/Institutions/Greenville-College/json/2022-2023/Handbooks-for-Students-local.json

/Institutions/Greenville-College/json/2022-2023/Handbooks-for-Students.json

Conceptual Framework, Standards, and Program Objectives

The program objectives listed below are based on and grounded in the overall Program’s Conceptual Framework. This framework was originally aligned to NCATE Standards and underwent a major revision in 2010, and it also experienced another significant revision in 2018, which was when they were aligned to new Institutional Student Learning Outcomes (SLOs) and the InTASC standards in compliance with CAEP. These goals and objectives continue to provide a foundational basis for the claims that the faculty makes about Greenville University Teacher Education Program Completers, which are discussed in the section on claims and rationale. The conceptual framework provides the philosophical basis for undergraduate and graduates professional education programs.

All aspects of the conceptual framework, beginning with the mission statement and theme and progressing through the various Program elements with defined rationale and the knowledge base, represent a central thread of purpose for teacher candidates. It is readily available to all full-time and adjunct faculty, professional practitioners, cooperating teachers, and candidates. Additionally, core elements of the framework are embedded in the language of courses and key assessments.

The framework components state that the program will develop educators that:

• Understand the context of education
• Develop appropriate knowledge, skills, and dispositions
• Support diversity
• Integrate theory with practice
• Experience transformative learning
• Promote lifelong learning
• Foster 21st century skills

The conceptual framework provides the context, philosophy, and rationale for competencies, which we expect the candidates will attain. It also specifies the dispositions necessary to promote equity, integrate learning theories with practice, thoughtfully incorporate emerging technologies into classroom instruction, and promote lifelong learning. Candidates are expected to show a commitment to these competencies and dispositions as they eagerly engage in a transformative journey while they progress through the Program.

The conceptual framework is the compelling force behind all aspects of both the undergraduate and graduate programs. The framework’s intent derives from the institutional mission and expresses the Unit’s philosophy, purposes, goals, knowledge bases, assessment system, and candidate proficiencies - which are aligned with professional, state, and institutional standards. The framework conjoins all program activities into a single meaningful set of related activities in order to assure compliance with state and CAEP standards. Implementing this framework also provides candidates with opportunities to demonstrate knowledge, skills, and dispositions that are necessary to maximize student learning.

Knowledge bases, including theories, research, the wisdom of best practice, and education policies

Elements of the framework include:

• A knowledge base that informs the program elements;
• A set of four beliefs about the fundamental nature of persons that provide clues for candidates to create appropriate learning environments for all students;
• Definitions of four knowledge domains related to: culture and society, inquiry and methodology, teaching and learning communities, and planning and assessment;
• Candidate dispositions that identify the human predilections considered essential for successful teaching;
• Twelve outcomes that reflect candidates’ commitments to diversity, technology, students with disabilities, content areas, and professional teaching standards.

 

Standards in Undergraduate Program

 

Student Learning Objectives (SLOs)

1. Critical Self-Awareness – Recognize and develop personal strengths, subjecting individual ideas and expression to critical analysis and revision

2.Knowledge and Skill – Employ truth-seeking measures through the use of critical inquiry, including appropriate and relevant research

3. Collaboration and Cooperation Across Disciplines – Collaborate and cooperate effectively with others, based on open dialogue and mutual respect

4. Communication - Communicate effectively through written, oral, and creatively artistic methods

5. Cultural and Aesthetic Values – Recognize the value of diverse cultures and their contributions

6. Character and Application of Christian Virtues – Articulate the integration of Christian faith with living and learning

INTASC Standards

#1. Learner Development
The teacher understands how learners grow and develop by recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. The teacher also designs and implements developmentally- appropriate and challenging learning experiences.

#2: Learning Differences
The teacher demonstrates an understanding of individual differences and of diverse cultures and communities in order to ensure inclusive learning environments that enable each learner to meet high standards.

#3: Learning Environment
The teacher works with others to create environments that support individual and collaborative learning, encourage positive social interaction, actively engage students in learning, and strengthen self-motivation.

#4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches through the creation of learning experiences that make the discipline accessible and meaningful, assuring the learner’s mastery of the content.
 
