Sheridan, WY - July 24, 2015

THE COLLEGE OF EDUCATION AT THE

UNIVERSITY OF WYOMING: A STATUS

REPORT

College of EducationNew & Noteworthy

Where We Stand Today• Total enrollment in the College is 1,509. The College

was home to 375 graduates this past year.

• The College has 50 faculty members who presented, published, or won awards within the last year.

• In 2014, the College opened the state-of-the-art Literacy Research Center and Clinic, which serves as a hub of Literacy outreach for the State.

• The College of Education celebrated its 100th anniversary last year. The celebration has been marked by many campus events and events in each of the 23 Wyoming counties.

• The Wyoming School-University partnership currently serves 19 Wyoming counties with the goal of serving all 23 counties in the next year.

College of EducationNew & Noteworthy

Where We Stand Today• Adult Education Ph.D. Online Program Ranked #1 in

the nation by Go Grad rankings.

• Counselor Education M.S. Online Program Ranked #5 in the nation by Go Grad rankings.

• Received1.8 million dollars from Ray Kennedy Estate for Student Scholarships in June 2015.

• Receive .5 million dollar planning grant from Daniels Fund in Denver, CO. for College of Education Trustees Initiative.

• WYCEL Echo Program serving the Wyoming Principals’ Academy statewide.

• More than 5 million dollars in external research and service funding.

Goals and Challenges

What We Face Tomorrow

• Reaching out to the State of Wyoming, its communities, and its schools remains the paramount focus of the College of Education.

• Professional development for in-service teachers is a major need for the State of Wyoming. The College of Education plays a pivotal role in this effort.

• Enhancing and growing the Literacy Research Center and Clinic’s reach in the College and State.

• Continued financial support for our students and faculty on campus; further enhancing the quality of education available at UW.

• Preparing the best professional teachers, leaders, and counselors in the nation.

Opportunities

The Dean’s Priorities• Literacy – Including the Literacy Research Center &

Clinic, Statewide engagement, and additional programming and development.

• Educational Leadership – Continued development of the WyCEL (Wyoming Center for Educational Leadership), serving as the hub of development and outreach to current (and aspiring) school administrators and community college leaders.

• Agricultural Education – With an upgrade in facility and with programmatic support, take this largely successful program to the next level. Additional support for state-wide Agricultural Education/FFA competition hosted at UW.

• Student Support– The College is committed to becoming nationally preeminent in the area of professional educator preparation. This cannot be accomplished without student support through scholarships. These are the lifeblood of our College.

Opportunities

The Dean’s Priorities• Trustee’s College of Education Initiative –

evaluating and elevating the quality and reach of the teacher, school leader, counselor preparation programs.

• Securing Program Enhancement Endowments

• Naming the College of Education Endowment

• Top 100 Graduate School and College U.S. News and World Report Ranking

• Re-engaging Wyoming School Districts State Wide through establishing virtual and on-site regional service centers for student teaching, student recruitment, and contributing professional development to local professional learning communities.

• Demonstrating through a variety of metrics the quality and efficacy of UW professional educator preparation programs.

THE NEW DEAN OF THE COLLEGE OF EDUCATION AT

THE UNIVERSITY OF WYOMING

University of Wyoming College of Education

UW College of Education: New Dean



Mrs. Reutzel, Kindergarten Teacher, Adams ElementarySchool, Title 1

Cheri Hoffman –

Former Principal,Lovell, WY

Susan McGuire –Title I Teacher Aide, Sheridan,

WY

Wendy Salzman –Pre-K Headstart Director/Teacher,

Worland, WY





Lovell Wyoming High School Yearbook



Was a member of the MILD HOGS requiring occasional cycle therapy.

Adopt standards (CCSS) and assessments

(PARCC, Smarter Balanced, Sage, Aspire) that prepare students to succeed in college and career and to compete in a global economy.

Integrate appropriate technology-enabled tools and teaching strategies into classroom management, assessment and instructional practice.

Use of a range of assessment strategies to evaluate student (teacher) performance (e.g., formative, curriculum-embedded, standards-based). University of Wyoming College of

Education

Some Challenges Facing Colleges of Education

Participate actively in professional learning

communities as university faculty and administration; tapping into the expertise within schools, state department of education, and school districts.

