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I. Overview
Morehead State University (MSU) is a regionally focused, co-educational
institution serving northeastern and eastern Kentucky. In 2003, 6,326
full-time students (6,008 undergraduate and 318 graduate)) and 2,559 part-time
students (1,178 undergraduate and 1,381 graduate) were enrolled in one
or more of the academic programs available at the institution. At the
present time, there are 12 pre-professional programs, 76 undergraduate
degree programs (associate and baccalaureate), 15 graduate degree programs
(Masters). Each program is affiliated with one or more of the following
four colleges that make up the academic organizational framework of the
University: College of Business, Caudill College of Humanities, College
of Science and Technology, and the College of Education www.moreheadstate.edu/working/aboutmsu
.
Today Morehead State University has more than 9,000
students from 100 Kentucky counties, 42 states and 37 nations. They are
enrolled on campus, at extended centers in Ashland, Jackson, Prestonsburg,
West Liberty, and in Mount Sterling. www.moreheadstate.edu/working/aboutmsu
.
Mission Statement
In June 2001, the Board of Regents approved the following Mission Statement:
Who We Are
We are a community of learners that includes teachers, scholars, staff
and students, accredited as a comprehensive University serving the eastern
region of the Commonwealth of Kentucky.
What We Do
We offer quality higher education opportunities and training in a collegial
environment of open inquiry and educational interaction. We continually
pursue academic education, professional development, and research in the
belief that learning is a life long process. We are dedicated to serving
as both an important educational resource and as a positive role model
for our community.
Where Are We Going
We commit to preparing ourselves for the challenges and opportunities
of the 21st Century, and to improving the quality of life for the community
in which we live and work, while protecting and preserving the unique
history and heritage of our service region and the Commonwealth of Kentucky
www.moreheadstate.edu/units/budgets/plan/mission.html .”
The following Strategic Goals were also approved and these lay the foundation
for decision making at the University:
Academic Success and Student Success
Excellence in Student Support
Enrollment Growth and Retention Gains
Effective Administration
Enhanced Reputation and Productive Partnerships
Professional Education Unit
The Professional Education Unit is housed in the College of Education
but includes programs and faculty from across all University colleges.
Secondary education programs are based in the academic departments of
the content disciplines, but are a part of the Unit. The largest teacher
education programs are housed in the College of Education (COE), which
is organized into three academic departments: (1) the Department of Elementary,
Reading, and Special Education; (2) the Department of Health, Physical
Education and Sport Sciences; and (3) the Department of Leadership and
Secondary Education. Each academic department is lead by a chairperson
who reports directly to the Dean of the College (Documents Room: Professional
Education Units Organizational Chart 1.1).
The Professional Education Unit includes Bachelor of Arts Degrees in:
Art, Elementary Education, French, Health, Integrated Music, Middle School
Education, Physical Education, and Secondary Education (English, Social
Studies, and Theater), and Special Education (Learning and Behavioral
Disorders and Moderate and Severe Disorders). The unit also includes Bachelor
of Science Degrees in Interdisciplinary Early Childhood Education, and
Secondary Education (Biology, Chemistry, Earth and Space Science, Mathematics,
Physics, Agriculture, Industrial Education, Technology) and a Bachelors
of Business Arts Degree in Business and Marketing. Master of Arts in Education
Degrees are offered in Elementary, Middle, Secondary, Art, Health and
Physical Education, Music, School Principal, and School Guidance Counseling
K-8 or 5-12. Master of Science Degrees are available in Vocational Education,
Vocational School Principal, and Vocational Education Supervision and
Coordination. An Education Specialist Degree is offered in Curriculum
and Instruction. We also now offer an alternative route to certification
through the Master of Arts in Teaching Degrees in Secondary Education
(Biology, Chemistry, Earth and Space Science, English, Mathematics, Physics
and Social Studies) and a 5-12 certification in Business and Marketing
Education. It is also possible for candidates with teaching certification
to complete a second certification in Interdisciplinary and Early Childhood
Education, Elementary, Middle, Learning and Behavioral Disorders, Moderate
and Severe Disorders; and three endorsement options: Computer Science,
Reading and Writing, and Gifted Education. (Documents Room: EPSB Program
Approval List 1.2)
Faculty members who deliver courses in the initial certification programs
are committed to providing high quality learning experiences and setting
high performance standards for candidates. Teacher candidates seeking
initial certification must demonstrate acceptable performance on all nine
New Teacher Standards or Interdisciplinary Early Childhood Education Standards
prior to program completion. These standards have been developed by the
Educational Professional Standards Board, and they clarify the knowledge,
skills, and behaviors first year teachers are expected to have mastered
http://www.kyepsb.net/teached/Programs/DEFAULT.html
In addition, in order to be eligible for certification, Initial teacher
candidates must successfully complete all required PRAXIS II and PLT exams
plus a one-year internship. www.moreheadstate.edu/units/undergraduate/cat02-03
Initial teacher candidates are prepared for success by completing a sequence
of courses in five areas: General Education, Content Studies, Professional
Education, Pedagogical Studies, and Integrated Studies. Courses are delivered
and monitored by qualified faculty. Candidate success and progress is
monitored by a chair-assigned academic advisor. All faculty members who
deliver courses that are required for teacher certification are members
of the Professional Education Unit. (Documents Room: Unit Faculty List
1.3).
