responsible for organizing and monitoring the student workers.
Student Employment will
adhere to the guidelines set forth in the Student Experience Guide available in
the Financial Aid Office.
Accreditation
The Unit is accredited
by several organizations: NCATE (National Council for the Accreditation
of Teacher Education), NCA (North Central Association of Colleges and Schools),
SD DOE (South Dakota Department of Education), and CED (Council for Education
of the Deaf). These accrediting bodies provide the standards for Teacher
Education Programs at
Adjunct Faculty
1. The Chair shall
assume final responsibility for the hiring of adjunct faculty.
2. Upon request from the Chair, Base Programs will
provide information needed to facilitate the hiring of adjunct faculty
3. If the adjunct appointment is for greater than 4 credits, the Chair will
negotiate a proportional salary with the Dean. The Chair will send an official
letter of appointment and inform the Dean’s Office of
the final arrangements for contracts.
Advising
Since the basic
objective of private church-related institutions like
Undergraduate
Full time faculty serve as academic advisors to Teacher Education
students as assigned by the Department Secretary. A variety of advising
sheets are available to provide guidance and structure to the advising process
for both students and faculty. Faculty on leave may but are not expected
to advise students. Faculty are expected to
participate in summer and/or special requests for advising from the registrar’s office. Faculty who serve as Faculty
Mentors for New Student Seminar (NSS) will serve as academic advisors to any
students in their NSS group who have not declared a major. These students
will remain that faculty member’s advisee until that
student declares an academic major.
Additionally, it is
considered essential that each student have sufficient opportunity to see
faculty members. Full-time faculty are permitted
to be off campus one day during each class week for professional reasons;
however, they are expected to be on campus when regular classes are
scheduled. Each faculty member should establish regular and adequate
office hours so distributed throughout the week as to be of maximum convenience
to students. A minimum of 5 hours per week is the college expectation.
Graduate
Education masters
students receive two types of advising. The first is course advisement.
In the case of cohorts, the cohort coordinator serves as the primary advisor
for the cohort students. Noncohort students
select an advisor from the Education faculty depending on area of
interest. The second type of advising is related to the research
tutorial. In the case of cohorts, the cohort coordinator circulates a
list of tutorial paper topics to Education faculty who volunteer for the
project.
Budget
Several budgets are
available to the Unit. The primary operating budget is set by the Dean in
early spring with a fiscal year of August 1-July 31. The Chair determines
specific line item expenditures and monitors these throughout the year.
Unspent budget is returned to the College. In addition to the budgets,
the Chair submits an annual Personnel Council report early each fall. This
report incorporates the Unit’s anticipated needs for
adjunct, sabbatical, promotion and tenure, retirement, and shortages in faculty
or support staff. Specific issues such as salary, equity adjustments, and
program needs may be communicated as well. The report enables the
Personnel Council to plan for the coming year.
The primary operating
budget is used for routine operations of the department. Approximately
half of this budget is allocated for student teaching honorariums, travel, and
hospitality. The other half is used to pay copying, printing, materials,
phone, association dues, accreditation costs, equipment, furniture,
etc. Indirect costs from grants are returned in part to the
Unit. Student teaching supervision costs and adjunct pay are covered by a
separate budget in the Dean’s office.
The Roberts Program
budget is funded by proceeds from the Roberts Endowment. It is to be
utilized for Roberts Program expenses per the contract. The Roberts
Program Coordinator administers this budget. In conjunction with the
Roberts Program budget, the
Course Substitutions and
Waivers
Substitutions
Students wishing to
substitute coursework for program requirements should present documentation
related to the course to their academic advisor. Academic advisors should
note whether the course being considered was completed on a quarter or semester
basis. Course descriptions and course syllabi are acceptable sources of
documentation. When appropriate, professors who teach the targeted course
may provide input as to whether the course meets the same standards. The
Academic Advisor completes the Course Substitution Form which is then forwarded
to the Education Department Chair for approval. The information is then
forwarded to the registrar’s office for transcription
purposes. Results of the process should be kept in the student’s departmental file. If a course is
frequently being submitted for substitution, the registrar will forward a
Transfer Course Equivalency Form to the Education Department to facilitate ease
of course substitution.