Teach a range of strategies to reach diverse students and to create environments that support differentiated teaching and learning, acquisition of intercultural competencies, high expectations for all learners and equity of access.

Continue and strengthen a long legacy of partnerships with public education throughout the state, the Wyoming State Department of Education, and the Wyoming Legislature to tackle the challenges and opportunities of schools today.



Recruit, retain, and support high-quality and

diverse college faculty and staff.

Raise the external and internal stature of the college to a level that is considered “preeminent” – surpassing all others; distinguished in professional educator preparation.

Maximize use of current college resources while seeking to expand the college’s resource base.

Successfully obtain continuous national program accreditation (NCATE/CAEP/CACREP) at the basic and advanced levels by 2016.



University of Wyoming

Nationally Preeminent in Preparing Professional

Educators: A Vision for the College of Education

University of Wyoming Trustee’s Resolution

RESOLUTION UNIVERSITY OF WYOMING TRUSTEES COLLEGE OF EDUCATION INITIATIVE

WHEREAS, as a land grant institution the University of Wyoming College of Education (“College”) is charged with preparing K-12 teachers, counselors and administrators (“Professional Educator Preparation”), and

WHEREAS, the policy of the University of Wyoming, Trustees College of Education Initiative (“Trustees Education Initiative”) is to elevate the College to the status of a preeminent College in Professional Educator Preparation, and WHEREAS, Elevation of the College will be a complex, long term undertaking involving the Governor, the Legislature,

the entire K-12 community, the current and future leadership of the College and resources of the University….

College of Education

Envisioning A Preeminent College of Education

THE PRODUCT



NATIONALPREEMINENCE

THE IMAGE



THE FOUNDATIONAL FOCUS

PROFESSIONAL EDUCATOR PREPARATION



NATIONALPREEMINENC

E

THE CAPSTONE GOAL



PROFESSIONAL EDUCATOR PREPARATIONTHE FOUNDATIONAL FOCUS

NATIONALPREEMINENCE

THE CAPSTONE GOAL

RENOWNED

Pillar 1



PILLAR ONE: RENOWNED

PROGRAMS: HIGH QUALITY GRADUATES AND ALUMNI: EFFECTIVE AND PASSIONATE

FACULTY: RESEARCH PRODUCTIVE. EFFECTIVE TEACHERS, INNOVATIVE

FACILITIES: FIRST CLASS BUILDINGS AND TECHNOLOGY

RESOURCE BASE: WELL MANAGED, PRIORITIZED AND ENRICHED

LEADERSHIP: STRONG, FOCUSED, SCHOLARLY, VISIONARY

INDICATORS/METRICS REPUTATION

RANKINGS

AWARDS

RECOGNITIONS

ENDOWMENTS

RESEARCH FUNDING




NATIONALPREEMINENCE

THE CAPSTONE GOAL

RENOWNED

CONNECTED

Pillar 2


School and University Partnerships

I’m convinced colleges and universities also must become more actively engaged with the nation’s schools. We hear a lot these days about how the schools have failed, and surely education must

improve, but the longer the debate continues, the more I become convinced that it’s not the schools that have failed, it’s the partnership that’s failed…

Our great research universities simply cannot afford to remain islands of affluence, self-

importance, and horticultural beauty in seas of squalor, violence, and despair. Here then is my

conclusion. At one level, the scholarship of engagement means connecting the rich resources of the university to our most pressing social, civic,

and ethical problems, to our children, to our schools, and to our teachers. ---Ernest L. Boyer,

1995



PILLAR TWO: CONNECTED

OUTREACH: SYMPOSIA, CENTERS, INTERNATIONALIZATION, SERVICE

PARTNERSHIPS: WORLD OF PRACTICE (K-12), WDE, IHE

MARKETING: MESSAGING, BRANDING, COMMUNICATION

WORK CLIMATE: ENERGIZED, COMMITTED, RESPECTFUL, OPTOMISTIC, FUN

RELATIONSHIPS: POLICY MAKERS, CITIZENS, DONORS, BUSINESS, ALUMNI, K-16 SYSTEM, UW INTERNALLY, U.S. DOE, IES, FUNDING AGENCIES, ETC.