#5: Application of Content
The teacher understands how to connect concepts through the use of differing perspectives in order to engage learners in critical thinking, creativity, and collaborative problem-solving that is related to authentic local and global issues.

#6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide decision-making.

#7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.#8: Instructional StrategiesThe teacher understands and uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.#9: Professional Learning and Ethical PracticeThe teacher engages in ongoing professional learning and uses evidence to continually evaluate practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and to adapt that practice to meet the needs of each learner.#10: Leadership and CollaborationThe teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning and to collaborate with learners, families, colleagues, and community members in order to advance the profession.

The Undergraduate Program Outcomes

The framework reflects a commitment to prepare candidates who demonstrate knowledge, skills and dispositions to help all students learn through sets of outcomes and dispositions that support the institutional and program missions. The Undergraduate Program Outcomes communicate the Unit’s intent that all Program Completers will be able to:

1. state the concepts and structure basic to their subject matter specializations, articulate instructional outcomes, and use teaching styles, resources, and strategies appropriate for all learners;
2. identify important characteristics of learners stemming from sociological, psychological, and cultural environments at various stages of growth and development, and implement appropriate teaching strategies;
3. create positive learning environments for students from varied cultural milieus;
4. develop and utilize teaching strategies based on tested psychological principles, learning theories, current research, and emerging technology appropriate for various teaching and learning environments;
5. engage students in higher level thinking by using an array of technological and other resources, and a variety of written and communication techniques;
6. use a variety of assessment strategies and techniques in order to assure positive student development;
7. distinguish among different roles of students, parents, and school officials within diverse social contexts and to create positive learning experiences within school and community environments;
8. state cognitive, affective, and psychomotor goals of education from historical, philosophical, social, cultural, and global perspectives and be able to use these goals in assessing personal attitudes and strategies, learning environments, and the profession;
9. assume responsibility for staying abreast of current professional developments and educational research with regard to theory and best practice;
10. demonstrate the dispositions articulated by Unit faculty as necessary for all teacher education candidates;
11. communicate effectively in both spoken and written modes with all constituents;
12. be a model of hope – consistent with the mission of Greenville University to be a “Christ- centered” university in the liberating arts and sciences.

	Required Courses/Learning Opportunities
	110	210	220	280	282	333	340/ 418	Clinicals	Seminar	Student Teaching
PO1					I		D	M	M	M
PO2		I		I	D	D	D	M	M	M
PO3	I	I				D	D	M	M	M
PO4	I			I	D		D	M	M	M
PO5	I	I					D		M	M
PO6						I	D	M	M	M
PO7	I		I	I			D		M	M
PO8	I				D		D		M	M
PO9	I					D				M
PO10			I	D	D			M		M
PO11	I			D			D	M		M
PO12	I					D				M
Key: I = Introduced D =Developed M =Mastered

 

Based on the Program’s conceptual framework and the objectives stated above, the teacher education faculty at Greenville University makes the following four claims about School of Education graduates:

1. Content and Pedagogical Knowledge (related to CAEP Standard 1): Program Completers of the teacher education program demonstrate sufficient content and pedagogical competence in order to positively impact student learning.
2. Clinical Partnerships and Practice (related to CAEP Standard 2): Program Completers of the teacher education program will be able to apply knowledge of student development theories and dispositions to promote a positive, caring learning environment and to provide meaningful learning experiences for a diverse student population.
3. Candidate Quality (related to CAEP standard 3): Program completers of the teacher education program will demonstrate dispositions that are necessary to be a competent and caring teacher prepared for teacher licensure.
4. Program Impact (related to CAEP standard 4): Program completers of the School of Education will be able to impact P-12 student learning and development, classroom instruction, and schools.

Evidence of these claims is demonstrated by an acceptable GPA in overall course work, content- area course work and professional course work; successful completion of course-embedded assignments, which are aligned to the Illinois Professional Teaching Standards; INTASC standards successful completion of the required licensure tests (EDTPA and the Content Test).