Waivers
Course and program
requirement waivers are given for students who transfer in comparable work
experience or who have special circumstances necessitating a waiver. The
Education Department Chair in cooperation with the advisor and/or instructor
approves the waiver. The Education Department Chair officially records
the waiver with the registrar and files a copy in the academic folder.
Implications of waivers on program completion and/or accreditation must be
considered and explained in writing to the student.
Curriculum
Course Schedule
The registrar requests
semester course schedules to be submitted in early October and early
March. The Education secretary prepares a draft semester course
schedule using the Master Curriculum Guide. The draft is circulated to
faculty and the secretary makes revisions. The Chair and secretary review
the second draft for course conflicts across programs and levels of courses,
course coverage for each time slot, and accuracy of room numbers, enrollment
caps, and times. The final draft is routed to faculty for final approval
and input.
Development
The Faculty Handbook
details Curriculum Council Procedures.
Procedures for
Introducing New Undergraduate Courses Offered During the Semester:
A department proposing a
new course should send the course proposal form with comments by the division
chair and a tentative syllabus or detailed outline to the Academic Dean early
enough for these copies to be distributed to the Council members a week before
discussion of the proposal. Proposals for courses which will fulfill Core
requirements should state that intention, and proposals for present courses to
be moving into the Core should follow the same procedure.
Procedures for
Introducing New Interim Courses:
The college’s
Interim Committee will submit to the Council a list of the proposed Interim
courses which the committee recommends for the following year, along with the
course descriptions and other pertinent information. The Council will
then review all proposed Interim courses and may approve, disapprove, or
suggest changes in the courses.
Procedures for
Introducing New Graduate and Summer School Courses:
Proposals for new
courses in the graduate school and the summer school are to be submitted to the
Summer School and Graduate Education Committee, which will screen proposals and
make recommendations to the Council. The council in turn may approve,
disapprove, or suggest changes. The Summer School and Graduate Education
Committee will be empowered to decide which of the advanced courses listed in
the catalogue should carry graduate credit.
Procedures for Removal
of Courses:
Departments may withdraw
courses from the curriculum in consultation with the Vice President of Academic
Affairs. Proposals to withdraw courses from counting toward the general
education requirements or to substantially alter their content must be approved
by the council.
Course proposals that
impact other base programs or general/professional education courses required
in multiple programs should involve collaboration of those affected.
Changes in curriculum must conform to the established scope and sequence of the
overall major. New offerings or significant revisions in content or credit must
ensure that the course is consistent with the existing sequence and scope of
offerings. Careful consideration should be given as to the introduction
and/or application of content, incorporation of program competencies, and
utilization of varied instructional strategies. Faculty are
expected to use the Syllabus Template when developing course syllabi. The
template provides a consistent format for information related to accreditation.
Workshop offerings are
submitted using the College workshop forms. They must meet for a minimum
of 13 hours for one undergraduate credit and 15 hours for one graduate
credit. Graduate credit also requires at least one written project.
These requests are processed through the Dean’s
Office and are approved by the Education Chair. Workshop developers are
strongly encouraged to incorporate the Circle of Courage philosophy.
Faculty
Faculty teaching courses
for the Education Department include full-time, part-time, and adjunct faculty.
Evaluation
At the college level,
the evaluation process is considered a means by which members of the faculty
can obtain constructive and balanced information, which will enable them to
better fulfill their academic responsibilities. Members of the teaching
faculty shall receive regular evaluation of their performance with respect to
their faculty assignments. In addition, faculty shall file annual reports
with respect to professional development. Faculty teaching is routinely
evaluated according to college policy as described in the Faculty
Handbook. The College utilizes a standard summative evaluation form, the
Student Rating of Instruction. The process is administered through the
Education Office. The results are tallied and submitted to both the Chair
and the faculty member. Written comments are sent only to the faculty
member. Faculty should actively utilize course evaluations to improve the
course and their teaching.
