Faculty and staff are committed to ensuring graduates are prepared to be outstanding educational leaders and facilitators of learning who demonstrate the knowledge and skill necessary to educate and work within a diverse school population. This mission statement came as the result of mission statements of the two departments that merged into the Department of Education during the spring quarter of 2006.
The mission statements of the university and the college guide the mission of the department through their common goals. All components of the university are focusing on assisting our students in becoming positive factors in a complex and diverse world. The Department of Education is based on the same general concepts. Our goals are on preparing students to become positive change agents in the schools systems. The are to be leaders in instruction, curriculum development, and community relations.
1. Graduates will be prepared to be outstanding educational leaders and facilitators of learning. 2. Graduates will demonstrate the knowledge and skill necessary to educate and work within a diverse school population. 3. Faculty members will demonstrate professional development. 4. Faculty members will demonstrate service. The first two department goals are in line with our mission statement of preparing students to be effective educators. These goals came about through our professional standards and objectives. The third and fourth goals view faculty members as examples for our students to follow. We recognize the need for our students to be life-long learners, therefore we, as faculty, should demonstrate this. We also strive to teach our students to be active in service. Faculty should be able to model this as well. This combination of goals are recent in the sense that the Department of Education came into existence through the merger of two departments for the 2004-05 academic year. The separate goals of the two departments were reviewed, the results of which became the goals foe the Department of Education.
Program objectives have been set using professional standards. Data are collected and analyzed based on such standards. The student outcomes as measured through the analysis process are then reviewed in order to identify which, if any, changes need to be made to the curriculum. This review process begins at the instructor level, with each instructor using the data in order to make needed changes. The data are then used at the program level to assure all students are meeting professional standards. The department chair uses the data and program reports to document department progress.
1. Graduates will be prepared to be outstanding educational leaders and facilitators of learning. The Department of Education takes pride in the accomplishments of our graduates. They are prepared to enter the field, which can be seen in the assessment data collected during coursework and student teaching. The assessment tools are based on state and professional standards. Students meet or exceed the standards at a rate of 90% or higher in the vast majority of courses. The students’ preparation is further highlighted by their student teaching success rate. Students successfully complete student teaching on their first attempt at a rate greater than 99%. 2. Graduates will demonstrate the knowledge and skill necessary to educate and work within a diverse school population. All of our students have been exposed to the needs of students representing the diverse populations of Washington. At least one of their field placements must take place in a school designated as having a diverse population. All of our students must successfully complete EDCS 431: Multicultural Education. This course requires them to demonstrate an understanding of the impact of different cultural expectations and develop culturally responsive curriculum. They must also successfully complete EDF 302, Introduction to Students with Exceptionalities. This course introduces them to the needs of students with specific needs ranging from severely disabled to gifted. While students demonstrate basic understanding of working with diverse students, there is still much more that needs to be accomplished. The majority of our graduates enter their professional career teaching in classrooms with English Language Learners. The specific needs of such students are touched on in EDCS 431, but not to the extent needed. Greater preparation is needed. 3. Faculty members will demonstrate professional development. Professional development can occur through a variety of means. One of the most common is through research conducted by the faculty members and shared through conference presentations or through professional publications. Fifteen of the Tenure/Tenure-track faculty members either published in professional journals or chapter in books or presented at a national or international conference during the 2006-07 academic year. This does not include those who presented at state or regional conferences. 4. Faculty members will demonstrate service. All faculty members of the Department of Education are heavily engaged in service activities. Examples of service at the university level are faculty members serving on the Human Subject Review Committee, Faculty Senate and its committees, President’s Diversity Council, and the Library Advisory Committee. Examples of service with professional organizations include newsletter editor for International Reading Association’s Early Childhood SIG, President of Northwest Council for Learning Disabilities, President of Washington Association for Bilingual Education, and Local President of Phi Kappa Phi. Examples of community service include Chair of the Board of Directors Of Ellensburg Community Hospital, Coordinator of Dia de los Ninos, and Director and Master of Ceremony for Ellensburg Kiwani’s Talent Show.
NCATE 2001: Develop comprehensive assessment system. We have developed a comprehensive assessment system that is electronically based. Implementation has proceeded at slower than desired rates, but all faculty are now using the system and all students are submitting their data to the system. Reports on students' progress are being used by program faculty to determine changes needed.
• Dia de Las Ninos: collaboration with the public schools and impacted CWU students across programs with the DOE with opportunities to interact with elementary age students in a highly successful community event. This event was particularly aimed at elementary students coming from diverse backgrounds. • Education Living Learning Community: The Education LLC was one of the first, most active, and remains the largest living learning community at CWU. The faculty advisor position for the Education LLC has been housed within the Department of Education. • Merger of Departments of Teacher Education and Curriculum & Supervision: The communication and collaboration requirement of faculty in responding to a charge to merge 2 departments (formerly the Department of Teacher Education Programs and Curriculum and Instruction) also during a time of university reorganization with the approval of the Coordinated Bargaining Agreement. This has required a necessity to respond to deadlines and mandates which are continually emerging. Overall faculty have done so in as positively and collegially a manner as possible. The newly formed Department of Education (DOE) was able to revise Personnel Guidelines for promotion and tenure decisions first as a new department and later. • Preparing All Teachers for Linguistic Diversity Grant: The Department of Education received a US Department of Education, Office of English Language Acquisition Title VII grant. This grant funded the development of a one-year program aimed at preparing “mainstream” teachers to assist English language Learners achieve academic success. It also funded 225 teachers. • NCATE Accreditation: The Department of Education’s programs all met the requirements for NCATE accreditation. • Continued Expansion at University Centers: The Department of Education has expanded its role in providing programs at CWU centers. The programs that have been in place: Des Moines Center (4 cohorts in place at any time in Elementary Education and Early Childhood Education, MA in Education Administration and MA in Master Teacher), Yakima Center (2 cohorts in Elementary Education and Teaching ESL/Bilingual Education, MA in Reading and MA in Master Teacher), Wenatchee (1 cohort in Elementary Education and Reading, MA in Master Teacher), Lynnwood (1 cohort in Elementary Education and Teaching ESL and MA/endorsement in Special Education), and Pierce (1 cohort in Elementary Education and Reading).
Size of Department: The size of the growing department, while providing for cross program communication, provides logistical challenges in managing effective timelines, securing adequate representation and input, and maintaining more collegial interactions. Having the varied program structures and program coordinator format within one department, while a potentially effective mechanism, can fragment faculty with those not in program coordinator roles distanced from the decisions, interactions and blueprint for the department. Lack of Tenure-track faculty: The Department of Education is a large department with 11 programs. Due to several factors, we have been understaffed. We are involved in 10 faculty searches. If all are successful, we would be fully staffed for the first time since the merger of the departments.