Most faculty who deliver courses in the advanced educator preparation
programs that result in a Master of Arts in Education Degree are members
of the Department of Leadership and Secondary Education, the Department
of Elementary, Reading, and Special Education, the Department of Health,
Physical Education and Sport Sciences, or the Department of Art. Faculty
in the College of Science and Technology deliver most courses in the Master
of Science Degree programs.
The advanced programs are designed to prepare graduates to successfully
demonstrate mastery of the Education Professional Standards Board’s
Experienced Teacher Standards, the School Counselor Standards, or the
Interstate School Consortium Standards. The requirements for the advanced
programs vary; however all graduate degree candidates are required to
successfully complete a research course, program appropriate practicum
or clinical experiences, and an oral or written exit exam. www.moreheadstate.edu/units/graduate/grad-cat03
.
The Teacher Education Council (TEC) is responsible for governing all teacher
preparation programs at Morehead State University (MSU). The “purpose
of the TEC is to recommend requirements that govern MSU’s Teacher
Education Programs, to advise appropriate units of the university of teacher
education policies, and to provide leadership in elementary, middle, and
secondary education reform.” The voting membership is comprised of
four public school practitioners, two students, 10 faculty members involved
in teacher education from various disciplines, Chair of the Department
Chairs Forum, and the Dean of the College of Education. See the Teacher
Education Council Governance Documents at: http://www.msucoe.org/tec2000.pdf
. Documents Room: TEC Minutes 1.5.
Leadership for teacher education is also provided by two other key committees:
the Executive Committee for the Transformation of Teacher Education and
the College of Education Leadership Team. The purpose of the Executive
Committee for the Transformation of Teacher Education (ECTTE) is to prioritize
and monitor the implementation of the goals of the teacher education reform
initiatives that emerged from the 2000 “Teaching The Teachers Summary/Report”
www.msucoe.org/teachingtheteachers.pdf
and the annual “Transition Team Plans 2000 – 2004” (Documents
Room: Transition Team Plans 1.6) This committee is chaired by the Provost
and includes the Dean of Undergraduate and Graduate Programs, the four
College Deans, the Dean of the IRAPP, three COE department chairs, the
director of the PT3 Grant, Chair of Biology (co-chair of the Teaching
the Teachers Task Force), the two Assistants to the Dean (COE), and the
Director of the Educational Services Unit. (Documents Room: ECTTE Meeting
Minutes 1.7)
The College of Education Leadership Team is comprised of the Dean, an
Associate Dean, two Assistants to the Dean, three Department Chairs, the
Director of the Educational Services Unit, and the Teacher Recruitment
Coordinator. This group is responsible for identifying and addressing
issues and concerns of the college to ensure program, faculty, and candidate
quality. Each chairperson functions as a department liaison to communicate
information, requests, and expectations to the faculty. (Documents Room:
Leadership Committee Minutes 1.8)
The Educational Services Unit is responsible for coordinating admission
to the Teacher Education Programs, determining eligibility and providing
placements for both field experiences and clinical practice, handling
teacher certification and the Kentucky Teacher Internship Program, and
managing a variety of assessment functions. http://www.moreheadstate.edu/colleges/education/esu/
The College of Education is a member of the American Association of Colleges
for Teacher Education (AACTE), Teacher Education Council of State Colleges
and Universities (TECSCU) and is accredited by the National Council for
the Accreditation of Teacher Education (NCATE).The Mission of the Unit
At Morehead State University all units are expected to align their programs
with the vision, mission, and goals of the institution. The general aim
of the Professional Education Unit is to prepare educators who are able
to perform effectively in authentic school-based situations. More specifically,
MSU graduates must demonstrate knowledge, skills and dispositions that
are critical to success as a novice teacher, an experienced teacher, a
school counselor, or an administrator.
Unit Goals Linkage to Institution’s Strategic Goals:
1. Ensure academic quality and student success by:
Delivering high quality initial and advanced educator preparation programs
Implementing the initiatives of the Teacher Education Transformation
Plan
Setting high standards for admission to and exit from all educator preparation
programs; ensuring that these fulfill state and national expectations
Infusing technology throughout the curriculum in order to prepare candidates
who are able to effectively use technology in their classrooms.
2. Promote excellence in student support by:
Using communication technology to enhance student advising and to extend
access to education by increasing the number of courses offered through
distance learning, the virtual university, and web enhanced instruction.