At the departmental
level, faculty complete the Individual Planning Worksheet
as part of the Annual Performance Review. In addition, faculty are to
complete a Formative Evaluation of
teaching. The Department Chair conferences with each
faculty member using the Individual Planning Worksheet and Student Rating of
Instruction results. The Academic Dean, on a yearly basis,
requests the Education faculty to submit an evaluation of the Department
Chair. College wide summaries of teaching evaluations are sent to the
Education Department Chair each term.
1. The Education Department
Chair assumes responsibility for overall faculty and staff evaluation.
2. The Education Department Chair completes the Annual Performance
Review. The Student Rating of Instruction results are compared with the
College means for inclusion in the review.
Teaching effectiveness
may be assessed by evidence generated by the following procedures or
activities:
1.self-evaluation
2.evaluation by the Department Chair
3.peer evaluation
4.student evaluations
5.further course work or continuing education in one's field
6.participation in seminars and/or workshops on teaching skills
Recruitment—Search and Appointment
Procedures for faculty
recruitment are detailed in the Faculty Handbook.
All appointments to the
faculty of
For any vacancy or new
faculty position that occurs during the academic year, the Academic Dean shall
transmit this information to the faculty by the means of a notice published in
the Campus Cues.
It is the responsibility
of the Academic Dean to publicize the opening as widely as possible and to
initiate administrative procedures for recruitment processes.
The chair of the
Division in which the opening has occurred shall, in consultation with the
appropriate department chair, appoint a search committee. The search
committee shall be comprised of no fewer than six members: two faculty
members and the chair of the department of the vacancy, the Division Chair and
one faculty representative from each of the other two divisions. The
charge of the committee is to review carefully all applications, to participate
in discussion related to the recruitment process, and to vote on all questions
pertaining to the selection of candidates for interview and recommendation of
the person to the appointed. Committee members are further obligated to
treat all application files and relevant committee deliberations as
confidential material.
The primary focus of the
search committee in screening candidates is on their academic and teaching
competencies in the field in the light of the department’s
or division’s needs. The Academic Dean is
especially charged with reviewing each candidate’s
general orientation toward the mission of the college. In reviewing the
vitae of candidates, the search committee or the Academic Dean may obtain
consultation or opinions from within or without the college community.
The search committee
shall submit to the Academic Dean a recommendation for the candidate judged
most adequate for the position. If the Academic Dean is in concurrence
with the recommendation of the search committee, the Dean will recommend to the
President that the individual be appointed to the faculty. Should the
Academic Dean indicate a lack of congruence between the candidate’s
general educational orientation and the mission o f the college, the Academic
Dean shall discuss the reasons with the committee and an attempt will be made
to resolve the difference of opinion. If no
resolution is achieved, the Academic Dean shall direct the committee to select
another candidate.
All appointments are
made by the Board of Regents of the college on recommendation of the President
after consultation with the Committee on Academic Affairs of the Board of
Regents, the Academic Dean, the chair of the department concerned and the chair
of the Division to which the appointment is made. Each appointee receives
from the President of the college an official invitation to join the faculty
stating the pertinent principles, terms, and general duties of the
position. This may also include a statement as to credit for prior
teaching experience as that credit might relate to considerations for tenure,
promotion, and participation in TIAA/CREF. They also receive a copy of
the Faculty Handbook and a letter of employment. The Employment Policies
and Procedures portion of the handbook and the letter of appointment constitute
the agreement between the faculty member and the college.
Load Formula
Faculty load is based on
a 21 credit hour assignment for the academic year. This equates to nine
credits in fall and spring terms with three credits in interim. Depending
on supervision needs and other factors, the load may exceed these guidelines
for a given term, but not exceed the annual 21 credits. Credits may be a
combination of teaching, administrative, and supervision using the formula for
supervision. The Chair shall solicit program staffing needs from the Base
Programs in February. This information will be used to draft the fall
class schedule and a program staffing request report for the Dean. The
fall schedule is due in early March and the Personnel Council Staffing Request
in September.