Central Washington University's mission is to prepare students for responsible citizenship, responsible stewardship of the earth, and enlightened and productive lives. The Department of Education, through its belief in Constructivism, see students as agents of change. Working together, faculty and students can explore ways to address the educational needs of the diverse students moving through today's schools. Our graduates become resources for their students and their peers. They identify and work towards eliminating the injustices experienced by many marginalized populations, using their professors as resources. They develop the critical thinking skills needed to become responsible stewards rather than simply accepting the status quo. Through their efforts, the future of our country and communities will be better than before.
The Department of Education offers a Bachelor of Arts in Education. Three majors (Early Childhood Education, Elementary Education, and Special Education) and five minors (Bilingual Education/Teaching ESL, Early Childhood Education, Reading, Teaching ESL, and Special Education)are located within this bachelor degree. Central Washington University is recognized by the state as being an endorsement granting institution. Consequently, the curriculum for each of the majors and minors are designed along two fronts: quality research and standards recognized by professional organizations and the competencies required by the State of Washington. Each specific program, led by their respective coordinators, conducted a review of their courses in alignment with state and professional standards. This led to course and program changes. The synthesis of student learning is explored throughout the programs with the use of electronic data. All education students submit artifacts to be evaluated that are representative of the required knowledge and skills. These abilities are examined in "real-life" situations during student teaching and practicum experiences. There are five masters degrees offered by the Department of Education: Master Teacher, School Administration, Instructional Leadership, Reading Specialist, and Special Education. Each of these programs have established their courses of study based on current academic research and professional organization standards.
All programs located within the Department of Education center their curriculum on state competencies and professional standards. Several external reviews require us to analyze and assess the currency of our programs. National Council for Accreditation of Teacher Education (NCATE)
The Department of Education reviews instructional effectiveness through two key points. The first is a review of SEOIs. Faculty who score below 3.5 on key indicators are monitored and assisted in order to improve their instruction. The other review procedure is the analysis of data collected as a result of coursework. The majority of this data is collected via LiveText. Programs meet together to analyze the data and see where and what changes need to be made.
Assessment results are communicated to department faculty through two forums. The first is program meetings. Program coordinators meet together twice each month with the department chair. Evaluation results are communicated tot he coordinators. Each program has regularly scheduled meetings and results related their program are then relayed through the program coordinator. Assessment results are communicated to the university administration through the multiple reports required.
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See CWU Department/Program Assessment Plan Preparation Form
A 5-Stage Cross-Cultural Reentry Training Mode: Proactive Curriculum and Training Guide for Exchange Organization Representatives. Sponsor Teachers and Returning Student Sojourners A Comparison of Pre-assessment and Post-assessment Spelling Scores Utilizing Low-Contrast and High-Contrast Writing Paper A Culturally and Linquistically Responsive Curriculum for Secondary Biology Teachers A Guidebook of Resources and Interactive Literacy Activities for use by Parents with Primary Students A Handbook for Middle School Reading Teachers Using Repeated Reading Passages with Comprehensive A Parent Handbook of Reading and Writing Activities for Continued Literacy Development in the Home A Parental Involement Plan within a Dual Language School A personalized art curriculum that promotes student art advocacy A Poetry Unit for Middle School Studnets A Qualitative Study of Factors and Behavior Support Programs in Addressing Challenging Behaviors A Series of Teacher Inservice Workshops: Teaching Comprehension Using Informational Text with Intermediate Students A Student Teaching Manual for the Preservice Student Teacher A U.S. History Teachers Guide to the Identification and Use of Community Resources in the Seattle Area A web page to educate parents about the home literacy environment and acquisition of reading at the elementary level An Analysis of Spreadsheet Competencies and their perceived importance accounting to Business Education Instructors at Public High Schools and Community Colleges within the State of Washington An Implementation Guide for Independent Study Curriculum in an Alternative High School English Classroom An Opportunity Gap: Focusing on the Issue of Boys' Underachievement in School Literacy Analysis of Washington State's Adherence to an Anti-Bullying Policy: A survey of School Counselors Animals and Biographies: Integrated Units for 3rd/4th Looped Classes Autism From the Inside: A Handbook for Teachers in Rural K-8 Classrooms Building Family Partnerships: A Survey of Workshops Focusing on Russian Family Involvement Current and Best Practices of Early Literacy Instruction for Visually Impaired Students in Washington State Easing the Transition: An Educators Resource Guide for Assisting Students to Successfully Negotiate the Movement from Middle School to High School Effect of Movement Activities on Student Engagement: A Handbook of Movement Activities for Elementary Teachers Effective Letter Identification Activities for K-1 Students: A Handbook for Teachers English Language Learners and Technology: Applying Universal Design for Learning and the Sheltered Instruction Observation Protocol in the Evaluation of Literacy Support Software Enhancing Early Reading Development through the use of Literacy Totes and Parental Involvement Fostering Life Skills Success for Youth in Out of Home Care in Transition Impact of Flexible Achievement Grouping in Kindergarten Implementing reading response logs in an intermediate classroom to increase studetn interest and comprehension Incorporating Nonfiction into the Primary Grades: A Handbook for K-2 Teachers Increasing Parent Involvement through Accessiblity to an Academic Resource Center in the Classroom Informational Pamphlet on the Prevention of Bullying at St. Philomena School Instructional In-Service in A.C.T.I.O.N: Autism Collaboration Teaming and Inclusion Opportunities for Non-Verbal Children with Pervasive Developmental Disorders Instructional Writing Stretegies for the Secondary Teacher: A handbook to guide content area teachers implementing writing into curriculum K.P.O.W.: Kindergarten Parent Orientation Workshop Leaving Home: A handbook for teachers to promote critical thinking Look Beyond the Book: A Handbook for Elementary Teachers-How to Utilize Differntiated Instruction in a Traditional Catholic School Classroom Motivating the Reluctant 9th Grade Reader in the English Classroom: An Educator's Guide Narrative and Expository Literature Applied to a Fourth Grade Washington State Social Studies Curriculum Once Upon A time: A Literature Based Approach to Teaching Social Studies in Early Childhood Phonemic Awareness: The Nature and Role in Reading Acquisition Reading Acquisition in Elementary Boys Reading Strategies for Parents of Young Children: A Workshop to Promote Parent and Child Involvement School Counselors' Perceptions of Their Role in Financial Aid for Higher Education Self-Concept and Critical Thinking in a High School Science Classroom: A Correlational Study Standard Based Interactive Bilingual Math Centers at the Kindergarten Level Strategies for Improving Instruction & Services to English Language Learners in the High School Library Media Center Summer Math Program for Grades 8-10 Teaching Through Investigations: Big Ideas The Design and Implementation of Cultural Awareness and Appreciation, A Global Perspective, in the Tukwila School District using an International Day Project The Effectiveness of Student Led Conferencing in an Intermediate Setting The Effects of a Sustained Silent Reading Program on Fourth Grade Student Reading Levels The Effects of Increased Emphasis on Writing in a Middle School Reading Intervention Program The Language of Mathematics: An Historical Study of Mathematics Textbooks The Relationship of Bullying Behavior and Academic Self-Efficancy in Elementary Students The Use of Singing Games in the Music Classroom to Facilitate the Teaching of Colors and Shapes: A Case Study Third Grad Enrichment Mathematics unit Using Best Practices to Create an Early Intervention Program for Young Children with Autism Spectrum Disorder (ASD) Using Literature Circles to Engage Students with Informational Texts Using Pop Culture and Media Together with Effective Literacy Instruction: A Teacher's Tool Kit for Selah HS Read Write Class Using WebQuest As A Tool To Support Guided Inquiry In Science
The Department of Education is actively engaged at the centers. Most of our coursework is delivered in person. We do use distance education when multiple sites are involved in the same courses, usually at the graduate level. These are conducted using interactive video connections. Students who enter the teacher program after completing an associate degree in education or certain high school programs are eligible to take EDF 301A, which is Blackboard and Livetext based.
