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NCATE ANNUAL REPORT,
1997 Progress in Addressing Weaknesses Identified
by the 1995 Board of Examiners Standard I. A: Conceptual Framework(s)
(Initial Level Only) The unit has high quality professional education
programs that are derived from a conceptual framework(s) that is
knowledge-based, articulated, shared, coherent, consistent with the
unit and/or institutional mission, and continuously
evaluated. Weakness (Initial) It is not clear that all programs
have a model for curriculum design. Evaluation The internal analyses' departments undertook for
conversion to the semester system in the fall of 1998 has brought
about renewed program development activities. Departments have
reviewed the conceptual frameworks under which they operate and
have revised their instructional programs in preparation for
semester conversion. Additionally, all programs in the School of
Leadership and Lifelong Learning (Departments of Adult Education,
Educational Leadership, and Occupational Studies) were reviewed
within the University of Georgia’s internal review cycle
during the fall of 1996 and winter of 1997 quarters. All programs
received positive evaluations. Changes initiated from suggestions
provided by the review teams are monitored by the Office of the
Vice-President for Academic Affairs as called for in the
university’s academic program review policy. Changes As a result of the analyses by departments for
conversion to the semester system, as well as the adoption of a
University of Georgia unified core curriculum (see Standard I. B
described in Progress section), revised programs of study for each
major have been developed and approved by the College of
Education’s Curriculum Committees (undergraduate and
graduate) and submitted to the University’s Curriculum
Committee and Vice-President for Academic Affairs for further
review and adoption. Standard I. H: Quality of Field Experiences
(Initial Level Only) The unit ensures that field experiences are
consistent with the conceptual framework(s), are well planned and
sequenced, and are of high quality. Weakness (Initial) There are no policies to ensure that
student teachers have opportunities to work with culturally diverse
populations. Evaluation Several initiatives are currently underway that
are addressing the identified weakness. Recently, the University of
Georgia adopted a multicultural requirement for all students. The
College of Education’s Curriculum Committee is currently
reviewing the policy to determine how best to implement the
requirement for all majors. Additionally, as the College prepares
to convert to the semester system, departments have utilized this
opportunity to restructure various field-based components within
their programs of study to ensure a greater variety of experiences
in diverse settings. There are no unit policies ensuring that student
teachers have opportunities to work with culturally diverse
populations. However, it would be unusual if that did not happen.
As reported in each Annual Report since 1990, 30-60% of all
student teachers are placed in the local school system,
Athens-Clark County, which has approximately a 50% African-American
student population and 50% white and other ethnic
minorities. Changes As programs of study evolve in preparation for
both semester conversion and implementation of the
University’s multicultural requirement, additional
opportunities for students to engage with culturally diverse
populations should be afforded. The unit ensures that the professional education
faculty are teacher scholars who are qualified for their
assignments and actively engaged in the professional
community. Standard III. A: Faculty
Qualifications The unit ensures that the professional education
faculty are teacher scholars who are qualified for their
assignments and actively engaged in the professional
community. Weakness There is a lack of training in supervision for
field supervisors. Evaluation The Office of Educational Field Experiences now
makes arrangements for almost all departments’ student
teachers. Pre-student teaching field experiences are coordinated by
either the Office of Educational Field Experiences or individual
departments. The departments assume responsibility for identifying
and assigning the university supervisors for all field experiences
(pre-student teaching and student teaching). As previously reported there is variation across
departments with respect to the selection of university
supervisors, but it would be highly unusual for a student to be
supervised by a faculty member or graduate student lacking
appropriate experience or instruction in supervision. Changes If a department needs to assign a faculty member
and/or graduate student to supervision of student field experiences
and if that individual does not have appropriate prior experiences
then the department is required to provide appropriate preparation.
Departments utilize a variety of methods (i.e., direct instruction,
faculty mentors) to prepare these relatively few faculty and
graduate students who may not have appropriate prior
experiences. Progress Experienced on Selected Other
Standards Standard I. B: General Studies for Initial
Teacher Preparation The unit ensures that candidates have completed
general studies courses and experiences in the liberal arts and
sciences and have developed theoretical and practical
knowledge. Evaluation In the Fall of 1998, the University of Georgia
will be switching to the semester system and the Board of Regents
has approved a core curriculum that includes course requirements
for all students in four-year programs throughout the University
System of Georgia (USG). A student’s undergraduate career is
divided into two halves of 60 semester hours each and is marked by
the transition to junior standing. The core curriculum requires
sixty semester hours, half of the hours required for most
baccalaureate degrees. The core curriculum is composed of Areas A-E
which are relatively independent of major, and Area F that is
specific for the major. Area A. Essential Skills (nine semester hours).
All students must demonstrate basic English and math skills by
successfully completing or passing placement tests in English and a
basic course in math. For most programs the required math course is
either college algebra or a mathematical modeling
course. Area B. Institutional Option (four to five
semester hours). These hours at the University of Georgia are
reserved for electives which the student may use to satisfy any
other requirements, or to sample programs in which they may be
interested. Area C. Fine Arts, Humanities (six semester
hours). All students must select two courses in the fine arts and
humanities areas from the approved list. These include literature;
appreciation of art, music or drama; and philosophy or religion
courses. Area D. Science and Mathematics (ten to eleven
semester hours). This area requires that: (1) All students take
one, four-credit laboratory science course from the approved list.