Load for student teacher
supervision is determined according to the Student Teacher Supervision Load
Formula and depends upon the number of student teaching placements.
Placement lengths vary depending upon the student teacher's desired areas of
certification. One credit of load equals two supervision placements--a
ten week assignment equals one placement. The table that follows details
load for student teacher supervision:
|
Placement |
Credit |
|
1 ten week assignment |
1/2 credit of load |
|
2 ten week assignments |
1 credit of load |
|
2 seven week assignments |
3/4 credit of load |
|
3 assignments |
1 credit of load |
|
2 five week assignments |
1/2 credit of load |
Faculty assigned to
supervise student teachers beyond the typical 50 mile radius will be granted 1
full credit of load per student rather than 1/2 credit; for two or more
students at a common site or sites within close proximity, college supervision
will be assigned at the current standard practice. These sites
include: Minnesota Academy for the Deaf, Faribault, MN; Hoover
Elementary, Coon Rapids, MN; Sullivan Communication Center, Minneapolis, MN;
Metro Deaf School, St. Paul, MN; Como Elementary School, St. Paul, MN; Iowa
School for the Deaf, Council Bluffs, IA; Des Moines Public Schools program for
the deaf and hard of hearing, Des Moines, IA. Other possible sites within
a 300 mile radius may be considered as the program expands.
Promotion and Tenure
An academic teaching
career, by its very nature, demands a commitment from faculty members to
life-long study and scholarship. To sustain vitality in the classroom and
currency in a discipline, faculty members must, from the outset of their
careers, form the habits of the true teacher-scholar. They must read the
work of colleagues in their discipline and seek new knowledge, insights, and
syntheses that they may share with their students and with their peers.
Policies and procedures
outlined in the Faculty Handbook are used and provide a framework for selecting
faculty, in promotion and tenure decisions.
The college sets
standards and evaluates the performance of faculty members and provides
reasonable support to continued scholarly development
Criteria areas for both
promotion and tenure include the following:
1.Academic Preparation
2.Length of Service
3.Teaching Competence
4.Professional Development and Scholarship
5.Contribution to Campus Community
Each academic department
is at liberty to provide guidelines and definitions of scholarship as it
applies to a specific area. The Education Department has articulated its
definition of scholarship.
The Faculty Personnel
Council advises the Academic Dean of the college and the President concerning
the granting of promotion and/or tenure to faculty members of the
college. The President shall make recommendations to the Board of Regents
regarding the granting of promotion and/or tenure to members of the college
faculty. Final authority related to promotion and tenure decisions rests
with The Board of Regents.
Grievance Procedure
A grievance is defined
as "the allegation of a misapplication or misinterpretation of any clause
in the employment policies portion" of the Faculty Handbook.
The Faculty Due Process
Committee will facilitate the grievance procedure once it is initiated by the
grievant, defined as the "party who presents the grievance."
Field Placements
Practicums and Student Teaching
Throughout each program,
students will be required to participate in a variety of field placements
including stand-alone, infused, and/or volunteer opportunities.
Student Teaching and
Clinical Practicum Policy
Student Teaching Outside
the
The following information is
required for petitioning to student teach in school districts outside the
50-mile radius of
- A statement of educational rationale for seeking this
outside placement.
- A recommendation form from a faculty member at
- Contact information for the school district in which
the student is seeking a placement.
This should include the school principal’s
name, phone number, mailing address and/or email address.
- A statement indicating their understanding of the
financial obligation to pay for supervision fees incurred in this
placement.
The petition should accompany the
student teaching application one year prior to the semester that the student is
student teaching. December 1st
for Fall placements and May 1st for Spring
placements. Upon receiving the petition
and application, the Field Placement Coordinator will present the petition to the
Teacher Education Committee for action at the next regularly scheduled meeting
and will inform the student in writing of the committee’s
decision.
Students granted distance student
teaching experiences are still required to meet the components of the student
teaching experience required of all students at the discretion of the Field
Placement Coordinator.