EDF 301A uses Blackboard. All education courses use Livetext.
Distance education, relatively speaking, is a very positive addition to programs when face-to-face programs are not available to the students. Distance programs allow students that are site-bound to participate in quality programs and earn their degrees and endorsements that might not be available otherwise. With that in mind, distance education has several severe restrictions. The first is pragmatic in nature. Distance education requires the use of technology. The technology systems used by CWU are in a constant state of flux. Most courses have at least one session which is limited due to a connection problem. The second is more related to our understanding of human learning. We know that humans learn best through social interaction, which allows those with the knowledge being sought to share with those seeking the knowledge. Learning occurs as connections are established. Distance education limits such forms of interaction. Lecture delivery can occur almost as effectively as in real life but being able to observe what the students are learning is greatly impacted by limited viewing. Online programs also have limits with interactions. Consequently, whenever possible, we do face-to-face programs with our students.
The Department of Education makes every effort possible to assure that the learning experiences of students at the centers is as effective as the experiences of those at the main campus. One way for this to occur is through the dedication of the faculty members. Our goal is that any cohort located at a center have 50% of the courses taught by full-time CWU faculty. This means that our faculty make the effort to drive to the centers and teach the courses and oversee the appropriate fieldwork. The programs that all of our students receive are the same, regardless of location. The same artifacts and assessment rubrics are used. The students at the centers have access to advisors located at their centers, as well as program faculty who come to teach the courses.
Student advising at the undergraduate level occurs through program structure. All students meet with an advisor in order to declare their major and/or minor. The student chooses which of the program faculty will serve as advisor. That faculty member then using the advising information developed by their program to assist the student in developing their course of study. It is a similar process at the graduate level. All students decide on an advisor at the time they complete their Course of Study. They meet with that person through the completion of their studies or until they choose another faculty member to serve as Chair of their committee.
Any courses submitted for transfer credit are evaluated based on how well they meet program standards. Students are required to submit a copy of the course syllabus to the program adviser, who then examines the syllabus. When, in the judgment of the adviser, the standards are met, a course substitution form is used. Occasionally, advisers will require additional documentation in regards to the course taken (ie. lesson plans, portfolios).
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The departments faculty staffing plan is based on program needs. The department is divided into 10 programs. Each of these programs are directed by a program coordinator. Each program, under the direction of the program coordinator, examines the scheduling needs of their programs. The staffing is then based on the projected needs.
The Department of Education uses several means for maintaining and/or enhancing the competence and vitality of faculty members. New faculty are provided mentors who assist them in the early stages of professional development. Training with technology is offered on a regular basis. When a potential deficiency is identified, a course of action is developed which includes resources available to assist faculty members. Professional Development funding provided by the Provost, CEPS, and the Department of Education provide faculty members with professional opportunities. Faculty members are encouraged to use such funds in such a way that it will strengthen their professional abilities.
Department of Education Reappointment/Tenure/Promotion/Post Tenure Professional Record Coversheet Candidate ______________________________________________Rank __________________ Department ________________________________________Years in Rank________________ Date of last CWU promotion ______________ First quarter of tenure-track at CWU_________ This application/review is for: 0 Reappointment 0 Promotion only (Full Professor) 0 Promotion and Tenure (Associate Professor & Tenure) 0 Tenure Only (Associate Professor Status) 0 Post-tenure Review Your promotion and tenure materials must be in the following order in your dossier. Check off each item included. When you submit your dossier to the Department Chair, ask the Chair to sign at the end of the DOE form. Make a copy of this form with the Department Chair’s signature to retain for your files. Your dossier is to be in two binders as noted in the College of Education and Professional Studies reappointment/tenure/promotion/post-tenure guidelines. NOTE: Your Professional Record may be on a CD rather than in notebooks. (If submitting a CD, include 2 copies of the CD and ensure they are accessible and formatted for review in both MAC and PC platforms). Considerations Related to Reappointment, Tenure, Promotion and Post-Tenure Review Reappointment ___ Probationary tenure-track faculty shall be evaluated each year of their probationary period. Evaluation for reappointment shall occur during fall quarter except in the first year when it will occur in winter quarter, as established in the Academic Calendar. [CBA 20.2.1] ___ Probationary tenure-track faculty who apply for promotion and/or tenure shall be evaluated during winter quarter, as established in the Academic Calendar. [CBA 20.2.2] ___ Probationary faculty who are "reappointed with reservations" shall construct, in collaboration with their department chair, a Professional Development Plan to be submitted to the dean for approval. This plan will form the basis of the subsequent review. [CBA 20.2.1.(a)] Tenure ___ Only tenure-track faculty who are appointed to the academic rank of assistant professor or higher are eligible for tenure. Eligible faculty members must stand for tenure during the sixth year of full-time employment with the University. [CBA 20.3.1] ___ Faculty members with academic rank whose duties are entirely administrative or combine both administrative and part-time teaching responsibilities are eligible for tenure in their capacities as faculty members. [CBA 20.3.2] Special Considerations for Tenure Review: ___ A faculty member may, when circumstances make it justifiable, be considered eligible for tenure prior to the expiration of a six (6) year probationary period with the University under the following situations ___ Faculty members appointed to the academic rank of assistant professor or higher may serve a probationary period of at least four (4) years, if, at the time of appointment, they have completed at least two (2) years of appropriate professional activities as recommended by the Dean and approved by the Provost. This period must be specified in the initial appointment letter. The tenure decision is based on performance at Central Washington University. [CBA 20.3.3.