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ALABAMA STATE UNIVERSITY

COLLEGE OF EDUCATION

NCATE INSTITUTIONAL REPORT

March 7, 2015

Dr. Doris Screws, Dean

Dr. LaWanda Edwards, Interim Associate Dean and NCATE Director

Table of ContentsOVERVIEW AND CONCEPTUAL FRAMEWORK..............................................................................................4

I.1 Summarize the institution's mission, historical context, and unique characteristics (e.g., land grant, HBCU or religious)...................................................................................................................................4

I.2 Summarize the professional education unit at your institution, its mission, and its relationship to other units at the institution that are involved in the preparation of professional educators................5

I.3 Summarize programs offered at initial and advanced preparation levels (including off-campus, distance learning, and alternate route programs), status of state approval, national recognition, and if applicable, findings of other national accreditation associations related to the preparation of education professionals...........................................................................................................................6

I.4 Summarize the basic tenets of the conceptual framework, institutional standards, and candidate proficiencies related to expected knowledge, skills, and professional dispositions................................7

STANDARD 1................................................................................................................................................9

1.1 Candidate Knowledge, Skills, and Professional Dispositions..............................................................9

1.2.b Continuous Improvement.............................................................................................................12

1.3 Areas for Improvement Cited in the Action Report from the Previous Accreditation Review.........12

STANDARD 2..............................................................................................................................................13

2.1 Assessment System and Unit Evaluation.........................................................................................13



STANDARD 3..............................................................................................................................................21

3.1 Field Experiences and Clinical Practice............................................................................................21



STANDARD 4..............................................................................................................................................27

4.1 Diversity...........................................................................................................................................27

4.2.a Standard on which the unit is moving to the target level.............................................................30


STANDARD 5..............................................................................................................................................39

5.1 Faculty Qualifications, Performance, and Development..................................................................39


5.3 Areas for Improvement Cited in the Action Report from the Previous Accreditation Review...........43

STANDARD 6..............................................................................................................................................44

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6.1 Unit Governance and Resources......................................................................................................44



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OVERVIEW AND CONCEPTUAL FRAMEWORK

I.1 Summarize the institution's mission, historical context, and unique characteristics (e.g., land grant, HBCU or religious).Mission

Alabama State University's mission statement describes the university as a "student-centered, nurturing, comprehensive, and diverse" institution of higher education "committed to achieving excellence in teaching, research and public service." To fulfill its mission, the university fosters "critical thought, artistic creativity, professional competence and responsible citizenship in its students." It promotes "research and discovery" in order "to enhance the quality of life" in the state and nation. The university offers bachelors, masters, and doctoral degrees, "maintains a scholarly and creative faculty, state-of-the-art facilities" and an enriching environment for teaching and learning with the "assurance that neither race, gender nor economic status inhibits intelligence, creativity or achievement."

Historical Context and Unique Characteristics

Alabama State University (ASU), an historically African American, public, coeducational institution of higher learning located in Montgomery, Alabama, is one of the oldest institutions founded for African Americans after the Civil War. Since its inception, a key focus of the institution's educational program has been the preparation of teachers. In 1867 former slaves in Perry County, Alabama established the Lincoln School of Marion which became Alabama State University a century later. A driving ambition made the efforts of the black community in Marion distinctive. They wanted a school that would provide a basic education for their children and train teachers who would go into their communities to educate others who would also become teachers. This would provide an endless supply of teachers to educate the masses of African Americans for economic and political independence thus for freedom and full equality.

The American Missionary Association and the black people of Marion operated Lincoln as a teacher-training school with support from the Freedman's Bureau. In 1874 Lincoln was reorganized as the State Normal School and University for the higher education of Negroes—one of the nation's first state-supported institutions for training African Americans to become teachers. In 1887 the institution was moved to Montgomery and renamed the Alabama Colored People's University and, two years later, the State Normal School for Colored Students. Other name changes followed over the years: Alabama State Teachers College for Negroes, Alabama State Teachers College, and Alabama State College.

The institution became a four-year teacher's college in 1928. The first baccalaureate degrees were conferred in 1931.The graduate program in education was authorized in 1940; the first master's degrees were awarded in 1943. The scope of the academic program broadened to

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include more areas in the liberal arts, the sciences, and business, as well as in teacher education. On June 26, 1969, the institution was granted "university status." The university operated under the governance of the Alabama State Board of Education until October 1975 when the legislature authorized a separate board of trustees.

The university has experienced rapid growth, including a new 134,000- square-foot facility for the College of Education. Completed in 2009, Ralph David Abernathy Hall features simulated classrooms, research and development laboratories, a 545-seat auditorium, and a stately rotunda designated as a "great teachers memorial hall." Much of the current growth in academic programs and in the physical plant is due in part to the Knight vs. Alabama desegregation lawsuit. The 1995 remedial decree in the case enabled ASU to implement additional degree programs, including the COE's Ed.D. in Educational Leadership, Policy and Law. This program was accredited by the Southern Association of Colleges and Schools in spring 2003. This decree helped to strengthen the university's commitment to diversifying the student population through the provision of "diversity scholarships" designed to attract non-black students.

I.2 Summarize the professional education unit at your institution, its mission, and its relationship to other units at the institution that are involved in the preparation of professional educators.

The College of Education (COE) is the oldest degree-granting college at the university. The degrees include the Bachelor of Science, Bachelor of Music, Master of Education, Master of Science, Educational Specialist, and Doctor of Education. The principal leadership team includes a dean, an associate dean, department chairpersons, and program coordinators (6.4.b.2). The unit is composed of the departments of Curriculum and Instruction; Health, Physical Education, and Recreation; Instructional Support Programs; and Foundations of Education. The programs include undergraduate and graduate certification and non-certification (I.5.a.3). The COE is accredited through the Alabama State Department of Education and the National Council for the Accreditation of Teacher Education partnership.

The unit's mission is to prepare teachers, instructional support personnel, and other professionals as "decision makers" who are equipped with knowledge, skills, and dispositions necessary to integrate theory and practice. These professionals possess understanding of diverse cultures, technological capabilities, intellectual rigor, and critical thinking and problem solving skills required to make informed decisions, to engage in reflective assessment, to implement positive change, and to pursue lifetime learning.

Collaboration between the COE and ASU's other academic units is essential. General education courses are offered in University College/College of Liberal Arts and Social Sciences. Discipline specific content courses are taught in the following colleges: Business Administration; Visual and Performing Arts; Liberal Arts and Social Sciences; and Math, Science, and Technology (I.5.a.1, pp. 67-68 and 94-104). The unit aims "to produce highly qualified graduates

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who will become leading professionals in their respective fields of teaching, administration, counseling, instructional supervision, and library services."

I.3 Summarize programs offered at initial and advanced preparation levels (including off-campus, distance learning, and alternate route programs), status of state approval, national recognition, and if applicable, findings of other national accreditation associations related to the preparation of education professionals. The College of Education has three instructional units that offer undergraduate and graduate degrees to prepare teachers and instructional support personnel in P-12 schools.* The Department of Foundations and Psychology offers educational foundations courses for teacher candidates and non-teaching programs in psychology (6.4.b.2).

The Department of Curriculum and Instruction offers programs in early childhood education, elementary education, reading, business education, secondary education, and special education--collaborative teacher. Sixteen initial teacher preparation programs BS and Alternative–A (Alt-A is not available for business/marketing education and chemistry) and 14 advanced teacher preparation programs are offered.

The Department of Health, Physical Education, and Recreation offers teacher education programs in health education, physical education, and non-teaching programs in recreation management, recreational therapy, and physical education--coaching. Four initial teacher preparation programs (alternate route programs: physical education and health education) and two advanced teacher preparation programs are offered.

The Department of Instructional Support Programs offers graduate programs in instructional leadership; library education media; school counseling; teacher leader; and non-certification in clinical mental health, applied technology, and educational leadership, policy and law. Instructional leadership, library education media, and school counseling offer initial certification at the graduate level.

The programs are accredited through the Alabama State Department of Education and the NCATE partnership. Three programs are nationally recognized. The MEd school counseling program is accredited by CACREP (I.5.d.1) and the BS and MEd in music education are accredited by the National Association of Schools of Music (I.5.d.2).

Initial and advanced certification programs are not offered via off-campus and distance learning.

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I.4 Summarize the basic tenets of the conceptual framework, institutional standards, and candidate proficiencies related to expected knowledge, skills, and professional dispositions. The unit's conceptual framework "Educator as Decision-Maker" supports the university's institutional standards to meet the needs of all stakeholders and aligns with the university's mission and goal "to ensure the advancement of knowledge toward leaders of tomorrow and foster critical thought, artistic creativity, professional competence and responsible citizenship." The institutional standards/goals are:

• Organize the university to provide sufficient and appropriate leadership, management and oversight

• Ensure academic and fiscal integrity of the university• Enhance the public's perception of the university and increase external support• Maintain the physical campus to ensure a pleasant place to work, study and live• Ensure the university responds to its constituents• Improve activities/services that contribute to wholesome student life• Continuously improve daily operations as a world-class institution

To meet these standards, the Unit is committed to providing programs that foster reflective practitioners, change agents, and life-long learners who have knowledge of their disciplines. To that end, the unit's conceptual framework describes essential contexts for shaping informed, skilled, and responsible decision makers dedicated to making a positive impact on P-12 student learning.

Prospective candidates bring to the university a prior context consisting of their values and vision, knowledge and skills, cultural and societal influences. In the interactive context, the Unit provides the education and training of prospective teachers and other professional educators at the initial and advanced levels. These areas are knowledge and ability, application through experience, and professional values and dispositions. Candidates are provided opportunities to weave content and skills into their existing knowledge base and thereby broaden and deepen their understanding and experience. They become solidly grounded in the knowledge, skills, and dispositions necessary for becoming expert professional educators and for implementing the unit's decision making process. In the third component or decision making context, candidates learn to defining questions and problems, identify alternatives, examine values and consequences, establish criteria for choices, and make choices—these are all required actions in the process. The first three contexts lead to the goal, the outcomes context -- the development of the educator who is an informed and responsible decision maker. The decision maker is characterized as a reflective practitioner, a change agent, and a lifelong learner.

Reflective practitioners use content, pedagogical, and professional knowledge to guide instruction. Candidates are expected to become catalysts for change (change agents) in

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educational settings to anticipate, manage, foster, and encourage change that results in improved educational practice. Lifelong learners make professional growth a priority to update skills, evaluate and enhance dispositions, and further the ability to refine diverse and changing educational settings. The initial and advanced programs prepare leaders who have content knowledge, are reflective and collaborative leaders for P-12 schools, and who meet the challenges and opportunities of working with diverse communities.

The unit fosters the development of the following professional dispositions:

The candidate:

• values using valid information available in decision making.• values using appropriate, current technologies in meeting educational needs.• values diversity by respecting others.• believes that all students can learn.• is innovative in applying knowledge, skills, and dispositions in addressing educational

needs.• values the use of data in assessing student needs.

The outcomes of being a reflective practitioner, change agent, and a life-long learner apply to all unit programs. They are incorporated into the course syllabi of the unit's programs. Course and fieldwork syllabi are aligned with the standards established by the Alabama State Department of Education, specialty program areas, NCATE, INTASC, and NBPTS (I.5.b). Assessments provide on-going data for continuous improvement in courses and transition points throughout the candidates' programs of study. Assessments target disposition outcomes, providing evaluation of candidates' performances, and the effectiveness of instructional programs and the unit.

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STANDARD 1

1.1 Candidate Knowledge, Skills, and Professional Dispositions

What do candidate assessment data tell the unit about candidates' meeting professional, state, and institutional standards and their impact on P-12 student learning? For programs not nationally/state reviewed, summarize data from key assessments and discuss these results.

All initial and advanced programs within the unit are accredited by the Alabama State Department of Education -- ALSDE (1.4.a.2). All programs are currently being reviewed by ALSDE for reaffirmation.

KEY ASSESSMENTS (2.4.a – COE Assessment Plan)

Basic Skills Tests of Alabama Education Certification Testing Program (AECTP): (An external assessment that measures basic skills in reading, writing, and mathematics) A passing score on the Basic Skills Tests in reading, writing, and mathematics is a requirement for all candidates completing an initial certification program (1.4.d.1). Therefore, the passing rate for completers is 100%.

PRAXIS II Tests of Alabama Education Certification Testing Program (AECTP): (An external assessment that measures content and pedagogical knowledge) All candidates completing an initial certification program must pass the State-prescribed PRAXIS examinations for their certification area PRIOR to engaging in professional internship. With a few exceptions approved by the state, the passing rate for completers during the 2011-2012, 2012-2013, and 2013-2014 academic years is 100 percent (1.4.b).