(2) Students majoring in fields which have been termed "science" by
the USG must take a second four-hour laboratory science course from
the approved list. Students in all non-science majors must take at
least one additional science course from an approved list, but this
can be a three- or four-credit course with or without a laboratory.
(3) All students take one additional three-credit course dealing
with mathematics or technology from the approved list. Area E. Social Sciences (including history). All
students must complete 12 semester hours of social science courses
from the approved lists, including courses from at least two
different departments. Area F. Courses Related to the Major. Most major
fields of study have established appropriate courses. Other University wide degree requirements include
one semester hour of Physical Education and the Environmental
Literacy requirement. The one hour of PE is in addition to the 120
hours required for most degrees. Courses which satisfy
Environmental Literacy vary by college/school, but once a student
has satisfied the requirement in one college/school it is satisfied
by all others as well. A University-wide multicultural requirement
was recently adopted and will be included in the degree
requirements. Changes The adoption of the University of Georgia’s
unified core curriculum, as well as the implementation of the
environmental literacy and multicultural requirements, provides
each student in the College of Education with courses and
experiences in the liberal arts and sciences within their selected
programs of study. Standard I. C: Content Studies for Initial
Teacher Preparation Standard I. D: Professional and Pedagogical
Studies for Initial Teacher Preparation Standard I. E: Integrative Studies for Initial
Teacher Preparation Standard I. F: Advanced Professional
Studies The unit ensures that candidates become more
competent as teachers or develop competencies for other
professional roles (e.g., school library media specialist, school
psychologist, or principal). Evaluation In the Fall of 1998, the University of Georgia
will be switching to the semester system and the Board of Regents
has established minimum number of semester credit hours required
for completion of degree programs: Master’s Degrees--36
semester hours; Education Specialist Degrees--27 semester hours;
Doctoral Degrees--determined by the institutions offering those
degrees. Specific degree programs in the College of Education
requested waivers of the maximum degree length requirements using
the following elements as bases for their rationale: Each advanced degree program in the College for
the continuing preparation of teachers or other school personnel
was reviewed by the faculty, advisory groups, and in cases where
appropriate with guidelines and standards of specialty
organizations. Standard I. G: Quality of
Instruction Standard I. I: Professional
Community no changes (reported in 1996
report) Standard II. A: Qualifications of
Candidates Standard II. B: Composition of
Candidates no changes (reported in 1996
report) Standard II. C: Monitoring and Advising the
Progress of Candidates The unit systematically monitors and assesses the
progress of candidates and ensures that they receive appropriate
academic and professional advisement from admission through
completion of their professional education program. Evaluation Beginning in the fall quarter of 1997, all
students (freshmen and transfer) admitted to the College of
Education are classified as "unspecified" and meet with a
professional advisor in the Associate Dean’s office (formerly
Student Services) to review their academic record and professional
goals. This advisement is normally for the first two years
(freshmen and sophomore level) during the "pre-major" period as the
student completes core curriculum requirements. As part of the semester conversion process, each
academic department developed "requirements for entry into the
major" (for rising Juniors native and transfer). All entry into the
major were consistent with College, University, and University
System regulations. In line with the system requirements, the
minimum entrance requirement for any undergraduate major is
satisfactory completion of Areas A-E and appropriate Area F in the
core curriculum. Entrance requirements varied by department in the
College of Education. Some examples of requirements which were used
are as follows: Upon meeting the entrance requirements to the
major, a student is then advised by a faculty member for the
completion of their professional education degree requirements.
This transition represents a shift for the student from a
professional advisor to a major advisor. Standard II. D: Ensuring the Competence of
Candidates Standard III. B: Composition of
Faculty no changes (reported in 1996
report) Standard III. C: Professional Assignments of
Faculty Standard III. D: Professional Development of
Faculty The unit ensures that there are systematic and
comprehensive activities to enhance the competence and intellectual
vitality of the faculty. Evaluation The College of Education’s Faculty Senate
established a standing committee in the fall of 1996 that was
charged with establishing a process to assist in the support of
faculty in furthering their expertise in teaching, research,
service, and leadership. The Professional Development Committee
solicits input from faculty concerning professional development
needs and sponsors a minimum of two professional development
activities per year for all faculty and two additional professional
development activities per year for untenured faculty. The
chairperson of the committee serves as a liaison to the
Dean’s office for coordination of these activities with other
special workshops and seminars sponsored by other units within the
College. Additionally, the Office of Information Technology (OIT)
within the College provides a series of technology related
workshops and seminars for all faculty. Changes A variety of professional development activities
are provided for faculty, regardless of rank or tenure status, that
are designed to enhance their abilities and to provide for
continual professional development. Standard IV. A: Governance and Accountability
of the Unit Standard IV. B: Resources for Teaching and
Scholarship no changes (reported in 1996
report) Standard IV. C: Resources for Operating the
Unit no changes (reported in 1996
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