(a)] Promotion Minimum Qualifications for Academic Rank [Article 8 CBA] ___ Associate Professor The terminal degree relevant for the discipline and six (6) years of professional academic experience. [CBA 8.2.5]. The terminal degree for the DOE is a doctorate. ___ Professor The terminal degree relevant for the discipline and ten (10) years of professional academic experience. [CBA 8.2.6] The terminal degree for the DOE is a doctorate. Special Considerations for Promotion Review ___ Faculty having completed five (5) years of exemplary performance in teaching, scholarship and service as an associate professor at Central Washington University may be eligible for promotion to full professor at the University. [CBA 20.3.4] Post-Tenure Review ___ In the third year following the granting of tenure, faculty, including those in phased retirement, will be evaluated during the winter quarter and every third year thereafter, as established in the Academic Calendar. Promotion in rank shall be considered the equivalent of Post-TR [CBA 20.2.3] ** It is the responsibility of candidates to submit appropriate documentation and evidences in the dossier and professional record documenting Teaching, Scholarship and Service performance.** (inclusive of required CEPS/University required documentation) Professional Record and Supporting Documents (BINDER 1) ___ 0 Tab 1 CEPS coversheet ___ 0 Tab 2 Copy of original signed contract letter (letter of hire) ___ 0 Tab 3 Current vita ___ 0 Tab 4 Current Activities Report (Professional Service Record) for this review period ___ 0 Tab 5 Chair recommendation letter ___ 0 Tab 6 Department personnel committee recommendation letter ___ 0 Tab 7 Recommendation letters from individual faculty members ___ 0 Tab 8 Copies of recommendation letters from Chair, personnel committee, and Dean from all prior reviews ___ 0 Tab 9 Copies of Workload Plans and Annual Activities Reports from all prior years ___ 0 In pocket at the front of Binder1, include a copy of the current DOE Reappointment, Tenure, Promotion, and Post-Tenure Review guidelines. Supporting Evidences (BINDER 2) ___ 0 Tab 10 Evidence/Documentation Teaching Effectiveness (Material documenting teaching effectiveness. Must include SEOI summary sheets for all classes taught since last review) ___ 0 Tab 11 Evidence/Documentation Scholarship, Research and Creative Activity (Documentation following the headings listed below - presented in the order listed in the professional record) • Publications/Manuscripts/Peer-Reviewed Creative Activities (Category A/B) • Presentations (B) • Grants and Grant Activity (Category A/B) • On-going Research, Writing, Creative Activities (Category B) • Other Scholarship Products & Awards (Category A/B) ___ 0 Tab 12 Evidence/Documentation Service (Documentation following the headings listed below - presented in the order listed in the professional record) • University Service (University, College/CTL, Department/Program) • Professional Service • Public Service ___ 0 Tab 13 Professional Development documentation ___ 0 Tab 14 Other Honors and Awards documentation ___ 0 Tab 15 Letters from Outside Evaluators, if any ___ 0 Tab 16 Other Supporting Materials ___________________________________________ ___________________________ Department Chair’s Signature Date evaluation discussed with faculty Central Washington University Department of Education Personnel Guidelines & Policies for Reappointment/Tenure/Promotion/Post-Tenure Review Effective September, 2007 TEACHING PROFESSIONAL RECORD INFORMATION/SUPPORTING EVIDENCES A. COURSE-RELATED INSTRUCTION ___ List of Courses Taught [Professional Record (Binder 1); May Also Place in Supporting Evidences (Binder 2)] ____ a) List all courses and/or field assignments (major/minor practica; professional sequence student teaching supervision) during this evaluation period of review ___ b) Arrange these chronologically ___ c) Indicate the number of students in any independent, individual, and course by arrangement classes Note: CEPS Professional Record Guidelines (1.1.1) ___ Course Syllabi [Supporting Evidences (Binder 2)] ___ a) Include a syllabus for each course during the period of review. ___ b) Select and indicate one representative syllabus for DOE Personnel Committee review. Submitted representative syllabus should reflect CEPS required areas. Note: CEPS Faculty Performance Standards Teaching Policy p. 5. Current CEPS Teaching Policy notes that the follow areas should be included in syllabi: course content, teaching methods, course outcomes (CTL, state, and/or professional standards), assessment strategies, schedule of topics, and student requirements. ___ SEOIs [Supporting Evidences (Binder 2)] ___ a) Include SEOI cover sheets for all courses taught during the period of review for 4 or more students. ___ b) SEOI: Summarize course and instructor teaching effectiveness. On one or two pages, indicate mean student rating for each class section you have taught from SEOI items #28 (course as a whole) and # 29 (teaching effectiveness). (CEPS requirement). ___ c) Include a typed summary of student comments from each course taught during the period of review (2-4 strengths & recommendations per course) ___ d) Include evidence that SEOI data are used for instructional improvement or enhancement in a self-reflective statement Note: CEPS Professional Record Guidelines (1.1.2); CEPS Faculty Performance Standards Teaching Policy p. 5. ___ Major-Minor Field Experience Evaluation Data (Where Applicable) [Supporting Evidences (Binder 2)] ___ a) Include cover sheets for student evaluation for major/minor required practica. ___ b) For major/minor practica on one or two pages indicate the mean “student rating” score for each experience (e.g., for instructor effectiveness and overall student experience; If qualitative data are used, summarize these ___ c) Include a typed summary of student comments from each major/minor practica provided during the period of review (2-4 strengths & recommendations per major minor practica/field experience) ___ d) Include evidence that data are used for instructional improvement or enhancement in a self-reflective statement Note: CEPS Professional Record Guidelines (1.1.2); CEPS Faculty Performance Standards Teaching Policy p. 5. ___ Professional Sequence Field Evaluation Data (Preautumn/Student Teaching) (As Appropriate) [Supporting Evidences (Binder 2)] ___ a) Include cover sheets for student evaluation for professional sequence field experience evaluation ___ b) For professional sequence field experiences on one or two pages indicate the mean “student rating” score for each experience (e.g., for instructor effectiveness and overall student experience) ___ c) Include a typed summary of student comments from each professional sequence field experience provided during the period of review (2-4 strengths & recommendations per field experience) ___ d) Include evidence that data are used for instructional improvement or enhancement in a self-reflective statement Note: CEPS Professional Record Guidelines (1.1.2); CEPS Faculty Performance Standards Teaching Policy p. 5. ___ Curriculum Development and Support ___ a) List new courses you developed during this review period or courses that you substantially revised [Professional Record (Binder 1)] ___ b) Briefly describe new course materials you developed, such as manuals, course packs, videos, Blackboard, web-based, DE via two-way video-audio [Professional Record (Binder 1)] ___ c) Select and include at least one representative sample of a course material developed during the period of review. [Supporting Evidences (Binder 2)] __ d) List and briefly describe/document any collaborative contributions to curriculum or programs such as program review, teaching at Centers or "non home base" location, etc. [List/describe: Professional Record (Binder 1); Documentation: [Supporting Evidences (Binder 2)] Note: CEPS Professional Record Guidelines (1.1.3, 1.1.4); CEPS Faculty Performance Standards Teaching Policy pp. 3-6. B. OTHER INSTRUCTIONAL SUPPORT AND STUDENT ENGAGEMENT ___ Other Instructional Support: ___ a) List independent study and/or course by arrangements with 3 or less students, graduate theses, graduate projects, undergraduate research, independent (non required major/minor) field experiences or internships that you have directed and state your role in each. [Professional Record (Binder 1)] ___ b) For independent study and course by arrangement courses with 3 or less students include a statement of how teaching effectiveness and/or student learning was evaluated and instructor appraisal his/her effectiveness. [Supporting Evidences (Binder 