GPA: (An internal assessment that measures content knowledge and pedagogical knowledge) For admission to initial and advanced teacher education and instructional support programs, a minimum cumulative GPA of 2.5 is required. At the AA certification level, a cumulative GPA of 3.25 is required; at the doctoral level, a cumulative GPA of 3.5 is required (1.4.c.1 and 1.4.d.1).

Exit Examination: (An internal assessment that measures content knowledge) All exiting undergraduate candidates are required to pass the unit's EXIT EXAMINATION prior to certification. With a few exceptions approved by the state, the passing rate for completers during the 2011-2012, 2012-2013, and 2013-2014 academic years is 100 percent (1.4.c.1 and 1.4.d.1).

Comprehensive Examination: (An internal assessment that measures content knowledge). All exiting graduate candidates must pass their program's comprehensive examination prior to graduation (1.4.c.1 and 1.4.d.1). For 2013-2014, all had 80% or above pass rates except Biology M.Ed., Early Childhood Education M.Ed., Mathematics Education M.Ed., History M.Ed., Elementary Education M.Ed., and Collaborative Education M.Ed. Remediation plans were

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developed for students who did not pass the comprehensive examinations to ensure the candidate success at the next administration of the examination.

University Graduate Data: (An internal assessment that measures graduates' self-perceptions of the content knowledge, pedagogical or professional knowledge, and professional dispositions) Graduates are assessed annually through the use of graduate surveys (1.4.c.2 and 1.4.i). Over 90% of the graduates "Agree" or "Strongly Agree" that they have been well-prepared in the areas of content knowledge, pedagogical or professional knowledge, and professional dispositions.

Stakeholder Data: (An internal assessment that measures employers' perceptions of ASU graduates' content and pedagogical knowledge and professional dispositions) Employers are surveyed to ascertain their perceptions of ASU graduates' content and pedagogical knowledge and professional dispositions (1.4.c.3 and 1.4.j). Over 50 percent of the employers rated ASU graduates positively on all items. The lowest ratings were "differentiating instruction and using data for instructional decisions." Employers commended the graduates for their lesson plans and knowledge of content. Data on graduates are obtained through program Advisory Boards, which are largely comprised of major employers. Examples of information gained from Advisory Boards include temporarily suspending the teacher leadership program until funding from the state permits superintendents to hire teacher leaders.

Graduates' responses to the alumni survey were even more positive. Fifty-five percent felt that they were best prepared for subject matter and content, whereas 5% felt that they were least prepared for classroom management. Ten percent recommended that more technology courses be provided in their preparation program.

EDUCATEAlabama Data: (Measures university supervisor and supervising teachers' perceptions of candidate performance during their internships). Initial teacher candidates engaged in their internships are evaluated by their university supervisor and cooperating teacher via EDUCATEAlabama (1.4.c.5 and 1.4.d.2). Those scores indicate that all candidates were rated 2.5 and above on all areas of the evaluation. In addition, ALSDE conducted a statewide EDUCATEAlabama assessment report (1.4.k). This assessment was based on teachers' self-perceptions of their effectiveness.

Data from Course Assessments: (Internal assessment that measures instructors' assessment of all candidates' content and pedagogical knowledge and professional dispositions) In each course, instructors rate their candidates in relation to the relevant Alabama Quality Teaching Standards (https://www.livetext.com/doc/9632693 ), State Department of Education Standards (https://www.livetext.com/doc/9632693 ), or Standards from the relevant professional association (https://www.livetext.com/doc/9632693 ). Candidates are assessed relative to the unit's professional dispositions and conceptual framework (1.4.f.1; 1.4.f.2). These assessments show that on average, candidates were rated 2.5 and above on all standards. Program faculty reviewed the averages for each standard and used the data to identify areas in which students did not score at least a 3.0 or above. This data was used to make program improvements.

Professional Internship Portfolios: (Internal assessment that measures university supervisors' assessment of all candidates' knowledge, skills, and dispositions observed during internship)

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https://www.livetext.com/doc/9632693



The internship portfolios address AQTS, CF, NCATE, and Alabama State Department of Education standards that students are expected to master before completing the program of study (1.4.c.9, 1.4.c.10, 1.4.c.11 and 1.4.d.6 , 1.4.d.7, 1.4.d.8). These assessments show that on average, candidates were rated 2.5 and above on all standards. Program faculty reviewed the averages for each standard and used the data to identify areas in which students did not score at least a 3.0 or above. This data was used to make program improvements.

Practicum and Internship Evaluations: (Internal assessment that measures clinical faculty's assessment of all candidates' knowledge, skills, and abilities during practicum and internship) All initial and advanced program candidates who take practicum and internship are required to be evaluated on the knowledge, skills, and abilities necessary to effectively work with diverse P-12 students, in their chosen field of study. Candidates are assessed relative to the unit's professional dispositions and state and national standards (1.4.c.5, 1.4.c.6, 1.4.c.7, 1.4.c.8 and 1.4.d.2, 1.4.d.3, 1.4.d.4, 1.4.d.5). These assessments show that on average, candidates were rated 2.5 and above on all standards. Program faculty reviewed the averages for each standard and used the data to identify areas in which students did not score at least a 3.0 or above. This data was used to make program improvements.

Professional Dispositions: At its April 2012 College of Education faculty meeting, the faculty approved six professional dispositions to be assessed in all courses and to be monitored at program transition points (1.4.e.1, 1.4.e.2, and 1.4.f.1). These dispositions related to candidates valuing the use of the most valid information available, using appropriate current technologies for instruction, valuing diversity, believing that all students can learn, being innovative in applying knowledge, skills, and dispositions, and using data for assessing student needs. A similar, but expanded, set of dispositions is assessed during students' internships (1.4.e.3 and 1.4.f.2). Dispositions are assessed by employers of ASU graduates (1.4.j) and by the graduates themselves (1.4.i). These assessments show that alumni overwhelmingly feel that they have the dispositions assessed by the unit's disposition rubric. Employers were less positive about the dispositions of the graduates, assessing them almost evenly between positive and negative.

Student Learning Assisted By Our Candidates: Candidates in teacher programs must demonstrate that they effectively assist students to learn. This is accomplished through teacher work samples (1.4.g.1, 1.4.g.2, 1.4.g.3, 1.4.g.4, 1.4.g.5, 1.4.g.6) and through pre and post tests administered to students during candidates' internships (1.4.c.11, item 2.7; 1.4.d.6). The results of these pre and post tests show that candidates preparing to work in instructional support program areas assess the school environment by collecting and analyzing data on student learning as it relates to their professional roles and developing positive environments supportive of student learning (1.4.h).

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1.2.b Continuous Improvement

Summarize activities and changes based on data that have led to continuous improvement of candidate performance and program quality. Discuss plans for sustaining and enhancing performance through continuous improvement as articulated in this standard.

To ensure candidate knowledge, skills, and professional dispositions, the College of Education (COE) uses a data-driven continuous improvement process. Examples of this data-driven process are the introduction of new programs in the past three years. These include the Accelerated Psychology program, the Master of Science in Applied Technology program, the Ph.D. program in Educational Leadership, Policy and Law, the Clinical Mental Health program, and the Coaching program. Many faculty members have obtained certificates for online teaching (1.4.l). More courses are being offered in online format (1.4.m). Student Satisfaction Survey data help faculty and staff to identify areas of strength and areas for improvement (1.4.c.2). The Spring 2013 Student Satisfaction Survey revealed that for 18 of the 24 items, at least 60 percent of the participants rated the unit at Agree or Strongly Agree. The weakest areas were advisement and candidate complaint/grievance process. A unit candidate grievance committee was established and academic advisement training was provided by the university's Academic Advisement Center. At the program level, data have driven program redesign, development, and specialty area certification (2.4.g – 2.4.g.8). Teacher certification programs offer Praxis series preparation workshops to increase first attempt pass rates (4.4.q.1, 4.4.q.2, 4.4.q.3; 4.4.r.1, 4.4.r.2, 4.4.r.3). State technology standards have been incorporated into courses (2.4.g -2.4.g.8).

Currently the unit uses ACE Database to store field and clinical experiences data and the LiveText data management system (LiveText) to store candidate performance and disposition data. To improve the effectiveness and efficiency of field and clinical experiences, the unit will use a single database management system. Beginning fall 2015, program data, including field and clinical experiences, will be stored using the LiveText. Candidates, faculty, university supervisors, cooperating teachers, site supervisors, and mentors will utilize LiveText for data entry and analysis.

1.3 Areas for Improvement Cited in the Action Report from the Previous Accreditation Review

Summarize activities, processes, and outcomes in addressing each of the AFIs cited for the initial and/or advanced program levels under this standard. [12,000 characters]

The unit did not have any areas for improvement cited for Standard 1.

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STANDARD 2

2.1 Assessment System and Unit Evaluation

How does the unit use its assessment system to improve candidate performance, program quality and unit operations?

The assessment system (2.4.a) incorporates candidate proficiencies as outlined in professional, state, and institutional standards. It identifies transition points and describes key performance assessments for evaluating candidates' knowledge, skills, and dispositions at each transition. The unit has made improvements to its organizational structure, data collection and analysis, academic programs, and course offerings based on its collection and analysis of data (2.4.g).

The system describes the design for collecting, analyzing, summarizing, and using assessment data (2.4.d). It addresses unit operations and explains how technology is used in maintaining the system. The assessment system is driven by and fully integrates the conceptual framework. The levels of assessment coincide with the components of the conceptual framework model and encompass the transition points for assessment of candidate proficiencies.

Assessments are conducted as candidates progress through academic programs (2.4.a, pp. 6-9). Many assessments made for initial and advanced candidates are similar; however, where differences exist, they are presented in the descriptions below. The major assessments are indicated at each transition point for determining candidates' readiness for proceeding to the next level. For candidates whose assessments show that they are not ready to proceed to the next level, a plan of action is developed which includes diagnostic measures, remediation, and re-taking of assessments and/or re-evaluation of criteria.

INITIAL AND ADVANCED PROGRAM TRANSITION POINTS ASSESSMENTS

Transition Point 1 (initial): Admittance to TEP (Teacher Education Program) Class B and Alternative A (Alt-A)

1. Prior to being admitted to TEP a candidate must pass the Alabama Educator Certification Testing Program (AECTP) Basic Skills Test. Scores are uploaded to the PeopleSoft system and made available to the candidate's advisor for review and remediation by the Teacher Education Center (1.4.d.1).

2. A candidate must have a 2.5 cumulative GPA and a 2.5 in teaching field and professional studies. Alt-A candidates must have a 3.0 GPA. Candidate GPA’s are available through the PeopleSoft system (2.4.b.7).

3. A candidate's disposition must reflect 2.5 (Basic) or above average (2.4.b.8).

4. A candidate's application to TEP is reviewed by the unit's Teacher Education Assessment and Intervention Committee (TEAIC) (2.4.b.5).

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Transition Point 1 (Advanced): Approval of Graduate Candidacy

1. After a minimum of 12 semester hours, graduate candidates can apply for candidacy. They must have a 3.0 cumulative GPA (M.Ed.), 3.25 cumulative GPA (Ed.S.), or 3.5 cumulative GPA (Ed.D.). Graduate candidacy is approved by the graduate school (2.4.b.2 and 2.4.b.6).

Transition Point 2 (Initial and Advanced): Admission to Clinical Practice

1. Candidates must maintain required GPAs of 2.5 (B.S.), 3.0 (M.Ed.), 3.25 (Ed.S.), and 3.5 (Ed.D.) (3.4.g.2). Candidate GPAs are available to faculty and academic advisors through the PeopleSoft System. GPAs are disaggregated by academic program and are available through the queries in PeopleSoft.

2. Dispositions assessments occur across all initial and advanced programs. The disposition survey instrument is administered in LiveText in every course for each semester for all candidates. Candidates' dispositions are evaluated by cooperating teachers and are part of field experience evaluation (3.4.f.1). Eforms tracks candidate field placement assignments by each school's local diversity rating. The rating allows the candidate and the director of Field and Clinical Experiences to request more varied placements according to diversity (3.4.b).

3. Alabama State Department of Education (ALSDE) Professional Studies Standards are embedded in courses and identified in course syllabi. The standards are aligned with course objectives and relevant unit proficiencies outlined in the conceptual framework. ALSDE standards are managed within LiveText. Each assignment within a course has a grading rubric. Criteria within the rubric are related to a state standard and candidates must score at least 2.0. Data from the assessments are collected by the unit's Assessment Office (1.4.d.10).

4. Praxis II. Prior to admission to clinical practice, a candidate must pass the appropriate Praxis II examinations. If a candidate does not pass the Praxis, remediation workshops and courses are designed to assist the candidate (4.4.q.1, 4.4.q.2, 4.4.q.3; 4.4.r.1, 4.4.r.2, 4.4.r.3).

5. Professional Internship Portfolio. The electronic portfolio is created during `professional internship utilizing LiveText. (1.4.h).