3. Contribute to enrollment growth and retention gains by:
Continuing to recruit and retain quality students, including those who
represent cultural minorities in order to help fulfill institution diversity
goals.
4. Demonstrate effective administration by:
Recruiting, retaining, and rewarding qualified and diverse faculty
Supporting the establishment of a University Center for Teaching and Learning
Strengthening faculty evaluation by developing one plan to be used by
all faculty in the College of Education.
Encouraging and rewarding quality teaching, research, and service.
5. Develop productive partnerships by:
Extending the number of collaborative efforts with public school systems,
teachers, and students throughout the region
Systematically assessing students, faculty, and programs to ensure that
quality is achieved and maintained and to anticipate change when data
reveals less than expected results. www.moreheadstate.edu/units/budgets/plan/goal5.html
While the broadest goals of teacher education at Morehead State University
grow out of the university’s mission, specific standards of achievement
for the academic program come from state and national accreditation standards
which are reviewed on a regular basis. More specifically, all initial
preparation programs are aligned with Kentucky’s New Teacher Standards
and the advanced educator preparation programs are aligned with one of
the following: Kentucky’s Experienced Teacher Standards, Kentucky’s
School Counselor Standards, or the ISLLC School Administrator Standards.Significant
Changes in the Professional Education Unit 1998 – 2003
A number of changes have occurred in the Professional Education Unit
since the last NCATE visit in the fall of 1998. In January of 1999, the
President of Morehead State University introduced a campus-wide initiative
to review and, where necessary, reform educator preparation programs.
Faculty from all colleges where invited to participate in a series of
seminars entitled, “Teaching the Teachers of the 21st Century”.
During a forum on May 5, 1999, professors and administrators proposed
a campus-wide initiative to improve the quality of teacher preparation
at MSU and the Teaching the Teachers Task Force emerged. Approximately
50 faculty members were involved in a review of teacher education programs
and participated in one of eight interdisciplinary work groups created
to study selected aspects of the program. Each group ultimately made recommendations
to improve teacher preparation. (Documents Room: “Teaching the Teachers
for the 21st Century Information 1.9) The reports of each work group were
condensed into the “Teaching the Teachers: Final Summary Report”
http://www.msucoe.org/teachingtheteachers.pdf
which was presented to the President. He assigned the task of implementing
these to the Executive Vice-President of Academic Affairs (now Provost).
In May of 2000 the Executive Committee for the Transformation of Teacher
Education was formed. This committee reshaped the “Teaching the Teachers:
Final Summary Report” into a Transition Team Plan that included 14
Objectives, 80 Tasks, and a timeline for implementation. The current version
of the Transition Team Plan is located at http://www.msucoe.org/ttp.doc.
This committee continues to meet two times a month to monitor the implementation
of the plan. (Documents Room: ECTTE Minutes 1.7)
Many of the changes that have occurred in the Unit resulted from the completion
of the tasks that are articulated in the Transition Team Plan. These include:
The establishment of a free standing College of Education in 2000
This change required relocating the behavioral sciences programs to other
colleges. The Psychology Department requested placement in the College
of Science and Technology, and the Sociology Department requested placement
in the Caudill College of Humanities. The purpose for this reorganization
was to narrow the work focus for the Dean of the College of Education
to better ensure quality educator preparation programs and faculty. The
first Dean of the College of Education was hired in the fall of 2000.
Documents Room: Organizational Chart 1.1
The creation of a staff position entitled, Teacher Recruitment Coordinator.
The Teacher Recruitment Coordinator was hired to recruit high quality
and diverse students into the teacher preparation programs. To fulfill
this responsibility an Annual Teacher Recruitment Day and Teacher Recruitment
Teams have been established and are operational. An assistant was hired,
summer 2003, to support the Teacher Recruitment Coordinator by working
with teacher cadet programs in the public schools throughout the region.
Beginning Fall 2003 students in the cadet program may earn college credit
following successful completion of the program. (Documents Room: Teacher
Recruitment Activities 1.10)
The Center for Teaching and Learning (2001) was developed to enhance
the quality of instruction for all students in all disciplines across
campus. A number of faculty development activities are created and offered
throughout each academic year. See http://www.moreheadstate.edu/units/ctl/
for an overview of the activities of the center.
The strengthening of teacher preparation programs through curricular
and assessment reforms sponsored by a STEP Grant. MSU received funding
from STEP (Standards-Based Teacher Education Programs) in October, 1999.
(Documents Room: STEP Grant Reports 1.15) These funds supported several
initiatives: 1) the completion of curriculum audits of all educator preparation
programs and engaging the arts and sciences faulty in the development
of integrated curricula with standards based accountability systems, 2)
the development of a continuous assessment plan that effectively assesses
each candidate’s knowledge and skills in relation to the State and
National Teaching Standards, 3) and the development and implementation
of the “Student Teacher Record of Performance” observation instrument.