2)] Note: CEPS Professional Record Guidelines (1.2); CEPS Faculty Performance Standards Teaching Policy p. 4 ___ Student Advising or Mentoring ___ a) Include data on student advisement. Import the data you listed from your Annual Activities Report listing the year, type of advisement and the number of students advised for general, major/minor or graduate student advisement. [List: Professional Record (Binder 1); Document: Supporting Evidences (Binder 2)] Note: CEPS Professional Record Guidelines (1.3) ; CEPS Faculty Performance Standards Teaching Policy pp.4, 6. ___ Other Student Engagement: If applicable, list, describe & document any undergraduate and graduate student faculty mentored research [List: Professional Record (Binder 1); Supporting Evidences (Binder 2)] Note: CEPS Professional Record Guidelines (1.2); CEPS Faculty Performance Standards Teaching Policy pp. 5-6. C. OTHER TEACHING DOCUMENTATION ___ Instructional Professional Development ___ a) List workshops, seminars or classes you have attended on teaching effectiveness during the period of review [Professional Record (Binder 1)] ___ b) Describe in a brief narrative how these workshops, seminars or classes have impacted teaching effectiveness and/or student learning [Professional Record (Binder 1)] ___ c). Include supporting evidence of workshops, seminars or classes [Supporting Evidences (Binder 2)] Note: CEPS Professional Record Guidelines (1.4); CEPS Faculty Performance Standards Teaching Policy p. 6. ___ Peer Evaluation of Teaching ___ a) Include a narrative statement describing how peer evaluation improved your teaching and your students’ learning. [Professional Record (Binder 1)] ___ b) Include documentation of peer review of teaching during the period of review. [Supporting Evidences (Binder 2)] Note: CEPS Professional Record Guidelines (1.6); CEPS Faculty Performance Standards pp. 4-6. ___ Other Professional Activities Documenting Teaching Performance/ Students’ Learning/Teaching Recognition ___ a) List and describe any other professional activities supporting teaching enhancement/student learning not included in the above evidences (e.g., interdisciplinary collaboration, etc.) [Professional Record (Binder 1)] ___ b) Document other professional activities supporting teaching enhancement/learning not included in the above evidences [Supporting Evidences (Binder 2)] ___ b List & document teaching awards or recognition [List: Professional Record (Binder 1); Document: Supporting Evidences (Binder 2)] Note: CEPS Professional Record Guidelines (1.5) ****************************************************************** Considerations for Reappointment/Tenure/Promotion/Post-Tenure Review Department of Education TEACHING Note: All required DOE teaching evidence and documentation for the professional record and dossier must be included. Reappointment ___ “Evidence of a positive and cumulative record in teaching” approaching and/or meeting department standards for “course as a whole” and “instructor’s teaching effectiveness” (e.g., 3.0 approaching 3.75 by the 4th year of reappointment); and/or ___ If relevant, evidence of effective supervision of major/minor practica or professional sequence field supervision within one standard deviation of program standard (or relevant criterion for qualitative data); and ___ “demonstration of enhanced professional development “ Note: (CEPS Faculty Performance Standards - Teaching Policy). As faculty progress from first to the fifth year of reappointment, they should self-monitor and be aware that successful promotion/tenure will require teaching/field supervision performance at the levels indicated below. ___ Professional record teaching information and relevant supporting evidences (or rationale) included. Promotion to Associate Professor/Tenure: "A positive performance record of effective teaching" is documented Note: (CEPS Faculty Performance Standards- Teaching Policy) ___ Majority of mean scores for the SEOI questions “course as a whole” and “instructor’s teaching effectiveness” is 3.75 or greater for courses taught during period of review; and ___ If relevant, evidence of effective supervision of major/minor practica or professional sequence field supervision at or above the program mean (or relevant criterion for qualitative data). ___ Professional record teaching information and relevant supporting evidences (or rationale) included. Promotion to Full Professor: " Exemplary performance in teaching with demonstrated respect from faculty, colleagues, and administrators and students. Exemplars in teaching include substantial evidence that the faculty member makes ongoing enhancements of his or her courses and instruction, stays up-to-date in the field and pedagogy related to the specific field, makes substantive positive contributions to and enhances programmatic quality, and positively contributes to University, CEPS, CTL (if applicable) and program accreditation work. The faculty member also uses multiple assessment strategies to assess and promote student learning. Performance well exceeds minimum requirements." Note: (CEPS Faculty Performance Standards - Teaching Policy). ___ Majority of mean scores for the SEOI questions “course as a whole” and ”instructor’s teaching effectiveness” is 4.00 or greater for courses taught during period of review; and ___ If relevant, evidence of effective supervision of major/minor practica or professional sequence field supervision above the program mean (or relevant criterion for qualitative data). ___ Professional record teaching information and relevant supporting evidences (or rationale) included. Post-Tenure Review: ___ The faculty member is sustaining a level of performance that is expected at his/her rank in teaching. In the DOE, this is evaluated by sustaining performance at a tenure level. ___ Professional record teaching information and relevant supporting evidences (or rationale) included. Note: (CEPS Faculty Performance Standards - Teaching Policy) Central Washington University Department of Education Personnel Guidelines & Policies for Reappointment/Tenure/Promotion/Post-Tenure Review SCHOLARSHIP Scholarship Categories Two Levels of Scholarship Dissemination (CEPS Faculty Performance Standards Scholarship Policy p. 9) Note: unless otherwise indicated, all items of scholarship are 1) to be university-external published or disseminated 2) to have clearly attributable authorship on the item, and 3) related to the individual unit of assignment (field or related field) Levels of Scholarship Evidences Identified by College of Education and Professional Studies (CEPS Faculty Performance Standards Scholarship Policy p. 9) Category A _____ Refereed article in a professional journal _____ Research monographs _____ Scholarly books and chapters _____ Textbooks _____ Juried exhibitions and performances _____ Peer-reviewed external grant (for the lead investigator) _____ Other peer-refereed works such as, but not limited to: * State/national adopted curricula * State/national adopted accreditation standards * Peer-reviewed published curricula (DOE Consideration) Category B _____ Regional, national, or international peer-reviewed conference proceedings _____ Proposal submission for peer-reviewed external grants _____ Serving as co-investigator or co-principal investigator on funded external peer-reviewed grant _____ Principal investigator on other grants and contracts _____ Authoring publicly available research and technical papers and reports _____ Scholarly conference presentations (international, national, regional, state, local) _____ Externally published study guides _____ Published book reviews _____ Manuscript available through National Clearinghouse (e.g., ERIC or other electronic non peer-reviewed publications) _____ Editor of book or special issue of journal _____ Book/magazine article for juvenile audience _____ Instructional/professional software _____ Editor of published conference proceedings _____ Reviewer/discussant/chair conference symposium _____ Editorially reviewed publications _____ CEPS Symposium, SOURCE or other university-wide research dissemination events _____ Major technical reports (grant-related reports, accreditation self-studies, etc.) _____ Other equal accomplishments (e.g., DOE considerations: editor for regional, national professional journal/book; editor for a professional electronic publication; professional text/curriculum reviewer; reviewer/ discussant/chair conference symposium, etc.) ------------------------------------------------------------------------------------------------------------ PROFESSIONAL RECORD INFORMATION/SUPPORTING EVIDENCES A. PUBLISHED MANUSCRIPTS/PROFESSIONAL MATERIALS ___ List of published or accepted manuscripts/research/reports for publication during period of review [Professional Record (Binder 1)] Include for each listed item the following information: ___ a) Type: List type of item (e.g. refereed journal article, research monograph, scholarly book, etc. See Category A and B scholarship evidences above). ___ b) Scholarship level (Category A or B) ___ c) Complete citation for each item in APA style ___ d) Review type (blind peer review, internal technical review, editorial board review, invited, etc.) ___ Evidence of published or accepted manuscripts for publication [Supporting Evidences (Binder 2)] ___ a) Include a copy of each item listed (final published document) ___ b) For accepted or "in press" manuscripts include the publisher letter of acceptance with a final copy of the manuscript Note: CEPS Professional Record Guidelines 2.1; CEPS Faculty Performance Standards Scholarship Policy p. 9) B. PROFESSIONAL PRESENTATIONS ___ List of conference presentations during the period of review [Professional Record (Binder 1) Include for each listed item the following information: ___ a) Title and date of presentation ___ b) Name of conference or association ___ c) Conference type (local, state, regional, national or international) ___ Evidence of conference presentations [Supporting Evidences (Binder 2)] ___ a) Include documentation from the conference (title page of conference program and page on which your name and presentation is listed, etc.) Note: CEPS Professional Record Guidelines 2.2; CEPS Faculty Performance Scholarship Policy p. 9 C. GRANTS ____ List of submitted and/or funded grants during the period of review [Professional Record (Binder 1)] Include for each listed item the following information: ___ a) Title of grant ___ b) Funding source ___ c) Amount requested ___ d) Current status (funded, under review or unfunded) ___ e) Authorship role (Principal investigator, co-principal investigator, etc.) ____ Evidence of grant submission [Supporting Evidences (Binder 2)] ___ a) Include a copy of the proposal summary ___ b) Include correspondence from the funding source RE status of the grant (accepted, under review, unfunded) Note: CEPS Professional Record Guidelines 2.3; CEPS Faculty Performance Standards Scholarship Policy p. 9 D. ON-GOING RESEARCH, WRITING PROJECTS, OR CREATIVE ACTIVITIES ____ List of ongoing research, writing projects or creative activities (research agenda and/or ongoing work) [Professional Record (Binder 1)] Include for each listed item the following information: ___ a) Topic ___ b) Type of activity ___ c) Your role (lead or sole author, co-author, etc.) ___ d) Schedule for completion Note: CEPS Professional Record Guidelines 2.4 ___ Evidence of ongoing research, writing projects, or creative/works (supporting ongoing work or research agenda) [Supporting Evidences (Binder 2)] E. OTHER SCHOLARSHIP ACTIVITY AND AWARDS ____ List of other research or creative activity [Professional Record (Binder 1)] (e.g., DOE considerations: editor for regional, national professional journal/book; editor for a professional electronic publication; professional text/curriculum reviewer; reviewer/ discussant/chair conference symposium, etc.) ____ Evidence supporting other scholarship activity [Supporting Evidences (Binder 2)] ___ Research, writing, or creative activity awards or recognition ___ a) List and include evidence of any research, writing or creative activity awards [Professional Record (Binder 1)] ___ b) Include evidences support scholarship recognition or awards (Binder 2) Note: CEPS Professional Record Guidelines 2.5, 2,6; CEPS Faculty Performance Standards p. 9 Considerations for Reappointment, Promotion, Tenure and Post-Tenure Review - SCHOLARSHIP • During the most recent five-year period, faculty members are expected to achieve a minimum of 5 scholarship items: • at least 3 from Category A and 2 from Category A or B. At least one item from category A must be a peer-reviewed publication in a professional journal related to ones teaching assignment at CWU. Note: CEPS Faculty Performance Standards Scholarship Policy p. 10 Reappointment: ___ Evidence of a research agenda related to teaching assignment and professional responsibilities (beginning no later than the 2nd year of reappointment) ___ Evidence of accomplishments moving toward required scholarship achievements for promotion to associate professor and tenure ___ Professional record information/supporting evidences (or rationale included) Promotion to Associate Professor/Tenure: • A total of 5 scholarship evidences including at least: ___ Three (3) Category A items and at least two (2) items from Category A and B since hire but not prior to the last five-year period. ___ Professional record information/supporting evidences (or rationale included) Promotion to Full Professor: • A total of 5 scholarship evidences including at least: ___ Three (3) Category A items and at least two (2) items from Category A and B since promotion to Associate Professor, if hired at Associate Professor, since hire but not prior to last five year period. ___ Professional record information/supporting evidences (or rationale included) Post-Tenure Review • Beginning with the most recent substantive review (tenure, promotion, etc.) tenured faculty will be reviewed every three years. During the period of post -tenure review, tenured faculty members are expected to complete: ___ At least three (3) items from Category A or B during the previous 3 year period. [Note: during a six year period, tenured faculty members are expected to complete at least one item from Category A and 4 from Category B]. ___ Professional record information/supporting evidences (or rationale included) Note: CEPS Faculty Performance Standards Scholarship Policy p. 10 Central Washington University Department of Education Personnel Guidelines & Policies for Reappointment/Tenure/Promotion/Post-Tenure Review SERVICE Service to the University, Professional, and Public PROFESSIONAL RECORD INFORMATION/SUPPORTING EVIDENCES A. UNIVERSITY SERVICE ___ List of University Service (Inclusive of Committees and Other Service Activity Organized According to Service at these levels a) University b) College or CTL and c) Department/Program ) ____ 1) List all service activity and include activity, duration and your role [Professional Record (Binder 1)]. ____ 2) Organize your list/information according to service at the following university services levels: a) University Service [Selected examples (not all inclusive):chair of faculty senate, chair or member of faculty senate or university committee; advising pre-major students on continuous basis; Faculty advisor to a university-wide student group; Support of alumni-related activities or fund-raising activities at the university level; Interdisciplinary/cross college service; Interdisciplinary or university academic service-learning; Other related service] b) College/CTL Service [Selected examples (not all inclusive): Chair/member CTL or CEPS standing or adhoc committee; Faculty advisor for a CTL/CEPS sponsored student-group; Support of alumni-related activities or fund-raising activities at the college level; College or CTL related academic service-learning; Other related service] c). Department/Program Service [Selected examples (not all inclusive): Coordinator of program; Chair/member of departmental/program standing