Transition Point 3 (Initial and Advanced): Successful completion of clinical experiences and required ALSDE Standards

1. Assessment of a candidate's clinical experience is conducted using eforms. Data input by candidates and clinical faculty generate reports used to improve clinical practice and assist the candidate in successfully completing internship/practicum. Online reports are available (3.4.f). Graduate candidates are required to pass the appropriate

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graduate comprehensive examinations. Assessments are disaggregated by academic program.

Transition Point 4 (Initial and Advanced): Application for graduation and certification

1. Surveys are sent to employers and new graduates (1.4.i and 1.4.j). The unit's assessment office analyzes data from all assessments and provides the results to the appropriate offices, departments, and faculty. Beginning Teacher Assistance Program provides a forum for newly graduated teachers to share experiences for continuous improvement. Feedback from new teachers provides valuable information for improving the unit's academic programs (2.4.a, p. 19).

DATA COLLECTION

Data are collected in three primary ways (2.4.a, pp. 24-28):

1. PeopleSoft – university data collection and retrieval system

2. eforms – unit based data collection system mainly used for data collection and analysis of field and clinical experiences

3. LiveText – used for assignment submission, artifact collection, standards integration, and candidate assessment

KEY ASSESSMENT AREAS

Five key areas (2.4.a, p. 15) are tracked throughout the candidates' academic progress.

1. Content Knowledge

a.Praxis II – Class B, Alternative A, and Advanced Initial Programs require a passing score for the Praxis examinations. (1.4.b)

b.Course Grades (GPA) (1.4.d.1)

c.Graduate Comprehensive Examination –Graduate programs require candidates to pass a comprehensive examination. Guidelines for the exam are developed by the graduate school and are administered by the unit. (1.4.d.1)

d.Alumni Survey and Employer Surveys – The surveys address the unit's effectiveness in preparing future educators. Graduates and school administrator are surveyed (1.4.i and 1.4.j).

e.Internship and Practicum Evaluations (3.4.f)

f.ALSDE Professional Studies Standards (1.4.d.10).

g.Exit Examination - Candidates are required to write a reflective philosophy of education during professional internship (1.4.d.1).

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2. Pedagogical and Professional Knowledge

a.ALSDE Standards Evaluation (1.4.d.10)

b.EducateAlabama is an ALSDE tool designed to evaluate teachers. The unit's evaluation form is adapted from EducateAlabama and used to evaluate candidates during professional internship (1.4.k).

c.ALSDE Professional Studies Standards and Alabama Quality Teaching Standards (AQTS) (1.4.d.10).

d.Alumni Surveys and Employer Surveys (1.4.i and 1.4.j).

3. Impact on Student Learning

a.Candidate Work Samples (1.4.h).

b.Internship Pre/Post Tests - (1.4.c.12)

4. Dispositions

a.Dispositions Survey – A survey is used to evaluate candidates each semester in LiveText. Analysis of the candidate dispositions is made by the unit's assessment office. (1.4.e.1 and 1.4.e.2)

b.Dispositions Survey during Internship(1.4.c.12)

c.TEP Interview Packet and Form (2.4.b.1 and 2.4.b.5)

5. Diversity

a.The director of Field and Clinical Experiences ensures candidates participate in field experiences in diverse settings. One of the criteria used for this placement is the diversity of the school and the diverse experiences the candidate has attained in their program (3.4.b).

b.ALSDE Professional Studies Standards (1.4.d.10).

c.Student Work Sample (1.4.h).

AVOIDANCE OF BIAS IN THE ASSESSMENT PROCESS (2.4.c)

Eliminating bias in performance assessments and establishing accuracy, consistency, and fairness of assessment procedures requires that assessments are aligned with curriculum, instruction, and standards. Such alignment means that these elements work together to establish common learning for candidates, to provide consistent implications for improving instruction, and to assure use of assessment practices that are consistent and fair to candidates. Consequently:

1. Key assessments of candidate performance are grounded in state standards which have been aligned with the unit's conceptual framework proficiencies. A standard may be

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taught and assessed in more than one course; therefore, a candidate's performance on a standard is evaluated more than once by more than one instructor.

2. For assessments that are rated by faculty teams, inter-rater reliability workshops are conducted to prepare faculty. The portfolio, COE exit examination, and the graduate comprehensive examination are examples.

3. The candidate's dispositions are assessed every semester in all courses, thereby reducing the possibility of rater bias.

4. Interns are evaluated by both the university supervisor and the cooperating teacher using the same assessment instrument. Candidates evaluate the program as well as their cooperating teacher.

CANDIDATE GRIEVANCES/MANAGING CANDIDATE COMPLAINTS (2.4.e)

The unit manages candidate grievances using the ASU College of Education Policies and Procedures Manual (6.4.a), which is aligned with the student handbook (6.4.e.5).



The unit has made improvements to its organizational structure, data collection and analysis, academic programs, and course offerings based on its collection and analysis of data (2.4.d, pp.24-32 and 2.4.g).

CERTIFICATION OF CANDIDATES

The College of Education reorganized to include two new associate dean positions. To address the concerns presented by the ALSDE regarding the processes and procedures related to the certification of candidates. The faculty and staff also dealt with the systemic issues pertaining to the day-to-day operation of the unit (2.4.h.1). All processes and procedures that involved the candidate both undergraduate and graduate were systematically analyzed and flowcharted. The new processes put into place were approved by university administration and the ALSDE.

DATA COLLECTION AND ANALYSIS

The unit utilizes LiveText to assess and track ALSDE standards. Prior to this, faculty evaluated candidates using a unit-developed online system. The previous system was unsatisfactory because standards were linked to courses and not to candidate performance. LiveText provides this extra degree of specificity. A new online system, eforms, was introduced to evaluate candidates' field experiences and student teaching/practicums (2.4.a, p. 27). Data could more easily be disaggregated and analyzed. This system replaced a totally paper-based process.

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In 2010 the university began implementing the data management system, PeopleSoft Campus Solutions. PeopleSoft provides support for planning and managing students' progress through our degree programs. The unit has access to the Student Records module. As such, a candidate's progress in an academic program may be tracked and aggregate program data may be queried as well. The Alabama Educator Certification Testing Program (AECPT) scores (Basic Skills Test, Praxis II, and PLT) are input into the PeopleSoft data collection system. Unit faculty and academic advisors have access to PeopleSoft anywhere they have Internet access. In addition, specific queries are written to manage the college of education (2.4.a, p. 25).

PROGRAMMATIC CHANGES

The unit has added degree granting programs (non-certification programs and certification programs) and made several programmatic changes based on program needs assessments.

Masters of Science in Applied Technology (APT) – is a non-teachers certification program. It is designed for those candidates with undergraduate degrees in technology, business, government, education, health related fields, and other disciplines interested in designing, implementing, and/or managing technology in varied environments. The need for the program is documented in the proposal for the program to the Alabama Commission on Higher Education (ACHE) (2.4.g.1).

Library Education Media online program (LEM) – The LEM online program changes the instructional delivery of required courses for all current school library media certification programs (A and AA) to a web-based delivery format (2.4.g.2).

Instructional Leadership Programs (ILP) – The ALSDE redesigned the requirements for the Class A and Class AA programs in Instructional Leadership. A new program in Teacher Leader was established. The unit needed to justify and substantiate the need for these programs and its ability to support each program. As a result of this analysis, the ALSDE approved all three programs (2.4.g.3)

CACREP Accreditation - The counselor education program received CACREP accreditation for the school counseling and clinical mental health counseling programs as a result of detailed analysis of its counseling program (I.5.d.1).

Educational Leadership, Policy and Law Ph.D. program - This new program was approved by ACHE to begin in Fall 2015 (2.4.g.4).

Accelerated Psychology Program – Provides an opportunity and need for students enrolled in specified state two-year colleges to earn a BS degree in Psychology (2.4.g.5).

Coaching program in Health, Physical Education, and Recreation - The coaching program met a need for a non-teaching/non-certification undergraduate program specialized to prepare students for success in the area of sports (2.4.g.6).

Non-teacher certification programs in Early Childhood Education, Collaborative Education, and Elementary Education (2.4.g.7).

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Activities and Course Changes

EDU 100 - Preparation for Admission to Teacher Education Program (TEP): The course content was revised to address the rigor of the components of the basic skills test.

EDU 385 Teaching in Area of Specialization: A course was developed to assist candidates in Praxis II preparation. Analysis of candidates who enrolled in the course prior to taking Praxis exam and those who did not complete the course showed an increase in pass rate (2.4.g.8).

COE Praxis Series Workshops: Workshops were developed to assist candidates in Praxis preparation. With the implementation of the workshops, there was an increase in pass rates across the unit (2.4.g.9).

Teacher Education Center: Provides diagnostic testing and remediation for Praxis Series (2.4.g.9).

Sustaining and enhancing performance through continuous improvement is evidenced by the unit's commitment to the collection and analysis of data. The unit has a dedicated assessment office and a faculty data manager. The multiple sources of data (PeopleSoft, eforms, and LiveText) allow for varied data collection and analysis. Much of the data are available to faculty and academic advisors online. With ease of access and continued use by the unit, its continuous improvement is assured.

ASU ACADEMIC PROGRAM REVIEW (APR)

In addition to the unit's commitment to program improvement, the university's Academic Program Review (APR) (2.4.h.2) is a key component to maintaining and improving program quality at Alabama State University. The APR is part of an overall evaluation plan that provides a process of regular and systematic assessment (review every five years) of all undergraduate and graduate degree programs. The APR has a constructive approach to evaluation which is beneficial for faculty, candidates, staff, and external stakeholders. The core of the APR is a self-study report to be produced by each academic department(s) or unit(s) responsible for a degree program. The APR provides an opportunity to reflect on each degree's adherence to the university's mission and strategic plan; to assess its quality in its pathway to excellence; to analyze success of its graduates; and to examine current operations and future needs of the degree program. For this purpose, the APR is centered on the following criteria:

1. Each program will be evaluated in its contribution and adherence to the mission, vision, and strategic plan of the Alabama State University, Academic Affairs, pertinent College, and Department(s).

2. Each program will be evaluated in its student learning outcomes/educational outcomes, curriculum, eminence of faculty in teaching, research and citizenship, pertinent faculty resources, and accreditation standards (if applicable). Means of assessment are all important indicators of quality reflected in educational programs.

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3. This measure relates to analysis of data as it relates to students, number of majors, graduation rates, faculty/student ratio and other factors that provide evidence of student success and follow-up of its graduates.

4. Programs are expected to provide evidence of sustainability and demand, as it relates to its current operations and future expectations.

The College of Education's psychology program's APR was in spring semester of 2014 (2.4.h.2).

QUALITY ENHANCEMENT PLAN (2.4.h.3)

An additional impetus for the unit to sustain and enhance performance is the university's Quality Enhancement Plan (QEP). The QEP goals are:

• Enhanced student competence in reading/writing, quantitative and information literacy

• Improved course completion rates in core curriculum courses

• Improved proficiency scores on standardized tests

• Enhanced professional development for faculty

This revitalization plan includes infusing into the core curriculum a dynamic focus on specific forms of literacy coupled with the development and use of innovative and engaging approaches to teaching and learning. Within the College of Education, the following courses are part of the QEP: EDU 100, SED 170, PED 250, EDU 300, EDU 321, REC 300, PSY 453. The QEP assessment of candidate performance is gathered from two sources: (1) outcomes assessment data reported to the QEP office by the department chairs and deans; (2) faculty and QEP cohort focus groups (with surveys) conducted annually in the colleges and/or departments by QEP staff in conjunction with deans and department chairs (2.4.h.4).


Summarize activities, processes, and outcomes in addressing each of the AFIs cited for the initial and/or advanced program levels under this standard.

The unit did not have any areas for improvement cited for Standard 2.

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STANDARD 3

3.1 Field Experiences and Clinical Practice

How does the unit work with the school partners to deliver field experiences and clinical practice to enable candidates to develop the knowledge, skills, and professional dispositions to help all students learn?

The College of Education (COE) has Memorandums of Agreement with 39 school systems (3.4.a.1). The unit's professional education community (COE faculty and site supervisors; representatives of Alabama State Department of Education – ALSDE; P-12 superintendents, principals, teachers, and other school staff) collaboratively design, deliver, and evaluate the COE's conceptual framework and goals/standards. Cooperating teachers, school site supervisors, and university supervisors attend orientation and review sessions with faculty and candidates (3.4.a.6; 3.4.a.7).

The professional education community share and integrate resources and expertise through advisory councils and committees for the unit and the departments (3.4.a.8; 3.4.a.9; 3.4.a.2; 3.4.a.3; 3.4.a.4; 3.4.a.5). These councils and committees provide forums for reviewing curricula, planning and evaluating field and clinical experiences, and offering suggestions for program improvement.