Dispositional Statements

A primary means of becoming successful as a professional is demonstrating the personal predilections as follows:

1. Oral communication
2. Written communication
3. Professionalism
4. Positive attitude
5. Preparation
6. Appreciation of and value for cultural and academic diversity
7. Collaboration
8. Self-Regulation
9. Social Education Learning

 

Standards in Graduate Program 

Graduate Learning Objectives (GLOs)

1. Think critically to solve problems in their discipline

2. Judge and address needs within the field, community, or organization –

3. Communicate effectively within the discipline and to the public they serve

4. Demonstrate ways to serve the common good

5. Articulate their personal identity and worldview by analyzing how their graduate study and work relate to who they are

6. Use professional practices and ethics in their discipline to prescribe appropriate behavior in different situations

Graduate Education Program Objectives

The following Graduate Program objectives are organized around the philosophical intent of the framework and reflect the faculty’s desire to prepare candidates that are committed to diversity, technology, and individuals with special needs. They communicate the Unit’s intent that all graduates of the program will:

1. Craft scholarly writing, which incorporates APA formatting and exhibits critical analysis.
2. Apply critical pedagogy to analyze educational or athletic settings and propose strategies for promoting equity.
3. Infer assumptions embedded into school reform policies and use assumptions to analyze personal, local, and systematic educational/athletic reform approaches.
4. Locate, analyze, and synthesize information from primary sources within the educational field.
5. Evaluate and differentiate the quality, purpose, and benefits of research designs and methods.
6. Design and implement scholarly research, using qualitative or quantitative methods, that results in a thesis addressing an educational problem.
 

Objectives Specific to Emphasis in Graduate Programs

In addition to the above goals, the following objectives are specific to the different areas of emphasis:

Curriculum and Instruction (in addition to objectives 1-6)

1. Review the change process’s effects on educational organizations and design an Innovation Project, which includes identifying a problem, reviewing literature, describing data collection strategies and methodology, summarizing results, and making recommendations.
2. Develop school curriculum and instruction that meets 21st century demands in educational organizations.
3. Assess the origins of instructional problems and develop an instructional research-based plan to address problems that impede student achievement.
4. Explore historical theories of multiple literacies, investigate diverse literacy programs, analyze research data, and literacy constructs across all content areas.
5. Engage in the study of assessment for learning, investigating the use of strategic learning strategies that imbed assessment throughout the instructional process.

 

Special Education (in addition to objectives 1-6)

7. Review the change process and its effects on educational organizations and design an Innovation Project, which includes identifying a problem, reviewing literature, describing data collection strategies and methodology, summarizing results, and making recommendations.
8. Develop school curriculum and instruction that meets 21st century demands in educational organizations.
9. Assess the origins of instructional problems and develop an instructional research-based plan to address problems that impede student achievement.
10. Explore historical theories of multiple literacies, investigate diverse literacy programs, analyze research data, and literacy constructs across all content areas.
11. Engage in the study of assessment for learning, investigating the use of strategic learning strategies that imbed assessment throughout the instructional process.

 

TESL (in addition to objectives 1-6)

7. Compare and contrast: (1) Differences in acquiring a first and second language; (2) Differences in ESL/EFL/Dual language teaching methods; (3) Different approaches to assessing language proficiency; and (4) Different regional and ethnic dialects.

8. Analyze: (1) Different features and components of the English language;

9. (2) Assessment instruments and assessment data; and (3) Gender differences in language use.
10. Design: (1) ESL Lesson plans; (2) Assessment tools; and (3) A plan for integrating parents into the language classroom.
11. Apply (1) Knowledge of cultural diversity; (2) Cultural aspects of language acquisition; and (3) the Importance of cultural identity to adapt instruction for ELLs.

 

Coaching (in addition to objectives 1-6)

7. Building Coaching Leadership & Management: Assess and construct the various leadership and sport management concepts within coaching.

8. Connecting Character and Faith: Develop concepts and practices that connect faith and character development with sport participation.
9. Defining Coaching Success: Design a clear definition of successful coaching and season outcomes via clear communication and collaboration within the sports community – players, parents, administrators, boosters, and community members.

 

Assessment System

Description of Assessment Process

Greenville University’s School of Education employs multiple measures to ensure that students are meeting learning objectives. The quality of the educational programs is demonstrated through the review of individual course assessments and program assessments.

Student learning outcomes are available to all stakeholders and constituents and are communicated through Impact Measures, which include Impact on P-12 Learning and Development, Indicators of Teaching Effectiveness, Satisfaction of Employees and Employment Milestones, and Satisfaction of Completers. End of Semester Program Assessment Reports are completed at the end of the fall and summer semesters and the End of Year Program Assessment Report is completed at the end of the spring semester.