WHEN A PETITION IS NOT REQUIRED
Students may be assigned to schools
and agencies outside the 50-mile radius under one or more of the following
circumstances without petitioning:
1.
When an educationally appropriate placement cannot be made locally, they may
be placed in an established school or agency outside the 50-mile radius.
2.
The student has a family member who is terminally ill.
3.
The student’s health is poor.
4.
The student marries and the spouse lives elsewhere.
Students are allowed to appeal the
decision through the College’s Academic Grievance
Procedure as outlined in the Teacher Education Handbook.
International Student
Teaching
The Education Department
in cooperation with the International Programs offers to interested and
qualified students in elementary and secondary education the opportunity to
student teach in an international setting. Begun in 1997, the program
currently has placement possibilities in the Hong Kong International School,
Hong Kong, China; Nagoya International Schools, Nagoya, Japan; The
International School of Berlin, Potsdam, Germany; Woodstock School, Musorie, India; Lima, Peru; and Tanzania, Africa.
Information about the schools can be found in the International Program
Offices. To help defray expenses,
Interested students
should contact the Director of International Programs and the Education
Department's Coordinator of Field Experiences early in their program and
complete the Study Abroad Application, the International Student Teaching
Application, the Application for Student Teaching, and obtain a written recommendation
from an Education Department Faculty member. Students will also be
required to submit a Student Teaching Portfolio and Health Form. Required
forms must be submitted at least ONE YEAR prior to the international
experience.
The student will be held
responsible for any additional expenses incurred for the International Student
Teaching Placement. In some cases, students may need to complete a
student teaching experience in the
Liability
The college requires all
full-time students to have health insurance coverage. A health insurance
plan is available for purchase to all students who prefer either their own
policy or complementary coverage to their family’s or
parents’ coverage. All students are required to subscribe to the college-sponsored
insurance plan, or provide documentation of other insurance coverage, or
indicate by written disclaimer that all medically related chargers are the
responsibility of the student. Students will be enrolled in the college
insurance plan if proof of other insurance or signed waiver is not
provided. Complete details concerning benefits, coverage, and claim
procedures may be obtained from the
Auto liability covers
only Augustana owned, rented, or leased
vehicles. Staff or students using their own vehicles on college business
are NOT covered and must rely on their own insurance policies. However,
when staff or students wish to use their own vehicle they will be covered under
the college’s policy for that specific event provided
they have made the arrangement with our insurance company prior to the event,
but even then their own insurance is primary.
Students engaged in
practicum or student teaching experiences may be covered through liability
insurance available through SDEA/NEA if they are a member. Any excess
charges incurred will be paid by the college insurance policy.
GRADUATE PROGRAM
Graduate Program
Governance
The Graduate Committee
functions as a liaison to the Curriculum Council in areas concerning graduate
school programs which require approval of the Curriculum Council and/or faculty
approval. It also advises the Director of Graduate Education concerning
the administration of the graduate program and its curriculum. The
Graduate Committee, a sub-committee of the Curriculum Council, is appointed by
the Committee on Committees in accordance with current
Membership on the
Graduate Committee consists of the Director of Graduate Education, Chair of the
Department of Nursing, Chair of the Department of Education, one representative
form each department in which a program exists, three division representatives
each form departments not housing a graduate program, Administrative Assistant
for the Office of Graduate Education, and one graduate student.
Exams
All candidates for a
graduate degree shall take a comprehensive written examination covering the
coursework of their program. The purpose of the examination is two-fold,
to encourage students to review their coursework and better integrate the
knowledge they have gained; and to allow the graduate faculty to assess whether
the student has gained the knowledge and acquired the skills of analysis and
synthesis that are the hallmarks of the graduate degree. The written
examination shall consist of three questions and students will be allowed a
maximum of four hours to complete it. The examination questions will be
comprehensive in nature, drawing upon most, if not all, of the student’s coursework.