DESIGN, IMPLEMENTATION, AND EVALUATION OF FIELD EXPERIENCES AND CLINICAL PRACTICE

Field and clinical practice experiences are aligned with the unit's conceptual framework and state and professional standards (I.5.c). The competencies assessed on the Clinical Experience Observation form are aligned with EDUCATEAlabama – Alabama plan for evaluating beginning teachers and measuring candidate performance during clinical experiences (3.4.f.2). The rigor of professional and state standards and the unit's conceptual framework provide candidates sufficient, intensive and extensive practice while completing clinical experience.

Through field experiences, teacher and other professional school personnel candidates apply and reflect on content, professional and pedagogical knowledge, skills and dispositions in a variety of settings with students, P-12 stakeholders, and peers before beginning clinical experiences. During clinical experiences, candidates attend seminars/workshops/trainings/events that provide opportunities to work other candidates, faculty, and peers (4.4.i.1 – 4.4.i.27).

Clinical faculty ensure that technology is integrated into the candidates' work in field and clinical activities through formative and summative assessments of candidate performance. Candidates work with cooperating teachers, university supervisors, and other candidates to develop detailed lesson plans that include assessments and the integration of technology in delivery of instruction. They engage in action research projects with other teachers, staff, and candidates that use technology for instructional, classroom management, and assessment purposes.

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Qualifications of Clinical Faculty

The ALSDE Administrative Code outlines specific faculty criteria required to participate in clinical experiences (3.4.c, pp. 256-258). The unit's clinical faculty are highly accomplished professionals that demonstrate the skills, knowledge, and dispositions expected of candidates. The duties and responsibilities of faculty involved in field and clinical experiences are outlined in the Field and Clinical Experiences Handbook (3.4.e). Cooperating teachers are evaluated by university supervisors and candidates; university supervisors are evaluated by cooperating teachers and candidates (3.4.d.1). Clinical faculty are provided opportunities to attend seminars to stay abreast of ASU's field and clinical policies and procedures (3.4.d.2; 3.4.d.3; 3.4.d.4).

Evaluation of Candidate Performance During Field Experiences

An electronic assessment for initial and advanced programs is used during field experiences to evaluate candidates' skills and dispositions. The field experiences evaluation report is used to monitor candidate progress and provide feedback (3.4.d.5).

Evaluation of Clinical Practice

Candidates' participation in clinical practice is monitored, evaluated, and tracked electronically (ACE Database) (3.4.f.1 – 3.4.f.12).

Candidates in initial programs are required to complete a daily activity report that delineates participation in conferences and extra-curricular and/or co-curricular activities/meetings. Candidates in advanced programs are required to keep a daily log and write reflective summaries.

Entry and Exit Criteria for Clinical Practice

The assessment system identifies specific transition points and criteria for moving from one point to the next. Assessments at each transition point verify that candidates demonstrate mastery of content areas and pedagogical and professional knowledge during and before admission to clinical practice. Entry and exit requirements for clinical practice for initial and advanced programs are outlined and explained in the Field and Clinical Placements Handbook (3.4.e.1; 3.4.e.2). Candidates in initial teacher preparation programs must have a 2.5 GPA and a passing score on the Praxis II for admission to clinical practice. Candidates in advanced programs must have a 3.0 (M.Ed.), 3.25 (Ed.S.), and 3.5 (Ed.D.) GPA for admission to clinical practice (3.4.g.1; 3.4.g.2.; 3.4.g.3). Candidates in initial programs must pass the COE Exit Exam and obtain an overall average of 2.5 or above on all eforms (3.4.g.2). Candidates in advanced programs must pass the comprehensive examination with a score of 3.0 or above (3.4.g.4).

Initial Teacher Preparation Programs

Teacher candidates in initial programs are evaluated three times during the internship by cooperating teachers and university supervisors, using the Internship Clinical Experiences Observation Assessment (3.4.f.2). Evaluations provide feedback to the candidates for improving performance. The first two assessments are formative, and the third assessment is summative.

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Advanced Preparation Programs

In advanced programs requiring clinical practice, candidates complete a set number of credit hours with a specified minimum GPA before admission to the internship; programs require a passing score on Praxis II. Programs require demonstration of acceptable dispositions. To exit clinical practice, candidates maintain a specified minimum GPA, earn passing scores on internship evaluations, and demonstrate acceptable dispositions. The M.Ed. and Ed.S. candidates complete the application for the comprehensive examination and the thesis proposal defense or field study. Doctoral candidates complete a research portfolio, the dissertation proposal defense, and the comprehensive examination.

Candidates in initial and advanced programs build professional portfolios throughout their programs of study. Portfolios are completed in several courses in individual programs through the use of LiveText. A professional internship portfolio is created during the internship (1.4.h).

Candidates in programs for other school professionals participate in field and clinical experiences that require the design, implementation, and evaluation of program-specific projects. Needs assessments are conducted and current trends to address needs of the population are researched in efforts to assist P-12 clinical faculty and university supervisors in developing and implementing evidence-based programs. Technology is used to conduct research, collect data, develop appropriate and innovative lessons, and evaluate student performance.

CANDIDATES' DEVELOPMENT AND DEMONSTRATION OF KNOWLEDGE, SKILLS, AND DISPOSITIONS TO HELP ALL STUDENTS LEARN

Initial Teacher Preparation Programs

Teacher candidates in initial programs are evaluated during the internship by cooperating teachers and university supervisors, using the Internship Clinical Experiences Observation Assessment (3.4.f.2). Summary ratings are presented for items related to demonstration of mastery of content knowledge, pedagogical content knowledge, professional knowledge, skills, and dispositions. Some items demonstrate that candidates have a positive effect on student learning. Assessment items on the Internship EDUCATEAlabama form have been aligned with the unit's conceptual framework proficiencies and professional and state standards.

The internship evaluations are designed to provide feedback and to develop strategies for improving performance. The candidate is evaluated three times by the cooperating teacher and university supervisor. The first two assessments are formative and the third assessment is summative.

The COE Exit Examination is another assessment used with initial teacher candidates (3.4.g.1; 3.4.g.2). Candidates write a philosophy of education; the first administration of the examination occurs at the mid-term internship seminar. Faculty and staff work with candidates during the semester to ensure success. Candidates that fail the examination report to the Teacher Education Center for tutorials and are permitted to retake the examination prior to the end of the semester.

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Advanced Preparation Programs

A similar evaluation design is followed for advanced programs in administration, counseling, and library media. These programs require on-site supervision and evaluation by site and university supervisors. These assessments employ the same rating scale as EDUCATEAlabama. Dispositions specific to the field are integrated throughout and are rated as components of the items on each assessment.

Field and Clinical Experiences in Diverse Settings

Field and clinical experiences provide opportunities for candidates in initial and advanced programs to experience diversity throughout preparation. The curriculum provides experiences to ensure that candidates are involved in diverse settings with students that are educationally at-risk due to socio-economic factors and special learning needs—including individuals with exceptionalities and students from diverse ethnic, racial, gender, linguistic, and socioeconomic groups. Working with a diverse teaching staff and multicultural communities are priorities (3.4.b).



The unit, its school partners, and other members of the professional community work together to design, deliver, and evaluate field components to best prepare future and current teachers as well as other school professionals. The unit's Conceptual Framework serves as the driving force when designing the field component of the initial, advanced, and other school professional programs. The Unit continually strives to create collaborative partnerships that focus on clinical experiences at the core.

As reported by the NCATE Blue Ribbon Panel (http://www.ncate.org/LinkClick.aspx?fileticket=zzeiB1OoqPk%3d&tabid=715 ), it is imperative for teacher education programs to connect content of courses with the challenges in the classroom. The unit has established practices and policies in order to implement a strong field component to enable the connections in the initial, advanced, and other school professional programs (3.4.e).

In Fall 2012, the COE implemented the requirement that candidates seeking admission into the professional internship pass state required exams (e.g., Praxis Content, Principles of Learning and Teaching, Reading). Initially, the number of candidates qualifying for professional internship decreased (3.4.i.1). Praxis workshops at departmental/program levels and EDU 385: Teaching in the Area of Specialization increased the number of candidates qualifying for professional internship (2.4.g.8). The COE has initiated courses on the weekend, as well as evenings, to assist students to pass state-mandated exams.

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http://www.ncate.org/LinkClick.aspx?fileticket=zzeiB1OoqPk%3D&tabid=715


During the internship, the university supervisor and the cooperating teacher/site supervisor work in partnership to supervise and evaluate the candidates. Together, they hold conferences with the candidates to review performance evaluations and provide feedback. The cooperating teachers and university supervisors work together to complete the Internship Disposition Pretest and Posttest (3.4.f.1) and the Internship Clinical Experience Observation (3.4.f.2) for each internship student in the unit. After the student is evaluated, the cooperating teachers and university supervisors meet with the internship student to identify the areas in which the student can make improvements and areas in which the student excels. The outcomes for the student evaluations, completed by both the cooperating teachers and university supervisors are used to continuously improve the curricula and experiences of the candidates (1.4.d.2 and 1.4.f.2).

The unit currently uses the eforms to input and store data for field and clinical experiences. Based upon review of the field and clinical experience forms, more valid and reliable instruments are warranted. Inter rater reliability training is essential to ensure fair and unbiased evaluation of candidates' field and clinical experiences. Beginning Fall 2015, the unit will begin using LiveText as the data management system for field and clinical experiences. The following plans are currently underway to make these transitions:

Objective 1: The unit will develop valid and reliable instruments for field and clinical experiences.

• Leadership inter rater reliability training - May 2015

• Faculty inter rater reliability training - June 2015 – July 2016

• Pilot - Fall 2015

• Full Implementation - Spring 2016

Objective 2: The unit will implement the use of LiveText for Field and Clinical Experiences.

• Train faculty and staff – June 2015

• Develop field and clinical experience forms and training modules for clinical faculty (cooperating teachers, university supervisors, mentors, and on-site supervisors) and students – July 2015

• Offer face-to-face and online trainings for students and clinical faculty – August 2015

• Launch LiveText for field and clinical experiences – September 2015

• Evaluate new process – December 2015 (ongoing)

NCATE Blue Ribbon Report (http://www.ncate.org/LinkClick.aspx?fileticket=zzeiB1OoqPk%3d&tabid=715)

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Unit faculty and teacher/site supervisors in partner schools collaboratively design, deliver, and evaluate field experiences and clinical practice to assist candidates in developing their knowledge, skills, and dispositions. School personnel are well-acquainted with the conceptual framework and with the goals and standards of the professional education programs. Cooperating teachers, school site supervisors, and university supervisors attend orientation and review sessions with faculty and candidates.

Cooperating teachers/site supervisors, school superintendents, and principals who work with interns at school sites are among the adjunct faculty teaching courses in the college. Candidates therefore are provided opportunities to work with school-based professionals prior to and during their field and clinical assignments. These professionals are integrally involved with the continuing review, evaluation, and modification of the conceptual framework.

University supervisors and cooperating teachers/site supervisors assist in the planning and implementation of seminars held each semester to acquaint candidates with the program-designed field and clinical experiences and to ensure that candidates understand the conceptual framework and assessment practices. In the seminars, education professionals and candidates have an opportunity to interact as they discuss internship plans and education-related issues (3.4.h.1 and 3.4.h.2).

During the internship, the university supervisor and the cooperating teacher/site supervisor work in partnership to supervise and evaluate the candidates. Together, they hold conferences with the candidates to review performance evaluations and provide feedback. The cooperating teachers and university supervisors work together to complete the Internship Disposition Pretest and Posttest (3.4.f.1) and the Internship Clinical Experience Observation (3.4.f.2) for each internship student in the unit. After the student is evaluated, the cooperating teachers and university supervisors meet with the internship student to identify the areas in which the student can make improvements and areas in which the student excels. The outcomes for the student evaluations, completed by both the cooperating teachers and university supervisors are used to continuously improve the curricula and experiences of the candidates (1.4.d.2 and 1.4.f.2).

STANDARD 4

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4.1 Diversity

How does the unit prepare candidates to work effectively with all students, including individuals of different ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and/or geographical area?

The College of Education (COE) values diversity. Diversity is evident in program design, implementation, and assessment. Curricula and field placement opportunities for candidates are designed to provide diverse experiences at all levels of matriculation. Implementation and evaluation of diverse assignments and activities are evident in courses at the initial and advanced levels (4.4.j.1 and 4.4.j.2)

Field and clinical experiences expose candidates to students from diverse backgrounds (urban, rural, socio-economic, and ethnic) with diverse needs (learning styles, exceptionalities). Candidates draw from their own and the students' prior experiences and the knowledge and skills gained in professional studies courses to plan and implement a variety of meaningful learning experiences to facilitate learning for all students. As constructivist decision-makers, candidates learn to adapt teaching and other professional activities to meet the needs of students. Candidates design and implement learning experiences that incorporate diversity and promote a classroom and school climate that values diversity. Lesson/unit plans, reflective writings, and other artifacts are components of portfolio work samples. The professional internship portfolio is one document used to evaluate candidates' professional and pedagogical knowledge and skills in courses and during field and clinical experiences. Items five, six, and seven of the Clinical Experience Observation Report evaluate candidates working with diverse learners. Candidates scored an average of 3.5 on a 4.0 scale (4.4.a.8 and 4.4.c.8).