INDICATORS/METRICS SURVEYS

FOCUS GROUPS

RECOGNITIONS

VISIBILITY

FUNDING

VALUED

LEADERSHIP




NATIONALPREEMINENCE

THE CAPSTONE GOAL

RENOWNED

CONNECTED

Pillar 3

IMPACTFUL



PILLAR THREE: IMPACTFUL

RIGOROUS: HIGH EXPECTATIONS, GOAL FOCUSED

RELEVANT: STABLE CONSISTENT FOCUS ON MISSION AND VISION

EFFECTIVE: EVIDENCE-BASED, DATA-DRIVEN, DEMONSTRATED OUTCOMES

INNOVATIVE: PROBLEM SOLVERS, ENTREPRENUERIAL, IMAGINATIVE, CREATIVE

VALUE ADDED : DEMONSTRATED A PERCEIVED VALUE TO STAKE HOLDER GROUPS

INDICATORS/METRICS

SELF STUDIES

STRATEGIC PLANS

ACCREDITATIONS

PUBLIC PERCEPTION

MAKING

TESTIMONIALS

SATISFACTION

STUDENT PERFORMANCE




NATIONALPREEMINENCE

Pillar 4


THE CAPSTONE GOAL

RENOWNED

CONNECTED

IMPACTFUL

DISTINCTIVE



PILLAR FOUR: DISTINCTIVE

HALLMARKS EQUITY + EXCELLENCE

POSITIONING INTERSECTION:

COMMON GROUND BALANCING: WORKING

OUT THE TENSION BETWEEN MORE THAN ONE DESIRED OUTCOME

INDICATORS/METRICS

DIVERSITY

ACCESS

SUPPORT

INTERCULTURAL COMPETENCE

GRADUATION RATES

HIGH PASS RATES (TPA)

EMANICIPATORY

TRANSFORMATIVE

ADMISSIONS STANDARDS

FACULTY AND STUDENT ACHIEVEMENTS




NATIONALPREEMINENCE


THE CAPSTONE GOAL

RENOWNED

CONNECTED

IMPACTFUL

DISTINCTIVE



THE PROCESS


A Preeminent College of Education: Envisioning the Process

S.W.O.T.ANALYSI

S

SCOPE OF CHANGE

PRIORITIZATION

ACTION PLANS

METRICS ENVISIONING THE CHANGE

PROCESS



THE LEADERSHIP COMMITMENT

• Collaborative – Work with people in respectful ways.

• Consultative – Treat faculty and staff as rich resources

to be fully used and trusted when making decisions,

plans, etc.

• Action Oriented – Git ‘er done!

• Go for the win-win!

• Listen and learn before acting.

• Get to know people and programs. What’s working and

not working.

American Jurist


Leadership Commitment

• Seek to understand before seeking to be understood.

• Maintain confidences.

• Earn trust over time.

• Be equitable, fair, and open to others’ ways of thinking,

knowing and being.

• Strategically position the UW COE to achieve

“preeminent” national recognition for professional

educator preparation!

“Right conclusions are more likely to be gathered out of a multitude of tongues than through any kind of authoritative selection.”

Judge Learned Hand



• Always tell the truth

• Always tell more of the truth than you

have to

• Always tell the truth before anyone asks

you to

“Sharing information plays an important part

in how academic leaders generate respect.

Information is power, but it is a power best

exercised when it is expended, not hoarded.”

S. Fish, 2001 - Chronicle of Higher Education University of Wyoming College of Education


“This is not to say that authentic leaders are

perfect. Far from it. Every leader has weaknesses, and all are subject to human frailties and mistakes. Yet by acknowledging their shortcomings and admitting their errors, they connect with people and empower them by: Pursuing purpose with passion Practicing solid values Leading with heart Demonstrating self-discipline Establishing enduring relationships



Possible Programmatic Changes

Possible Programmatic Changes

But there is a real danger that if we do not clean our own house, America’s university-based teacher education programs will disappear. The Holmes report warneddecades ago of the consequences of perpetuating existing weaknesses: “Institutions preparing educators should either adopt reforms that link their educational contributions closely with schooling... or surrender their franchise.”71

“The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.”

~Michelangelo University of Wyoming College of Education

D. Ray Reutzel, Ph.D.Dean

[email protected]

Dept. 3374 1000 E. University Ave.Education Building, Room 6Laramie, WY 82071-2000

Sheridan, WY - July 24, 2015

Education

Transcript of Sheridan, WY - July 24, 2015