All candidates for a
graduate degree shall take an oral examination. It is the final
evaluation of whether the candidate has mastered the skills and knowledge
required to earn the graduate degree. The oral examination is an
opportunity for candidates to defend their graduate research paper and to validate
orally the learning that has occurred as a result of their graduate studies.
Projects
The completion of the
graduate paper occurs through enrollment in the Research and Writing
Tutorial. The graduate paper is to be a work of serious, creative scholarship
and/or research, written under the guidance of a faculty tutor/advisor.
The graduate paper has a
two-fold purpose. First it allows the student to develop in-depth
knowledge in a carefully defined subject area that is of interest and will be
useful to the student; and second, it demonstrates that the student possesses
the skills of research, synthesis, and written exposition expected of
candidates for the graduate degree. The graduate paper is expected to be
substantial in length. It should demonstrate graduate level writing
ability, along with careful and extensive research.
Cohort Programs
The Education Department
offers graduate cohort programs which are custom designed for the intended
cohort group. Cohorts are offered on a rotational basis depending on need
and staff resources.
In the case of graduate
cohorts, a Cohort Coordinator will be chosen to handle administration and serve
as the primary contact. Should the Cohort Coordinator’s
primary teaching responsibilities be outside of Education, a Department Liaison
will be chosen to facilitate communication between the Department and the
Cohort Team and to report progress to the Department.
The Cohort Coordinator and The Education Department
Chair will collaborate to organize, implement, and evaluate the program. Refer to the Graduate Catalog for detailed
information related to the Graduate Program.
Instructional Resources
Instructional resources
are available from a variety of sources. The Mikkelson
Library allocates an annual budget for the Unit. This may be used for
books, videos, printed materials, etc. Faculty should use this resource
before making a request to the Chair. The Unit operating budget may
include line items for software, books, periodicals, tests, etc. as determined
by the chair. Requests are processed through the clerical support staff
and approved by the Chair. Computer hardware requests should be submitted
to the IS Committee. An annual request for hard and software is made by
the Unit early in the fall. Additional needs may be supported by the
operating budget as necessary.
Faculty
have
access to funds for scholarship from the Faculty Welfare Fund, the ARAF grants,
annual travel fund ($500), and the Bush/Teagle
grants. Special operating budget requests for software needed to conduct
classes or scholarship may be made to the Chair.
Program Approval,
Review, and Evaluation
Base programs or
individuals review and propose changes to the TEC using Program Approval and
Review Guidelines outlined below:
Approval
Proposals must utilize
the Program Approval Form and be submitted to the TEC members along with the
meeting agenda one week prior to the regularly scheduled TEC meeting.
Prior to the proposal being placed on the TEC's
agenda, Base Programs present the proposal to the Education Department for
discussion purposes. When ready, the Base Program submits its proposal to
the Education Department Chair for inclusion on the TEC's
agenda. TEC acts on the proposal and the TEC Chair submits the
recommendation to the base program and the Unit Chair for further action if
warranted. Unit Chair submits to appropriate College groups (e.g., Dean,
Division Chair, Curriculum Council).
Key components of the
proposal must include the following:
1. Proposal
2. Rationale
3. Impact statement
4. Implementation time line
5. Collaborative efforts
Review
1. TEC acts on the
proposal and the TEC Chair submits the recommendation to the base program and
the Unit Chair for further action if warranted.
2. Unit Chair submits to appropriate College groups (e.g. Dean, Division Chair,
Curriculum Council)
Evaluation
One of our goals is to
create a governance system that incorporates continuous, systematic
assessment. This type of assessment involves regularly administered
procedures for evaluating performance and using that evaluation data to modify
program as warranted. The assessment plan must be comprehensive,
effective in documenting outcomes, and efficient to operate. It must have
a visible operational component in terms of tools, time lines for
administration, people responsible, and a clear connection to the overall
governance.
Consistent with the
proposed NCATE standard revisions, the Unit program assessment model is based
on the collection of data specific to the conceptual framework of the program, to
the performance of the Unit’s candidates, and to the Unit’s capacity for training qualified professionals.