Diversity Assessment in Initial and Advanced Programs

Candidate performance on competencies related to diversity is assessed in courses and key unit assessments. Key unit assessments with items assessing knowledge, skills, and dispositions related to diversity are the dispositions (4.4.c.1); the Clinical Experience Observation Report (4.4.c.1); and the Alumni and Employer Follow-Up Survey (4.4.c.9 and 4.4.c.10). The average performance ratings on the assessments provide evidence that candidates have knowledge and skills to develop and teach lessons that incorporate diversity; promote a learning environment that values diversity; and demonstrate the ability to help all students learn. In all programs, two dispositions related to diversity are assessed: "Believe all children can learn" and "Value human diversity" (4.4.a.1-4.4.a.10).

The unit's candidates in initial and advanced programs work with and learn from faculty who come from diverse backgrounds and represent a wide range of cultural experiences. Faculty with whom candidates work are knowledgeable about and sensitive to preparing candidates to work with diverse students, including students with exceptionalities. These are full-time and adjunct faculty in the unit and in other colleges where candidates complete their required coursework. School-based faculty, where candidates engage in field experiences and clinical practice, are diverse.

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The unit's professional education faculty is diverse (4.4.d). The unit makes a good faith effort to recruit and retain diverse faculty (4.4.g). For initial programs, 92% are Black or African American; 6% are White; 25% are male; and 75% are female. Three percent of the advanced programs faculty are Hispanic/Latino; 64% are Black or African American; 27% are White; 36% are male; and 64% are female. Of the professional faculty teaching in initial and advanced programs, 7% are Asian; 21% are White; 43% are male; and 57% are female.

At the institution, 67 % of the faculty are Black or African American, 9% are Hispanic/Latino; 1% are American Indian or Alaska Native; 5% are Asian; 21% are White; 45% are male; and 55% are female.

Data show in P-12 schools, 70% of the school-based faculty are Black or African American, 28% are White; 33% are male; and 67% are female.

The unit seeks to recruit and retain a diverse population of candidates (4.4.h). Candidates have opportunities to work with other candidates from diverse gender and socio-economic backgrounds. However, the history and geographic location of the university presents a major challenge to achieving a high degree of racial and cultural diversity within the pool of COE candidates. Alabama State University is a historically African American public institution located in the deep south with two public majority-white institutions of higher education within a 10 mile radius. This makes recruiting and retaining other-race candidates difficult for the unit. White applicants, and those who self-report as White, tend to select the majority white institutions.

Demographics for unit candidates are consistent with the university's overall enrollment (4.4.e). Of the 5808 students enrolled Fall 2013, 91% are Black or African American; 4% are White; 1% are Hispanic/Latino; 0.2% are American Indian or Alaska Native; 0.2% are Asian; 0.05% are native Hawaiian or Other Pacific Islander; 3% are two or more races; 40% are male; and 61% are female. The unit's enrollments for this period are 95% Black or African American in initial programs and 95% in advanced programs; 1.3% Whites are enrolled in initial programs and 1.5% in advanced programs. The enrollment of Hispanic/Latino, Asian, and two or more races was less than one percent for initial and advanced teacher preparation programs.

While the university attracts students from throughout the United States and the state of Alabama, its geographic service area is primarily Montgomery and surrounding counties. These counties, as most counties in central Alabama, have almost as large a population of African Americans as Whites (the two major racial categories). Using 2013 U.S. census population estimates, the racial makeup of Montgomery county is 56% black; 40% white; 3% Hispanic; 2% Asian; and 0.3% American Indian. The racial makeup of the immediate service area (Autauga, Elmore, and Lowndes counties) is consistent with the racial makeup of Montgomery County (4.4.k.1).

The active participation of candidates from diverse cultures and with different experiences is solicited, valued, and promoted in classes, field experiences, and clinical practice. Candidates participate in activities and complete assignments that increase awareness and acceptance of candidates from different backgrounds (4.4.b). Candidates participate in activities with diverse

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peers from other universities in the Montgomery area, students in other colleges at ASU, and students in the COE. These activities increase the candidates' awareness of diverse cultures and enhance their ability to work with peers from different cultures (4.4.i.1 – 4.4.i.27).

The urban location of the unit poses a challenge in finding locations with diverse populations for field experiences. The lack of systematic placement of candidates in diverse settings, and the decision to primarily use the Montgomery County Public Schools (MPS) inhibits ensuring that all candidates have diverse clinical experiences during their programs.

The unit has made "good faith efforts" to address this area for improvement. The MPS, where most of the unit's candidates are placed, is predominately African American (4.4.i.1). Moreover, placements in MPS schools are governed and controlled by the system (responsible for coordinating placements for all teacher education institutions in the city/county). These factors restrict the unit's ability to secure diverse settings for candidates' field and clinical experiences. Acknowledging these restrictions, the unit made appeals to administrators of private schools (majority White) in an effort to expand placements to more racially diverse settings.

The College of Education Diversity Rating System for P-12 Schools (DRS) was utilized to ensure diverse placement of candidates (4.4.o). This system analyzes demographic data on public schools in the immediate service area where candidates are placed for field and clinical experiences. The system was initiated in 2005, and the system data are updated annually. The system guides the unit in the placement of candidates in "diverse" settings in MPS and P-12 schools in the immediate service area. The DRS identifies diversity in schools, and enrollment statistics, establishing criteria for diversity fields identified in NCATE standards, developing a ranking order of categories, and assigning a diversity ranking to each school. Language and religion were not included in the diversity fields.

To place candidates, the director of field and clinical experiences, in consultation with the academic advisor, views the candidate's summary of field and clinical placements and the diversity rankings of the candidate's prior placements. For example, if a candidate has three out of four observation experiences in schools ranked by DRS as "(3) somewhat diverse" or "(4) lacking diversity," the candidate is placed in a "(2) diverse" or "(1) most diverse" setting for the fourth observation experience and/or for the internship.

Field and clinical experiences are more diverse due to the utilization of data from the unit's DRS. (4.4.f). The candidate's placement can be monitored; efforts are being made to ensure that each candidate participates in field and clinical experiences in diverse settings. Full and effective implementation of this systematic placement and tracking process provides assurance of the candidates' placements with diverse students in P-12 settings.

4.2.a Standard on which the unit is moving to the target level

Describe areas of the standard at which the unit is currently performing at the target level for each element of the standard.

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Summarize activities and their impact on candidate performance and program quality that have led to target level performance. Discuss plans and timelines for attaining and/or sustaining target level performance as articulated in this standard.

(4a. DESIGN, IMPLEMENTATION, AND EVALUATION OF CURRICULUM AND EXPERIENCES)

Curriculum, field experiences, and clinical practice promote candidates' development of knowledge, skills, and professional dispositions related to diversity identified in the unit's conceptual framework. - They are based on well-developed knowledge bases for, and conceptualizations of, diversity and inclusion so that candidates can apply them effectively in schools. - Candidates learn to contextualize teaching and draw effectively on representations from the students' own experiences and cultures. - They challenge students toward cognitive complexity and engage all students, including English language learners and students with exceptionalities, through instructional conversation. - Candidates and faculty regularly review candidate assessment data on candidates' ability to work with all students and develop a plan for improving their practice and the institution's programs.

In the College of Education (COE) at Alabama State University (ASU), curriculum, field experiences, and clinical practice are designed to promote candidates' development of knowledge, skills, and professional dispositions related to diversity identified in the unit's conceptual framework. The COE diversity matrix demonstrates diversity assignments and/or activities of the unit across various formats (4.4.b). The curriculum experiences in course assignments (4.4.j.1 and 4.4.j.2), field and clinical experiences (4.4.a.6 and 4.4.a.7), and initiatives (4.4.i.1-4.4.i.17) are aligned with the conceptual framework to demonstrate diversity as it relates to design, implementation, and evaluation. Course assignments include creating lesson/unit plans based on ethnic and cultural diversity, socio-economic status, values and morals/character education, and disabilities (4.4.m.2 and 4.4.n.1). In field and clinical experiences, candidates develop lesson/unit plans that demonstrate their practice with diverse groups (4.4.a.6 and 4.4.a.7). These experiences allow candidates to reflect on the personal and professional impact of diversity, including ELL learners and students with exceptionalities (4.4.a.8). Candidates have opportunities to demonstrate fairness and appreciation for inclusion through instruction, assignments, and candidate presentations (4.4.a.1 and 4.4.a.2). Candidates connect instruction and services with the experiences and culture of students by modeling and valuing sensitivity to gender differences (4.4.s.1; 4.4.m.1; 4.4.m.2; 4.4.i.11). Interdisciplinary lesson plans allow candidates to incorporate multiple perspectives in instruction (4.4.c.7; 4.4.a.7). As candidates matriculate through the program, internship workshops and the enhancement of the internship portfolio showcase their ability to create classroom cultures that promote diversity to accommodate learning styles of all students (4.4.c.7; 4.4.a.7). Candidates are evaluated by cooperating teachers and university supervisors for knowledge, skills, and dispositions that address classroom climates which value diversity (4.4.c.2; 4.4.a.2). The unit employs multiple inventories to assess and provide feedback to candidates. The assessment tools (CEOI; dispositions; pre/post) and other academic platforms (LiveText; Blackboard) are used

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through matriculation to review and provide feedback to candidates. These tools allow the unit and candidates to assess their abilities and levels of diversity awareness. With systematic assessments and feedback data, candidates develop the capacity to impact diverse P-12 students through instruction (4.4.c.7; 4.4.a.7). The curriculum, field experiences, and clinical practice are intentionally designed to promote candidates' development of knowledge, skills, and professional dispositions related to delivery of instruction of diverse learners.

(4b. EXPERIENCES WORKING WITH DIVERSE FACULTY)

Candidates in conventional and distance learning programs interact with professional education faculty, faculty in other units, and school faculty from a broad range of diverse groups. Higher education and school faculty with whom candidates work throughout their preparation program are knowledgeable about and sensitive to preparing candidates to work with diverse students, including students with exceptionalities.

Candidates have multiple opportunities to interact with faculty of diverse ethnicity, race, and gender, in the unit, and in P-12 settings. The unit and the institution schedule multiple diversity activities/events; these include workshops, forums, seminars and program-driven forums, community and service learning opportunities (4.4.i.10). Students engage in opportunities with other units, such as COBA, CLASS, VPA and MST (4.4.d). Unit faculty conduct workshops during the academic year that address issues relevant to candidate and professional development, collaborating with community stakeholders and local colleges/universities (4.4.i.10; 4.4.i.7). Candidates and faculty collaborate and present at local, state, and regional professional conferences. Candidates are afforded the opportunity to interact with peers and faculty from other institutions and professional organizations in alternative settings (4.4.i.24; 4.4.i.17; 4.4.i.18). The policies of the university (ASU Human Resource Office/Employee Handbook) allow the unit to maintain diverse faculty through good faith efforts (5.4.g.1).

(4c. EXPERIENCES WORKING WITH DIVERSE CANDIDATES)

Candidates engage in professional education experiences in conventional and distance learning programs with candidates from the broad range of diverse groups. The active participation of candidates from diverse cultures and with different experiences is solicited, valued, and promoted in classes, field experiences, and clinical practice. Candidates reflect on and analyze these experiences in ways that enhance their development and growth as professionals.

Over the past six years, the demographics of the student body have more distinct characteristics. Currently, 5808 students enrolled at Alabama State University. The majority of the student population is African-American. However, other ethnicities are represented (4.4.e); the student population includes international students. Approximately 144 students receive services from ASU's Office of Disability Services.

Driven by the unit's mission aligned with the conceptual framework, the unit develops and promotes institution and community activities that include people of diverse cultural backgrounds and with different experiences. Examples are as follows: Brown Bag Series, Chinese Celebration, Cultural Competency Training, and ASU Connection Day (4.4.i.1 –

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4.4.i.18). These community events allow candidates and other ASU students to engage in peer interaction at multiple venues.

The unit collaborates with local colleges/universities to increase peer-to-peer connections through small group discussions, professional development opportunities during American Education Week (4.4.i.15; 4.4.i.16), service learning and volunteer activities (4.4.s.1), and candidate presentations (4.4.i.24; 4.4.i.17; 4.4.i.18). During the clinical experience, candidates address concerns and share best practices to support and/or enhance their P-12 clinical. The Office of Field and Clinical Experiences sponsors the peer-to-peer diversity workshops for this purpose. Career and teacher fairs, especially those sponsored by ASU's Office of Career Services, provide candidates opportunities to interact with candidates from other institutions.