committee; Chair/member of other department/program committee; Faculty senator; Faculty advisor to a department/program sponsored student group; Student advising in majors/minors; Support of alumni-related activities or fund-raising activities at the department/program level; Member of master's committees; Department/program academic service-learning; Other related service] ____ Evidences/Documentation Supporting University Service (Organized as presented in the list Above) [Supporting Evidences (Binder 2)] 1) University 2) College/CTL 3) Department/Program Note: CEPS Professional Record Guidelines 3.1; CEPS Service Policy pp. 11 -13). B. PROFESSIONAL SERVICE ___ List of Professional Service (Inclusive of committees and other service activity listed as professional service at the a) National b) Regional, c) State and/or d) Local levels) ____ 1) List all professional service activity and include activity, duration and your role [Professional Record (Binder 1)]. ____ 2)Organize your list/information according to professional service in the following areas: a) National b) Regional c) State d) Local ____ Evidences/Documentation Supporting Professional Service (Organized as presented in the list above) [Supporting Evidences (Binder 2)] a) National b) Regional c) State d) Local Note: CEPS Professional Record Guidelines (3.2); CEPS Scholarship Policy pp. 11-13. C. PUBLIC SERVICE ___ List of Public Service (Inclusive of committees and other service activity listed as public service to the community at the a) International/ national b) Regional/state, and/or c) Local levels. [Professional Record (Binder 1)] [Selected examples (non inclusive) might include: contributor to media, consultant to a community group, etc.} ____ 1) List all public service activity and include activity, duration and your role [Professional Record (Binder 1)] ____ Evidences/Documentation Supporting Professional Service (Organized as presented in the list above) [Supporting Evidences (Binder 2)] Note: CEPS Professional Record Guidelines 3.3; CEPS Service Policy pp. 11-13. ------------------------------------------------------------------------------------------------------------ Considerations for Reappointment, Promotion, Tenure and Post-Tenure Review SERVICE Note: All required DOE service information, evidence and documentation for the professional record and dossier must be included. Reappointment ___ Evidence of contributions of service to the department/program by the 3rd year of reappointment. ___ Evidence of contributions of service through the reappointment cycle moving towards those required for promotion to associate professor/tenure ___ Professional record and supporting evidences (or rationale) included. Promotion to Associate Professor/Tenure: ___ Contribution on at least one (1) working DOE committee (standing or adhoc) or service activity and one (1) working CTL, college OR university committee (standing or adhoc) or service activity during the last three-year period. ___ Documented evidence of significant service activities within the last 3 year period to include service endeavors which address service at the professional and/or public service levels. ___ Professional record and supporting evidences (or rationale) included. Promotion to Full Professor: ___ Contribution on at least one (1) working DOE committee (standing or adhoc) or service activity and one (1) working CTL, college OR university committee (standing or adhoc) or service activity during the last three-year period. ___ Documented evidence of significant service activities within the last 3 year period to include service endeavors which address service at the professional and/or public service levels. ___ Professional record and supporting evidences (or rationale) included. Post-Tenure Review: ___ Contribution on at least one (1) working DOE committee (standing or adhoc) or service activity and one (1) working CTL, college OR university committee (standing or adhoc) or service activity during the last three-year period. ___ Documented evidence of service activities within the last 3 year period to include service endeavors which address service at the professional and/or public service levels. ___ Professional record and supporting evidences (or rationale) included.
We have taken on the responsibilities of teaching, scholarship, and service. Overall, the Department of Education has a strong record in Teaching. Department averages on SEOIs are higher than those of the College of Education and Professional Studies and the University. University and professional organization based service is very strong. We have members sitting on almost every university committee, and chairing many of them. We have members who are or have served as executive officers on state and national professional association boards. Community involvement extends from assisting in schools and shelters to leading learning retreats to other countries to serving on community organizations. Scholarship is an area where there is some weakness. Teaching is our main purpose and research centered on teaching and schools is our strength. Presenting at national, state, and local organizations has been a strong suit for our faculty members. Having the time and resources needed to conduct more rigid research is often not available. This needs to be addressed at a higher level for the full balance to take place.
The faculty for the Department of Education, overall, is very strong. The teaching records for the faculty members demonstrate their abilities to incorporate department goals. There are always a few faculty members who need assistance in improving their professional abilities. These are addressed through training and mentoring. Historically, the Department of Education has relied too heavily on non-tenure track and part-time faculty, particularly at the centers. We are in the process of hiring 10 new tenure-track positions. This will greatly reduce this need.
Data provided by Instructional Research and other appropriate offices.
Research material is housed in the Brooks Library. Many of the holdings/resources specific to education are outdated. In the last few years, there has been input and more recent resources have become available. This pattern of acquiring recent and recommended materials must continue. The DOE Library Representative has provided opportunities for faculty input to suggest new holdings as they become available. Often times, for research purposes, student’s must utilize other sources such as SUMMIT because adequate recent resources on the topics are just not available at the CWU library. Brooks library has very adequate online resources to electronic data-bases which represent best practice journals in special education. Continuing access to the full spectrum of journals is necessary for our students to have access to current evidence-based practices in education. Curricular materials, necessary to support prospective educators, such as textbooks, instructional manipulatives, kits and games, curricular and educational assessments, and educator curricular resource books are housed within the Curriculum Library at the Educational Technology Center housed in Black Hall. Because of the lack of a budget to obtain materials and adequately develop the curriculum libary, this collection is not comprehensive, is very dated and not reflective or supportive of best-practices for students soon to be teachers in the field. The collection is dependent on donations and faculty who are able to write publishers to obtain donations. Current materials supporting statewide education curriculum, such as a comprehensive library of recent recommended curricular materials supporting evidenced-based practices across all core curriculum served by the DOE and that supports the unique learning of all students is necessary. An adequate budget, faculty input and stewardship, and adequate resources such as staff to catalog newly acquired materials within a timely manner would benefit students both undergraduate, graduate and faculty.