Quantitative and qualitative information gathered from regularly administered
procedures will provide feedback from students in the program, program
graduates and their employers, college supervisors of student teachers,
cooperating teachers and practicum supervisors. Scope and sequence
documents will provide additional information related to program evaluation.
Collectively, these data will be used to modify the following:
a) the
Unit mission and accompanying philosophy,
b) aspects of program related to curriculum and candidates, and
c) program capacity for delivering the curriculum.
Specific tools,
timelines for administration, people responsible, and outcomes are reflected in
the Unit Assessment Plan.
Professional
Affiliations and Partnerships
The Education
Department, faculty and students are affiliated with a variety of professional
and community organizations.
Records
The Education Department
maintains files of current and past undergraduate and graduate students for use
during academic advising. The files contain documentation related to the student’s progress in the Teacher Education Program.
A log sheet, maintained by the student’s academic
advisor, documents activity related to academic advising. Advising
checklists and program of study advising sheets should be kept in the student's
file. Academic advisors should forward any and all related information
received such as midterm grade reports, final grade reports, etc. in the student’s file. Files should remain in the Education
Department except during fall and spring advising times and may only be removed
by authorized persons. Full time Education Department faculty and
clerical support staff have authorized access to the files. Student
workers may be asked to file materials under the supervision of office
staff. Upon graduation, files are reviewed and documentation related to
Teacher Certification is maintained; other materials are shredded.
Unofficial transcripts
are issued to the student, the advisor, the Education Department for those
students applying to the Teacher Education Program, and to individual teachers
for recommendations and counseling purposes.
A permanent copy of each student’s academic information
is maintained in the Registrar's Office. Official transcripts are issued
only upon written request of the student. Public information, such as
dates of attendance, place and date of birth, names of parents and permanent
address, campus address, verification of degree including honors, previous
schools attended, etc. may be released only under appropriate circumstances as
determined by professional judgment.
Students
Fees
Students shall bear the
fiscal responsibility for the following program-related items:
PRAXIS Exams
Portfolio Supplies’Developmental and Showcase
Health Exam
Tuberculin (TB) Test
Criminal Background Check & Fingerprinting where required
Certification
Sign Communication Proficiency Interview--SCPI
Organizations
A variety of student
organizations exist and provide students with opportunities to network with
other education majors in specific areas of certification. Student should
contact the faculty advisor or student president for specific
information. Current information is available in the Teacher Education
Handbook.
Grievance Procedure
The academic grievance
procedure as explained in the Student Handbook shall be used in all cases
involving grievances by students against faculty or other students concerning
alleged academic injustices related to grades, cheating, or unprofessional
conduct. Student or family complaints to the Chair that are written or sent via
email must be filed with the Dean’s Office for NCA
records.
Staffings
Students who are
experiencing difficulty in courses or field experiences may be referred to the
EARS Program (Early Alert Referral System) and should be referred for Unit staffings. The advisor and/or Base Program faculty,
in consultation with the student, should complete a Student Staffing
Form. This is submitted to the Chair who schedules a meeting with the
student, advisor, and other pertinent parties (Base Program faculty, student teaching
supervisor, cooperating teacher, etc.). The staffing is designed to
define the problem, develop an action plan for improvement, discuss
ramifications, and arrange for follow up. The completed form is to be
filed in the student’s academic folder.
Scholarships
A variety of scholarship
opportunities exist for students pursuing a teaching career. Faculty
members are often asked to make recommendations to the Financial Aid Office for
consideration in awarding scholarship monies. Students should consult the
Financial Aid Office for a listing of current scholarship opportunities.
Supervision
Students will be
supervised by full-time Education Department Faculty or Adjunct Faculty during
all field placements. Supervisors shall serve as the liaison between the
cooperating teacher and the student teacher. Frequency of supervisory
visits will vary according to each placement and depend upon level of placement
(practicum vs. student teaching), length of placement, and individual needs of
students.
Supervisors will receive
a packet of information related to the supervisory assignment from the
Coordinator of Field Experiences. The Teacher Education Handout and handouts
detail requirements and expectations for all involved persons.