To enhance diversity opportunities for candidates, faculty initiated two seminal programs to promote and sustain inclusiveness -- the faculty/candidate "Safe Place" initiative and the diversity dialogue series "Courageous Conversations." The "Safe Place" initiative is designed to create a comfortable place for dialogue. Faculty and academic staff self-identify (via office signage) as individuals open to nonjudgmental and confidential conversations with candidates about gender, disability, or other topics of diversity and inclusion (4.4.i.21). "Courageous Conversations" is a series of forums where candidates (peer-to-peer) explore diversity issues that may be identified as sensitive – religion, sexual identity, and race/ethnicity. These coordinated activities have increased candidates' exposure and sensitivity.

(4d. EXPERIENCES WORKING WITH DIVERSE STUDENTS IN P–12 SCHOOLS)

Extensive and substantive field experiences and clinical practices for both conventional and distance learning programs are designed to encourage candidates to interact with exceptional students and students from a broad range of diverse groups. The experiences help candidates confront issues of diversity that affect teaching and student learning and develop strategies for improving student learning and candidates' effectiveness as teachers.

The unit's diversity committee developed an instrument, Diversity Rating System, to identify characteristics of area schools where candidates have experiences with students in P-12 settings. The instrument provides information related to the P-12 school's student and faculty demographics: ethnicity/race, gender, free and/or reduced lunch, and disabilities (4.4.o). Providing experiences for candidates to work with racially and ethnically diverse students is a challenge. The majority of field and clinical placements are local to the university. The student population Montgomery Public Schools (MPS) is 80% African-American. The unit uses its Diversity Rating System to identify other facets of diversity (gender, socio-economic status, races and disabilities) in a good faith effort to assign candidates to diverse settings.

Sustaining Target

4a. The College of Education's commitment to inclusion is historic, embedded in its mission, and is aligned with the unit's conceptual framework. The unit has a systematic plan in preparing

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educators as decision makers. The unit's plan to sustain diversity opportunities through the curriculum is the following:

1. Require one diversity activity/assignment (with scoring rubric) for each professional studies core course;

2. Employ course mapping by department to:

a. identify diversity assignments (by matrix) in the teaching field courses;

b. use matrix data to make adjustments for balance and sequencing for programs;

c. ensure the assignments are infused throughout a candidates matriculation;

3. A holistic rubric to evaluate the impact of content knowledge, empathy, and the influence on decision making as a P-12 educator.

4. Incorporate technology to afford diversity and inclusion experiences virtually.

• Planned - Summer 2014

• Pilot - Spring 2015

• Implementing - Fall 2015

4b. Diversity of unit faculty, as well as the university, is comprehensive when measured by any standard – age, race/ethnicity, gender, religion, disability, and socioeconomic status. The unit (through the university's human resources office) follows federal guidelines in hiring practices and makes good faith efforts to maintain and recruit qualified faculty who are diverse.

4c.The unit values diversity among candidates and encourages experiences and activities for candidates that promote ethnic, gender, sexual orientation, age, and socioeconomic status diversity. The unit's diversity plan is systematic yet fluid and includes planned activities for interaction among diverse peers and faculty. To sustain the candidates' experiences and appreciation for diversity, the unit will continue its collaborative activities, once a semester, with other colleges and departments at the university and local colleges/universities (e.g., American Education Week; Praxis PLT workshops; Chinese Culture Celebration). To increase opportunities for candidate-to-candidate interaction and reflection on diversity, the dialogue series, "Courageous Conversations," is scheduled three times each semester. Candidates' diversity experiences in field and clinical practice will be maintained through on-going good faith efforts.

• "Courageous Conversations" Planned Spring 2014

• "Courageous Conversations" Implemented Fall 2014

• "Courageous Conversations" Three Times Each Semester Ongoing

4d. The Office of Field and Clinical Experiences uses the Diversity Rating System (DRS) to assist with the placement of candidates in P-12 settings. Due to the nature of diversity in P-12

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schools, the diversity rating system ensures P-12 settings are diverse based on gender, socio-economic status, and disabilities. The unit will continue its outreach to local P-12 schools to increase racial diversity opportunities for candidates and seek one new placement in public and/or private schools (including MPS magnet schools).

• Planned outreach Ongoing

4.3 Areas for Improvement Cited in the Action Report from the Previous Accreditation Review Summarize activities, processes, and outcomes in addressing each of the AFIs cited for the initial and/or advanced program levels under this standard.

Alabama State University's (ASU) College of Education (COE) has made significant strides in ensuring that candidates have opportunities to interact, learn, and share various views of peers with diverse racial, cultural, gender, socio-economic, and religious experiences. The unit recognizes that preparing educators for success in P-12 schools requires teacher candidates to have a multitude of diverse experiences. The unit has implemented initiatives to address the crucial need to increase candidates' interactions with diverse peers. The initiatives are (a) collaboration between the COE and other colleges at the university, (b) collaboration between the COE and three external local universities with a traditionally white population, and (c) encouraging teacher candidates' participation in multicultural unit-wide, campus-wide, and community events.

COLLABORATION BETWEEN THE COE AND OTHER COLLEGES AT THE UNIVERSITY

These partnerships incorporated intergroup dialogues and interactions that focus on helping candidates understand and experience diversity from multiple perspectives.

• The unit collaborated with the College of Science, Mathematics, and Technology (CSMT) to improve the COE's candidates' scores on Praxis II examinations. The CSMT has been recognized for successfully recruiting and retaining diverse candidates and faculty at ASU (4.4.q.1).

• The unit collaborated with the College of Liberal Arts and Social Sciences to improve examination scores.

COLLABORATION BETWEEN THE COE AND UNIVERSITIES WITH A TRADITIONAL WHITE POPULATION

The COE collaborates with Auburn University Montgomery, Huntingdon College, and Faulkner University to provide opportunities to interact and share ideas with a more diverse group of peers. These institutions are traditionally white with a larger ethnic/minority population. These partnerships foster meaningful dialogue and interaction among each institution's candidates that discerns differences and commonalities in perspectives both inside and outside the classroom.

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• Alabama Reading Initiative (ARI) – workshop – (4.4.i.9)

• Alabama Math, Science, and Technology Initiative (AMSTI) – workshop - (4.4.i.8)

• Praxis II Preparation – workshop – collaboration with Auburn University Montgomery, Huntingdon College, and Faulkner University in efforts to improve the COE's candidates' Praxis II scores and provide the candidates with the opportunities to interact and share dialogue and ideas with a more diverse group of peers (4.4.r.1, 4.4.r.2, 4.4.r.3)

• American Education Week – event – annual candidate opportunities to celebrate public education with peers and faculty from ASU, Huntingdon College, Faulkner University, and Auburn University Montgomery – sponsor: College of Education (4.4.i.15 – 4.4.i.16)

• Learning Styles Workshop – workshop -- focus on learning styles of individuals and provided candidate opportunities to learn and exchange ideas with peers and faculty from the university– sponsor: CIEP and COE Counselor Education Program (4.4.i.10 and 4.4.i.11)

• American Psychological Association (APA) Formatting Workshop – workshop – candidate opportunities to interact alongside peers and faculty from the university as they learned correct usage of APA formatting – sponsor: CIEP and COE Counselor Education Program (4.4.i.10 and 4.4.i.11)

• Cinema-therapy Workshop – workshop – focuses on appropriate intervention therapies and provided candidate opportunities to learn and exchange ideas with peers – sponsor: COE Counselor Education Program (4.4.i.11)

• God Loves Uganda Movie – collaboration – candidate opportunities to dialog and exchange ideas and dialogue pertaining to diversity issues with peers and faculty from ASU and Auburn University Montgomery – sponsor: COE Counselor Education Program (4.4.i.6)

TEACHER CANDIDATES PARTICIPATE IN MULTICULTURAL UNIT, CAMPUS, AND COMMUNITY EVENTS

To encourage peer interaction and participation in diverse experience opportunities, the COE, along with the university and the community, developed, sponsored, and/or was the site for events, activities, workshops, seminars, trainings, and/or collaborations with diverse emphases related to ethnicity/race, disability, culture, and gender. These events, activities, workshops, seminars, trainings, and/or collaborations include the following:

• Brown Bag Lunch Series – seminar -- opportunities for faculty, candidates, and other ASU candidates to collaborate and discuss writing, researching, and publishing – sponsor: COE's educational leadership, policy and law program (4.4.i.12)

• Chinese Celebration – cultural event -- candidate opportunities to participate in activities focused on the Chinese culture and traditions – sponsor: ASU Office of Student Affairs (4.4.i.13)

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• American Education Week – event – annual candidate opportunities to celebrate public education with peers and faculty from ASU, Huntingdon College, Faulkner University, and Auburn University Montgomery – sponsor: College of Education (4.4.i.15 and 4.4.i.16)

• National Walking Day/Making Healthy Choices – workshop -- opportunities to participate in health-related issues involving foods from a variety of cultures – sponsor: COE Department of Health, Physical Education, and Recreation (4.4.i.25)

• Diversity Forum – collaboration – discussion of diversity-related topics as an extension of a counselor education course addressing needs, interests, and challenges of the international, lesbian, gay, bisexual, and transgender (LGBT), and disabled populations – sponsor: COE counselor education program (4.4.i.22)

• Addressing The Needs of LGBT Students: Increased Cultural Competency Training – training -- equipping candidates, faculty and staff, and university administrators with culturally sensitive knowledge and skills to promote the health and well-being of the LGBT population on campus – sponsors: COE counselor education program, ASU Student Health Services, ASU Counseling Services, Alabama State Department of Social Work, the Minority AIDS Initiative of the Southeast AIDS Training and Education Center of Emory University, and the Human Rights Campaign (4.4.i.7)

• National Minority Mental Health Awareness Documentary – collaboration -- documentary screening/panel discussion on global mental health – sponsors: COE counselor education program and the National Alliance on Mental Illness (NAMI) of Alabama (4.4.i.19)

• Diabetes Association Walk – educational event -- promoting healthy living, school spirit, community involvement, and advocacy among ASU's faculty, staff, and student populations in support of the mission of the American Diabetes Association – sponsor: COE counselor education program (4.4.i.20)

• Autism Spectrum Disorder: Building On Strength – workshop -- focused on autism awareness designed for pre-service candidates in school counseling, in-service candidates in clinical and mental health, and aspiring psychologists and social workers – sponsors: College of Education, Auburn University Montgomery, and the Alabama Association of Multicultural Diversity (Division of Alabama Counseling Association), the Alabama Interagency Autism Coordinating Council (AIACC), and the Alabama Department of Mental Health (4.4.i.2)

• Peer LITE Project – collaboration -- focus on behavior health through leadership, information, testing, and empowerment designed for ASU's student and faculty populations – sponsors: ASU Counseling Center, ASU Office of Disability Services, College of Education, and Department of Rehabilitation Services. The external agencies were Montgomery AIDS Outreach, the Council on Substance Abuse, and NAMI (4.4.i.4)

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• Learning Styles Workshop – workshop -- focus on learning styles of individuals and provided candidate opportunities to learn and exchange ideas with peers and faculty from the university, Huntingdon College, Faulkner University, and Auburn University Montgomery – sponsor: COE counselor education program (4.4.i.10 -4.4.i.11)

• American Psychological Association (APA) Formatting Workshop – workshop – candidate opportunities to interact alongside peers and faculty from ASU, Huntingdon College, Faulkner University, and Auburn University Montgomery as they learned correct usage of APA formatting – sponsor: COE counselor education program (4.4.i.10 -4.4.i.11)

• Cinema-therapy Workshop – workshop – focuses on appropriate intervention therapies and provided candidate opportunities to learn and exchange ideas with peers and faculty from ASU, Huntingdon College, Faulkner University, and Auburn University Montgomery – sponsor: COE counselor education program (4.4.i.11)

• God Loves Uganda Movie – collaboration – candidate opportunities to dialog and exchange ideas and dialogue pertaining to diversity issues with peers and faculty from ASU, Huntingdon College, Faulkner University, and Auburn University Montgomery – sponsor: COE counselor education program (4.4.i.6)

• Student Organization Fair – event – candidate opportunities to interact with peers and faculty and staff regarding student organizations (Greek and non-Greek) that exist at the university – sponsors: ASU Office of Student Affairs and the College of Education (4.4.i.23)

• Alabama Counseling Association (ALCA) Annual Conference – training/workshops – seventeen counseling candidates participated in the student poster session during the 2012 annual conference (4.4.i.17)

• Center for Innovative Educational Practices and Services (CIEPS) –trainings/workshops for and by faculty, staff, and candidates. These trainings/workshops are generally related to accreditation, advisement, dormitory life, study skills/habits, retention, recruitment, campus safety, diversity, writing skills, and technology usage (4.4.i.10)

• Business Table Etiquette Workshop – training/workshops – for faculty, staff, candidates, and students. Demonstration of food ways and best practices for meals/dining in corporate-culture environments – sponsors: ASU Office of Career Planning and Placement - HPER Faculty Consultant (4.4.i.26 – 4.4.i.27)

By attending the aforementioned events and workshops, our candidates had the opportunity to interact with and learn from a variety of presenters and facilitators, as well as peers, in areas relating to diversity. Plans are underway to continue these initiatives in order to assist candidates in making explicit connections between their learning and the awareness and understanding of diversity issues in life's experiences and education. The goal is to continue providing a place for all to learn and grow while respecting the thoughts, opinions, and behaviors of all. To achieve this goal, we plan to offer "Courageous Conversations" each month (4.4.i.21). Courageous

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Conversations, presented by the College of Education, is our diversity dialogue series that's designed to foster an environment to engage students, faculty, staff and the community in a healthy conversation.