Research material is housed in the Brooks Library. Many of the holdings/resources specific to education are outdated. In the last few years, there has been input and more recent resources have become available. This pattern of acquiring recent and recommended materials must continue. The DOE Library Representative has provided opportunities for faculty input to suggest new holdings as they become available. Often times, for research purposes, student’s must utilize other sources such as SUMMIT because adequate recent resources on the topics are just not available at the CWU library. Brooks library has very adequate online resources to electronic data-bases which represent best practice journals in special education. Continuing access to the full spectrum of journals is necessary for our students to have access to current evidence-based practices in education. Curricular materials, necessary to support prospective educators, such as textbooks, instructional manipulatives, kits and games, curricular and educational assessments, and educator curricular resource books are housed within the Curriculum Library at the Educational Technology Center housed in Black Hall. Because of the lack of a budget to obtain materials and adequately develop the curriculum libary, this collection is not comprehensive, is very dated and not reflective or supportive of best-practices for students soon to be teachers in the field. The collection is dependent on donations and faculty who are able to write publishers to obtain donations. Current materials supporting statewide education curriculum, such as a comprehensive library of recent recommended curricular materials supporting evidenced-based practices across all core curriculum served by the DOE and that supports the unique learning of all students is necessary. An adequate budget, faculty input and stewardship, and adequate resources such as staff to catalog newly acquired materials within a timely manner would benefit students both undergraduate, graduate and faculty.
The internet is the most used library resource used. Faculty and students search the databases provided and download items when available. The interlibrary sharing tools such as Cascade are also used on a regular basis.
We have a member of the library board. He assists in library planning. He also involves many department faculty members in recommending new books for purchase.
We have access to the Education Technology Center, which under the direction of the Center for Teaching and Learning. Ed. Tech. has many items that are useful for our students and faculty, including manipulatives and textbooks. The main issue is that the center is not very well funded, which means many of their items are outdated. Textbooks, manipulatives, masters projects, etc. are available for student and faculty checkout. A professional library is also available for students and faculty, but the majority of materials have been donated by faculty members.
ADMINISTRATION University departments are groupings of teaching and research personnel, organized around traditional academic disciplines. As such, departments have as their primary responsibilities the instruction of students and the development and supervision of programs to facilitate and to improve instruction. Research and/or creative work by faculty members is also a matter of importance to the departments as is service to the University, community, and the state. Each department has its own budget, used in support of such items as travel, supplies, student help, telephone, and equipment. The Department of Education functions under a system of shared decision-making and strong executive leadership. The establishment of basic policy is the responsibility of the faculty as provided under the University’s Faculty Code and is developed through a system of interrelated committees established by the Department. All policies are subject to the continued review by the faculty at regularly scheduled and/or special meetings of the Department. Scheduled department meetings typically occur once a month on a schedule provided by the chair. DEPARTMENT CHAIR: The University administration expects department chairs to be leaders in developing strong teaching, research, public service, and academic programs within their departments. They are responsible to the department for staff selection, retention, tenure, and promotion of department personnel and the preparation and administration of departmental budgets. They are subject to the University Faculty Code and policies and procedures established by the faculty of the department. They are also subject to the authority of their dean. The chair of the department is the executive head of the faculty and is expected to keep the faculty regularly informed with respect to personnel, budget, staffing and related program matters through regular faculty meetings and other means as appropriate. PROGRAMS AND PROGRAM COORDINATORS The faculty are organized into programs, which represent traditional areas of expertise within the field of education. Generally, most of a faculty member’s teaching load will be conducted in one program. Program faculty are responsible for the programs which are offered by those faculty. Programs representing significant and coherent courses of study are established by the faculty to assist in the management of the Department’s teaching activities. Program coordinators are elected annually in the spring by the active faculties of the designated programs, and provide leadership for their programs. The Department Chair and program faculty should look to their program coordinators for guidance, counsel, and leadership in matters related to their program. Specific responsibilities may be assigned to program coordinators by the department chair and may include, but are not restricted to the following: 1. Coordinate curriculum and program development in the program and with other programs. 2. Develop annual class schedules including summer programs, and cooperate in the hiring of faculty. 3. Disseminate information about the program. 4. Assist in student advisement. 5. Plan and coordinate special efforts and activities related to the particular interests of the program.
Department faculty has the opportunity to be involved at multiple levels. Their involvement at the department and program levels are indispensables. There are times when such acts cannot proceed at the desired pace due to other time commitments. Many of the faculty members serve on university committees and boards. This is appreciated but other department members. One concern is the appearance of lack of follow through in regards to proposals submitted. A general feeling in the department is that administration has grown in size at a greater-than-needed rate. As a result of this, decisions and policies often appear to be forced on faculty members.
Teaching: The Department of Education, through the combination of funding we receive, is able to meet its goals in teaching. One aspect that has been disputed was support for Ellensburg-based faculty teaching at centers or faculty based at one of the centers teaching at the Ellensburg campus or another center. The extra time and effort needed to accomplish this had been compensated before the advent of the CBA. Afterwards, we were told that no considerations would be made outside of standard travel expenses. We were able to negotiate a compromise, but only after faculty made their position very strongly (with a veiled threat of discipline action). Service and research activities can be funded to a limited level by Ledger II funding. This could be improved.
The physical facilities for programs at all campuses are excellent. All offices and classrooms are furnished with current technological equipment. Classroom placement is often an issue due the current scheduling procedures. Classroom placements are set as the result of the "first draft" in scheduling. This is six months before the quarter begins. With a department as large as ours, schedule changes occur and we are often placed in classrooms outside of Black Hall. Waiting to assign classrooms until the second draft would greatly improve this situation.
We are in good shape.
Instructional technology is in excellent shape for our department. Some areas of research technology could be updated. What we have available in items such as portable computers, video cameras, recorders, etc. are functional, but are not compatible with newer tech devices.
We believe in the worth and dignity of each human being. We recognize the supreme importance of the pursuit of truth, the devotion to excellence, and the nurture of democratic principles. Essential to these goals is our personal and collective commitment for the freedom to learn and to teach, and to help ensure an educational opportunity for all. We accept the responsibility to aspire to these principles which may at times transcend the immediacy of personal concerns and ambitions, and believe it incumbent upon each of us to promote these shared beliefs for the betterment of the profession which we practice. In doing this we acknowledge the following: 1. Central Washington University Policies. 2. Code of Professional Conduct for Education Practitioners. (Chapter 180-87 Washington Administrative Code.) 3. Ethical Standards for Officers and Employees of Washington State Colleges and Universities. (Office of the Attorney General of Washington.)