Course Evaluation data are compiled at the end of every course through the IASystem and the complete evaluations are then published to the Instructor, Coordinator of Assessment, and Director of Teacher Education, for their review. A Faculty Course Assessment Report (FCAR) is completed by the instructor, or teacher of record, after each block or semester. Student feedback is reviewed by the instructor and reflection and proposed actions for course improvement are then devised and added to the FCAR. The completed FCAR is submitted to the Coordinator of Assessment and shared with the Institutional Research for Improvement course for review.

Alumni Survey Data and Standardized Test Scores (edTPA, Content Area, and Exit Interviews) are all compiled and assembled, shared at the department and committee level, and also published on the Greenville University website. Faculty discussion regarding the reported data is held during the department meeting when the report is presented. Operational Plans for each program are completed by the Program Coordinator annually and course objectives are broken down to be evaluated annually on a cyclical basis. The Director of Teacher Education, the Assessment Coordinator, and the Dean of Assessment and Institutional Research are responsible for program 
assessment oversight and program alignment.

All of these information sources reveal whether or not students are achieving the program goals and objectives and any exceptions or trends. Impact Measures are reported annually and disaggregated by program. The Impact on P-12 Learning and Development provides Greenville University program completers’ data demonstrating their students’ growth or attainment on two or more assessments, measured with two or more points in time. The Indicators of Teaching Effectiveness table and graph indicates the average of a cohort’s edTPA score, disaggregated by content handbook, and compares it to the state’s average scores. A comprehensive table is included comparing all handbooks against state and national data for the academic year. Students’ academic strength is reported by program for average ACT/SAT score, high school GPA, Postsecondary Transfer GPA, Postsecondary Graduate GPA and Cumulative GPA.

The Satisfaction of Employees and Employment Milestones report measures employer satisfaction of Greenville University graduates as well as the success of graduates in securing employment.
Surveys are sent to employers one year after the program completers graduated utilizing a Likert Scale to measure the employers’ evaluation of the SOE’s effectiveness to prepare teachers who possess both the professional content knowledge and disposition to be successful. Satisfaction of Completers is a survey from the state of Illinois which is sent to alumni who have completed an initial licensure program through the School of Education. The purpose of the survey is to measure their satisfaction with the teacher preparation program using a Likert Scale.

Assessment Timetable

An End of Semester Assessment Report is prepared by the Program Coordinator for each program bi-annually and presented at a faculty meeting for discussion and review. Each report lists assessment methods and benchmarks and designates one assignment that best represents an objective at the Introductory, Developmental, and Mastery levels. An analysis is then performed to discuss the actual findings and the desired results. An explanation of program changes and the impact on student learning is explored as well as the changes made to the program after the previous assessment effort. The findings are all shared and discussed at the end of the semester faculty meeting. At the conclusion of the spring semester, the End of Year Assessment Report includes a full reflection of the academic year, fall, interterm, and spring. This report includes two semesters of data to reflect upon. Learning objectives are examined and compared between the fall and spring semesters. Plans for the course moving forward are listed and discussed.
 
Course Evaluation data is collected online through the IASystem and reported at the conclusion of each block and semester. This evaluation lists the students’ response rate, an overall summative rating (0=lowest, 5=highest), and a Challenge and Engagement Index (1=lowest; 7=highest).
Students are surveyed on summative items such as course content, instructor contribution, and effectiveness.

Faculty Course Assessment Reports (FCARs) include a final grade distribution, separated by the entire class and major students only. A table is provided to list the program objective number and its corresponding course objective. The assignment for each course objective is listed along with the benchmark and the number and percent of students meeting or not meeting the benchmark. Any modifications made to the course based on previous assessment data are listed along with student feedback and reflection. The instructor then examines the results of the objectives along with the student feedback and devises proposed actions for course improvement if deemed necessary.

End of Semester Assessment Reports and End of Year Assessment Reports are prepared and presented at faculty meetings. This allows the sharing of responsibility for meeting course and program objectives. Our assessment cycle is comprised of defining and documenting student learning outcomes, assessing those outcomes, and analyzing results to plan for changes in the course or program.