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STANDARD 5

5.1 Faculty Qualifications, Performance, and Development

How does the unit ensure that its professional education faculty contributes to the preparation of effective educators through scholarship, service, teaching, collaboration and assessment of their performance?

The College of Education (COE) is comprised of 52 full-time faculty members in four departments. Most professional education faculty at the institution have earned doctorates or exceptional expertise, contemporary professional experiences in school settings at the levels that they supervise, and are meaningfully engaged in related scholarship. Fifty-five percent of full-time professional education faculty have earned doctorates and the other 11% have earned Master's degrees (5.4.a). Ninety percent of clinical faculty (higher education and P-12 school faculty) members have a M. Ed. The other five percent that have B.S. degrees supervise in high need areas and have contemporary experiences in the level they teach and supervise (5.4.b). One hundred percent of clinical faculty (higher education and P-12 school faculty) are certified in the fields they teach and/or supervise.

MODELING PROFESSIONAL PRACTICES IN TEACHING

The professional education faculty have an in-depth understanding of their fields and are teacher scholars who integrate content, teaching, and learning in their own instructional practice. They exhibit intellectual vitality in their sensitivity to critical issues. The professional education faculty teach in their specialty areas and keep abreast of current issues and trends by holding memberships in 110 professional associations and organizations in their specialty areas, reading current literature in printed and electronic journals and manuscripts, attending conferences and meetings at local/regional/national/international levels, and communicating and collaborating with educational specialists and colleagues at the state and federal levels.

Instruction by the professional education faculty reflects diversity and technology (LiveText and Blackboard) throughout coursework and field experiences. The faculty's instruction and course syllabi reflect the conceptual framework standards and integrate diversity awareness, technological advances, research, theories, and current developments (I.5.b).

Faculty work with colleagues in P-12 settings, faculty in other ASU colleges, and members of the professional community to improve teaching and candidate learning. Faculty encourage critical thinking and problem solving via modeling a variety of teaching strategies and demonstrating best practices for addressing various learning styles. Instructional strategies include authentic learning, differentiated instruction, flexible grouping, lecturing, coaching simulations, role-playing, individual/group projects, and Internet-based/web-based assignments/exams.

The COE conducts systematic and comprehensive evaluations of faculty teaching performance to enhance the competence and intellectual vitality of the professional education faculty (5.4.f.2,

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pp.15). Faculty teaching effectiveness is evaluated each semester by course evaluations completed by candidates (5.4.f.4). Faculty teaching effectiveness, scholarship, and service are evaluated by peer faculty and departmental chairs annually. Faculty teaching effectiveness is also based on candidate learning and performance on standardized tests, classroom assessments, portfolio evaluations, comprehensive examinations, site supervisor/collaborating teacher evaluations, mentor evaluations, program evaluations, and Alabama State Department of Education (ALSDE) reports. Faculty use results to improve practice. The unit faculty's teaching effectiveness is evident through course evaluations, promotion and tenure evaluations, and annual performance reviews.

MODELING BEST PRACTICES IN SCHOLARSHIP

The professional education faculty are actively involved in scholarly work related to teaching and learning, in their fields of specialization. Scholarly work is driven by the missions of the unit and the institution. Over the last three years, the COE faculty have published three books, 12 book chapters, 38 articles in refereed journals, and 89 presentations at professional conferences and workshops at international/national/regional/local/state levels (5.4.d.2).

MODELING BEST PRACTICES IN SERVICE

All professional education faculty are actively engaged in dialogues about design and delivery of instructional programs in the unit and P-12 schools. Faculty serve on committees within their respective departments and on the collegiate level (6.4.b.3). They collaborate regularly with faculty in other college or university units. The COE and College of Liberal Arts and Social Sciences (CLASS) faculty members attend and participate in monthly faculty meetings and workshops where they confer on concerns such as writing syllabi to meet university, ALSDE, CACREP, NCATE, and INTASC standards. Qualified CLASS faculty teach content area courses in the COE, and their syllabi objectives address institutional/state/national standards used to develop the unit's programs. At the university level, COE faculty serve on the Faculty Senate, Institutional Review Board, Scholarship Committees, Graduate Council, SACSCOC, and other university committees.

COE faculty are appointed or selected to serve on local, state, and national committees and task forces. Examples include National Board Certification, Alabama Comprehensive Guidance and Counseling Model Task Force, Alabama Department of Education Professional Evaluation Design Committee, and textbook selection and content area committees. Others serve on committees in their professional organizations and as officers/leaders in these associations at the local, state, and national levels. This includes serving on the Board of Directors of the American School Counselor Association and serving as the president of state professional organizations in the fields of instructional leadership, counseling, and teaching fields. Faculty are involved in local schools and community planning for the future of education in Alabama.

Proactive involvement of faculty includes collaboration with professional laboratory experiences personnel who make provisions for observations, tutoring/pre-teaching, and internship/student teaching for pre-service candidates. College of Education faculty supervising interns have direct contact with cooperating teachers and school administrators through progress conferences. Other

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COE faculty are involved in P-12 school settings by tutoring or working with students individually and in small groups.

Faculty members are required to complete recency hours at local schools to stay current with evidence-based and culturally appropriate teaching and counseling strategies and techniques. The faculty's commitment is evident by the completion of 1352 hours of recency during the 2013-2014 academic year (5.4.e).

UNIT EVALUATION OF PROFESSIONAL EDUCATION FACULTY PERFORMANCE

The unit's comprehensive evaluation system includes regular reviews of the professional education faculty's teaching, scholarship, service, collaboration, and leadership by the professional community and leadership in the institution and profession. The unit uses the university's system of faculty evaluation that focuses on teaching effectiveness, research and creative activity, academic citizenship, and community service.

Faculty performance in these areas is assessed by department chair observations, peer evaluations, candidate evaluations, and documentation of activities of each faculty member. Teaching effectiveness is evaluated using the System of Faculty Evaluation for the Improvement of Faculty Performance (5.4.f.2). The plan evaluates teaching effectiveness of individual faculty through an annual performance review. At the end of the academic year, the department chair conducts the annual review and presents an appraisal of actual performance. The annual performance review is central to the tenure and promotion process, which involves evaluation and recommendations by departmental faculty committees. The evaluation and recommendations follow the guidelines established for faculty performance relative to teaching, research and creative activity, academic citizenship, and community service (5.4.f.1 and 5.4.f.2). Faculty performance is also evaluated by candidates through the use of electronic Student Course Evaluation surveys each semester. The policies and procedures to assure clinical faculty meet unit expectations are outlined in the Field and Clinical Experiences Handbook (5.4.c.1, pp.68-76; 5.4.c.2).

UNIT FACILITATION OF PROFESSIONAL DEVELOPMENT

The professional growth of the faculty revolves around the major components of the unit's conceptual framework – being a reflective practitioner, change agent, and lifelong learner. Diversity awareness, technological advances, and current developments of the education profession are demonstrated in the goals and purposes of COE professional development activities.

Professional development in the COE is accomplished through support from the provost and vice president for academic affairs for faculty members that present at national conventions/conferences, grant activities, and/or faculty's personal funding. Annually, the university sponsors up to three university-wide workshops for faculty members on issues such as accreditation, advisement, retention, campus safety, diversity training, and grant writing support. The COE also sponsors up to five in-service workshops for the COE and CLASS faculty that relate to advising COE candidates, assessment and evaluation, NCATE standards, CACREP,

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INTASC, National Board Certification, LiveText, Blackboard, and other teacher education issues (5.4.g.1, pp. 41 – 5.4.g.11).

Experienced unit faculty mentor new faculty by providing trainings, encouragement, and support for developing scholarly work relevant to teaching, inquiry, and service. Experienced and tenured faculty provide annual workshops that include Brown Bag Series relating to producing scholarly work, tenure and promotion policies and procedures, and LiveText and Blackboard usage (5.4.g.3 – 5.4.g.11).



The College of Education's primary role is to serve as a center for advanced graduate and professional studies while emphasizing research and providing excellence in undergraduate programs. In accordance with the university's mission, faculty members have been selected for their commitment to excellence in teaching, their ability in research and creative activity, and their interest in public service. The COE plans to continue striving toward the following:• Maintaining and improving effective teaching practices – The professional education faculty currently have an in-depth understanding of their fields and are teacher scholars who integrate content knowledge into their instructional practice. Faculty will become more involved in the development of new courses, syllabi, programs, and/or other curricular materials that are in alignment with the changing trends of education to continuously improve professional practices in teaching. The completion of recency hours will aid in this process (5.4.e). Staying abreast of current ideas in the field as it relates to fostering critical/higher order thinking skills and technological advances serve as continuous improvement efforts.

• Maintaining and improving an on-going, fair, and developmental faculty assessment system – The professional educational faculty assessment system is an on-going mechanism to measure faculty improvement. Goals are set, assessed, and suggestions for improvement are determined as a result of the process. To further enhance improvement efforts, a more detailed accountability system will be implemented by the COE's administration. This accountability system will ensure faculty are fairly and regularly evaluated by department chairs, peers/colleagues, and candidates. Also, self-evaluations will be conducted to aid in the fairness of faculty performance. This initiative will start Spring 2015.

• Maintaining and improving an on-going program of faculty development – Data obtained from the COE's 2013-2014 tenure and promotion summary reflects faculty scoring an average of 2.83 (based on a 4.00 Likert scale) in the area of research (5.4.f.3). To address this challenge, the unit encourages professional education faculty to be

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continuous learners. Professional development practices align with those of the university (5.4.g.1, p.41). Professional development activities in the COE currently include university-wide and unit-wide trainings/workshops for and by faculty, staff, and students. These trainings/workshops are generally related to accreditation, advisement, dormitory life, study skills/habits, retention, recruitment, campus safety, diversity, tenure and promotion, grant writing, and technology usage. The university's Center for Innovative Educational Practices and Services (CIEPS) has been successful in securing these and other trainings/workshops to avail all stakeholders (5.4.g.8). To further enhance professional development efforts, the COE plans to incorporate book groups/studies, mentoring, and research seminars for all stakeholders beginning Fall 2015. Also, on-going external professional development collaborations with learning communities at partnering universities/colleges will be implemented.

• Improving research and scholarly activities – The professional educational faculty are involved in scholarly activities, demonstrated by publications and presentations. In keeping with the university's designation as a "Level VI" research institution, the university must provide more support for research and scholarly activities by unit faculty. Data obtained from the COE's 2013-2014 tenure and promotion summary reflects faculty scoring an average of 2.83 (based on a 4.00 Likert scale) in the area of research (5.4.f.3). To support and improve scholarly creativity and grant writing, the COE plans to allocate additional faculty release time. Through research grants, funding can be earmarked for travel and study to explore new ideas and enhance the teaching/ learning experience. Research and scholarly activities are priorities of the COE.


Summarize activities, processes, and outcomes in addressing each of the AFIs cited for the initial and/or advanced program levels under this standard.The unit did not have any areas for improvement cited for Standard 5.

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STANDARD 6

6.1 Unit Governance and Resources

How do the unit's governance system and resources contribute to adequately preparing candidates to meet professional, state, and institutional standards?

UNIT ORGANIZATION

To effectively fulfill its purpose, the College of Education's (COE) organization reflects policies, procedures, and practices that align with the university's Vision 20/20: The Alabama State Transformation Plan, which guided the development of the COE Policies and Procedures Manual (6.4.a). The COE manual provides faculty, staff, and candidates information about the unit's professional education programs. Management and coordination of the COE are centralized in the dean's office. The dean (the unit's chief administrative academic officer) reports to the provost/vice president for academic affairs who reports to the university president (6.4.b.2; 6.4.b.1).

Unit personnel includes: associate dean, assessment office director, director of field and clinical experiences, director of certification, assistant certification officer, academic advisors, program assistant, and three administrative assistants. An external advisory board (members of the community, superintendents, principals, and educators) makes recommendations to the related to unit operations (6.4.b.2).

The unit's academic organization includes departments with chairpersons and coordinators – Curriculum and Instruction; Health, Physical Education, and Recreation; and Instructional Support Programs – and the division of Foundations of Education (6.4.b.2). Spring 2015, the Department of Psychology was moved to the College of Liberal Arts and Social Science.

The ancillary units are the Teacher Education Center (advise and counsel for program admission, academic support, assistance for candidates); the Zelia Stephens Early Childhood Center (laboratory school for COE early childhood education program); and the Central Alabama Regional Education In-service Center – one of eleven in the state, working in partnership with the ALSDE (professional development for teachers and administrators in seven school districts in the ASU region). Presently, off-campus sites are not in operation.

ADMISSIONS, PUBLICATIONS, AND STUDENT SERVICES

Policies and guidelines for admissions, advisement and counseling, grading, fees, financial aid and other student services are published in the Undergraduate Catalog (6.4.e.2), Graduate Bulletin (6.4.e.3), ASU website (www.alasu.edu), Pilot (6.4.e.5), COE Policies and Procedures Manual (6.4.a), and ASU Advisement Guide (6.4.c), and/or Policies and Procedures for Admission (6.4.d.1). Unit publications and advertisements are used to retain candidates and for recruiting (6.4.e.6, 6.4.e.7, 6.4.e.8, 6.4.e.9).

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PROGRAM DESIGN, IMPLEMENTATION, AND EVALUATION

Program coordinators and faculty are responsible for developing, implementing, and evaluating professional education programs. Ongoing program review and development are driven by revisions in state and professional standards, feedback from candidate and program performance data analyses, current trends and research, satisfaction surveys, and collaboration with P-12 partners and advisory groups.

RECOGNIZED LEADERSHIP AND PROFESSIONAL DEVELOPMENT

The COE offers professional development for unit faculty and faculty in other units of the institution. Unit faculty have facilitated presentations for the Center for Innovative Educational Practices and Services and the College of Math, Science, and Technology --"Science, Mathematics, Technology, and Engineering Research and Activity Symposium" (5.4.g.1 – 5.4.g.11).

UNIT BUDGETARY ALLOCATIONS

The 2013-2014 budget for instructional operations was $5.8 million (6.4.f) to support on campus and clinical work essential for preparation of education professionals. Due to proration, the budget decreased by $480,000 for academic years 2011-2013. In comparison, the College of Business Administration was $ 3.8 million -- $2 million less than the COE's (6.4.g). The unit's funding for faculty and non-instructional staff was $4.3 million for the 2013-2014 academic year. Budget allocations for the following unit services are not appropriated through the COE: off campus and distance learning – Office of Extended and Online Programs; assessment and technology – Office of the Provost/Vice President for Academic Affairs.

WORKLOAD POLICY IN SUPPORT OF SCHOLARSHIP

Scholarship is encouraged in teaching, research, and service. Annual evaluation of faculty includes these components, as do university policies for promotion and tenure (5.4.d.1, pp. 3-10 – 3.13). Service to the university and educational community is expected. Since 2011 faculty have averaged 2.8 publications, 7.25 professional presentations, 30.8 service hours, and participated in 2.5 professional organizations per year (5.4.d.2; 5.4.e).

Faculty teaching loads are guided by NCATE and institutional workload policies (6.4.h.1 and 6.4.h) by semester, the average teaching load for undergraduate courses or a mixture of graduate and undergraduate courses is 12 credit. The average for graduate courses is nine credit hours. Supervision of clinical practice generally shall not exceed 18 candidates for full-time equivalent faculty member and no more than 12 candidates for full-time equivalent school counseling faculty member.

ON-LINE WORKLOAD POLICY

Instruction using electronic media/distance education as a primary method of delivery is considered a regular didactic course in faculty workload. Faculty using electronic media/distance

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education for the first time as a primary method for content delivery are provided a one-course release for skill and content development.

USE OF PART-TIME FACULTY

The use of adjunct faculty is crucial to the mission of the unit. Adjunct instructors provide an important link with the practicing P-12 profession; their service is vital to unit programs. Fall semester of 2013, adjunct faculty taught 44% of unit courses; 56% of the unit's courses were taught by full-time faculty.

CLINICAL FACULTY

Selected P-12 teachers serve as clinical faculty for candidates engaged in field experiences and professional internship assignments. Full-time faculty and adjuncts serve as university supervisors during clinical experiences.

SUPPORT FOR PROFESSIONAL DEVELOPMENT

The unit budgeted $41,698 for travel during the 2013-14 academic year (student teaching supervision and professional travel). Workshops have provided faculty opportunities for professional growth. Over the past three years the budget has supported faculty in producing 125 refereed publications, 319 presentations, and 1356 service hours.

External funding has allowed the extension of teaching, scholarship, and service to the P-12 sector. Faculty consult with the Central Alabama Regional In-Service Center to provide professional development on-site when requested (5.4.g.4; 5.4.g.5).

COLLEGE FACILITIES

The unit's programs are housed in six facilities: Ralph D. Abernathy Hall and Annex; E. G. McGehee Hall; Dunn Oliver Acadome; Zelia Stephens Early Childhood Center; and the Levi Watkins Learning Center/LWLC (university library). These facilities, other campus sites campus, and selected locations outside Montgomery, are scheduled by the university.

FACILITIES FOR TECHNOLOGY

Technology for distance education is available in the LWLC. The unit manages seven fixed- location technology laboratories and one portable wireless laboratory. The unit has access to 26 campus technology laboratories that function as a reading lab, math/science tutorial lab, fine arts lab, and portfolio lab (6.4.i). These allows faculty to model technology use across different instructional modes.

SECURING RESOURCES

Ralph D. Abernathy Hall supports faculty and candidate use of technology. The facility and other campus sites have wireless Internet access. The university maintains partnerships with educational institutions (sharing facilities and technology). Candidates at off-campus sites have access to technology-equipped classrooms and computer laboratories. The university offers

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support services and resources (6.4.i.1; 6.4.i.3) that assist distance education faculty (6.4.j and 6.4.j.1) and candidates.

SUPPORT FOR ASSESSMENT

The unit assessment system is funded through the office of the provost/vice president for academic affairs. The unit's assessments of candidates include: grading, program evaluations, and comprehensive examinations. The institution's Office of Academic Planning and Evaluation assesses instruction (5.4.f.4). The COE has maintained and upgraded its assessment system's databases. Data extracted from the university mainframe (PeopleSoft System) provide advisors, clinical faculty, and administrator's information electronically.

TECHNOLOGY SERVICES

The main campus offers wireless Internet connectivity for classrooms, dormitories, and recreational areas. Technical support is available through ASU's Office of Technology Services/OTS (6.4.i.1). These services include the planning, acquisition, and operation of networking and telecommunications services, information systems, and data administration. The OTS coordinates workshops for full-time and part-time faculty. Workshops update faculty and community on instructional technology (podcasting, Camtasia, SPSS, N6, Eluminate, VoxProxy, Audacity, SmartBoard). Unit faculty conduct technology and mathematics workshops in cooperation with the arts and sciences faculty for university faculty and high school teachers. The unit's Central Alabama Regional Education In-service Center provides faculty development to local schools across seven counties (5.4.g.4; 5.4.g.5).

LIBRARY SERVICES

The Levi Watkins Learning Center (www.lib.alasu.edu/) supports the COE's mission with a variety of resources. Descriptions and actual services, including the library catalog, can be found on the Internet (www.lib.alasu.edu/) (6.4.i.2).



The College of Education (COE) fulfills its mission through its quality initial and advanced programs which prepare prospective teachers, counselors, and administrators for all levels of education--prekindergarten through grade 12. Focusing on the educator as a decision maker, the conceptual framework undergirds the unit's programs. The unit recognizes and accepts responsibility for identifying, recruiting, and preparing candidates who will be capable of applying knowledge, reasoning analytically, and solving problems in an increasingly diverse, dynamic, and complex technological society. Unit courses and other curriculum experiences and

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activities are designed to ensure that candidates acquire the necessary content, pedagogical, and professional knowledge. Candidates are prepared to develop the requisite skills, abilities, and dispositions to be highly qualified educators.

The College of Education prepares teachers, instructional support personnel, and otherprofessionals to become decision makers who have knowledge, skills, and dispositions necessary to ethically and effectively integrate theory and practice in their professions. These educators possess the knowledge of diverse cultures and technology. They have the intellectual rigor, critical thinking and problem solving skills required to make informed decisions, engage in reflective assessment, implement positive change, and pursue learning as a lifetime endeavor. As an integral part of the university, the COE is committed to serving the communities in Alabama through assistance to their educational programs and related activities. In carrying out its mission, the COE is committed to ensuring that initial and advanced programs for the preparation of teachers and other professional educators are aligned with the expectations of state, national, professional, and institutional standards.

LEADERSHIP CONTINUUM

The continuity of leadership in the COE was identified as a continual Area for Improvement (AFI). The lack of continuous leadership and a system of succession planning challenged the unit's ability to advance its vision and mission and limited the unit's proactive initiatives. A chief executive officer, unit dean, was hired in 2013. In order to advance unit governance, permanent leadership personnel are needed.

The following are recommendations for continuous improvement of unit operations: (6.4.l.2)

Hire two associate deans (presently one is interim) [Written memorandum to the Alabama State Department of Education -- unit is required to employ two associate deans]

Hire chairperson for Curriculum and Instruction (presently interim) Hire chairperson for Health, Physical Education and Recreation (presently vacant) Hire director of certification (presently interim) Hire director of Zelia Stephens Early Childhood Center (presently interim)

The College of Education (COE) has worked diligently to ensure consistent leadership. Succession planning provides a vehicle for maintaining unit consistency to plan, deliver, and operate COE programs. Components of succession planning included updating the COE Policies and Procedures Manual and the operating document, The Plan (to ensure compliance with certification guidelines) and hiring permanent administrators by August 2015.

FISCAL INFRASTRUCTURE

The unit's 2013-2014 budget for instructional operations was $5.8 million (6.4.f) to support on campus and field and clinical activities essential for preparation of educators. Lean state funding resulted in a budget decrease of $480,000 for the academic years 2011-2013. Budget allocations

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for off campus and distance learning, assessment, and technology are funded through the office of the provost/vice president for academic affairs.

The following are recommendations for continuous improvement of unit operations:

Unit line item for instructional technology and support Unit line item for assessment Unit line item for professional development Unit line item for travel

For the unit to operate efficiently, the funds for these services should be under the control of the COE. The College of Education has encouraged the program units to seek sources of external funding.

FACULTY RECRUITMENT

It is essential that the College of Education maintain a teaching faculty that is vested in clinical experiences. The recent Blue Ribbon Panel document purported clinical experiences "were the difference makers in quality for teacher education candidates." To meet the new requirements for courses, field and clinical experiences, teacher certification, and state and national standards, more full time faculty and support staff are needed. Additionally, candidates are required to pass state required Praxis series examinations for admission to the teacher education program, professional internship, and for licensure. The conceptual framework undergirds the unit's mission of preparing candidates as decision makers. Competent faculty are necessary for this endeavor.

The following are recommendations for continuous improvement of unit operations: (6.4.l.1)

Hire Program Faculty:o Curriculum and Instructiono Health, Physical Education, and Recreationo Instructional Support Programs o Foundations of Education



Changes in the unit’s leadership since the last NCATE visit have presented challenges. However, the unit’s ability to plan, create new programs, and operate within the university, state, and accrediting guidelines is evidenced by continued certification at initial and advanced program levels and specialty area accreditations. One of the overarching goals of the unit is to maintain excellence in teaching, research, and public service.

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In 2013, a permanent dean was selected for the unit. The current dean has been a part of the unit’s Leadership Team for the past eight years. Past governance includes a permanent dean – 2009-2012, permanent associate deans, 2010 -2014, and permanent department chairs – 2011-2014. The current dean’s mission is to make the College of Education at Alabama State University one of the premiere comprehensive and diverse colleges of education in the state of Alabama that prepares candidates to meet professional, state, and institutional standards.

Through the dean’s collaborations with all stakeholders and alignment with the College of Education’s Conceptual Framework and ASU’s Vision 20/20, the goals for the unit are:

to ensure the academic integrity of the COE. to ensure the fiscal integrity of the COE. to ensure the COE responds to all of its constituents. to foster continuous improvement of daily operations to become a world class COE.

To achieve these goals, the dean:

Restructured Leadership Team Reorganized COE’s organizational structure Ensured adherence to current unit policies and procedures Organized the compilation and submission of state curricula standards Revised unit’s operating manuals Increased internal professional development opportunities for faculty and staff Reorganized the Zelia Stephens Early Childhood Center and secured external funding

The College of Education (COE) has worked diligently to ensure consistent leadership. Succession planning provides a vehicle for maintaining unit consistency to plan, deliver, and operate COE programs. Components of succession planning include updating the COE Policies and Procedures Manual, creating the operating document, The Plan, to ensure compliance with certification guidelines, and establishing guidelines for the unit’s leadership team to amend and enforce policies and procedures in a consistent and impartial manner.

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