This evaluation instrument is used by cooperating teachers to evaluate
student teachers during the clinical experience (Documents Room: “Student
Teacher Record of Performance” 1.11).
The infusion of technology into teacher education programs. Through
our federal PT3 grant, “Preparing Tomorrow’s Teachers to Use
Technology,” over 500 teacher education candidates have participated
in either technology enhancement seminars ot taken an additional Internet
course that focuses on using technology to support classroom instruction.
Seventy-five percent of students who completed a recent SACS survey (3,283
responses out of 4,370 distributed) agreed or strongly agreed that they
had sufficient access to computing resources. Over 300 faculty have received
training in integrating technology into their teaching. http://www.ed-u-tech.net
and Documents Room: PT3 Reports 1.12)
The enrichment of field and clinical experiences. A four-tiered “Clinical
and Field Experiences Model” was developed in the Fall 2001 to assure
the appropriate sequencing of those experiences www.msucoe.org/4tierfieldexp.pdf
. The faculty of each teacher preparation program reviewed and determined
where and how the clinical and field experiences would move their programs
candidates through each tier of the model. Program models are included
in each program review www.msucoe.org/programs.html Field and Clinical
Experiences have been integrated into each program’s curriculum and
recommendations for placement and supervision of candidates is currently
handled by each program. Secondary teacher preparation programs have developed
a department or college delivered methods and field experience course.
These new courses were approved Spring 2003. Each course will be put on
line at the beginning of the first semester it is offered. BIO/MATH/SCI
402 and 403 are currently on the web site
www.msucoe.org/syllabi.html . Beginning May 2002 clinical faculty
in public schools who supervise field experiences have been invited to
campus to address expectations, issues, and concerns. During the Spring
2003 workshop, 32 MSU teacher educators who participated in field partnership
activities were given and trained to use handheld computers to enhance
their work in the field with clinical faculty. These partnership activities
are now ongoing semi-annual events. (Documents Room: Field Partnership
Folder 1.13)
The reorganization of the Teacher Education Council. The TEC was reorganized
in the Fall of 2000 to streamline the governance of that group. As a result
of the reorganization, the TEC constitution was rewritten and approved
by the Faculty Senate during the Spring of 2000, the Dean of the College
of Education was established as the chair, the membership was revised,
and the reporting channel was changed so that this council may appeal
directly to the Provost if its recommendations arer not approved by other
curriculum committees. A copy of the current constitution is available
at http://moreheadstate.edu/units/msac/teachered1.html
.
The establishment of alternative routes to certification. Teacher shortages
are critical, and Morehead State has responded to this need by developing
Master of Arts in Teaching programs for initial teacher certification
.The Master of Arts in Teaching: Secondary School was approved in the
Fall of 2001 (Program Review located: www.msucoe.org/programs.html see
MAT Program). At the time of approval candidates could seek initial certification
in Biology 8-12, English 8-12, Mathematics 8-12, or Social Studies 8-12.
Chemistry, Business and Marketing, and Special Education options were
approved in 2003. Eleven (11) candidates were enrolled in this program
during the fall term 2002 and the number has increased to 64 for the fall
2003 term. A faculty member was reassigned six hours to oversee the implementation
of this program during the summer of 2002. At the end of the fall 2002
semester a coordinator was appointed and given release time to fulfill
the administrative responsibilities associated with this degree program.
The rapid growth in the number of candidates in this program has also
resulted in hiring clerical support and two additional Highly Skilled
Educators (from the public schools). These teachers will work with MAT
candidates in schools throughout the region this fall. (Documents Room:
Unit Organizational Chart.1.1)
The establishment of the Appalachian P-16 Council. Morehead State University
developed and implemented the first Local P-16 Council in the State. Due
to the important role this group would play a coordinator was employed
to provide leadership for this group and to ensure MSU’s ongoing
participation in all initiatives intended to improve the quality of education
throughout eastern Kentucky. The coordinator has been actively involved
in establishing the council and securing funds to support the running
of the council. This fall an initiative was been implemented and it provides
an orientation for new and experienced superintendents on campus focusing
on the support services offered by the College of Education to schools
or students throughout the region. Iin addition, individual meetings are
scheduled with superintendents, the P-16 Coordinator, and the Dean to
discuss and resolve issues of mutual concern. (Documents Room: Units Organizational
Chart 1.1).
The following initiatives are not explicitly addressed in the Transition
Team Plan., however they strongly support the reform efforts:
Professors in the Schools Fellowship Program - Using Action Agenda funds
from the Council on Post-Secondary Education, this professional development
activity provides an opportunity for university professors to go into
the public schools to experience current conditions and practices and
to enhance working relationships with schools in MSU's service region.
Participating faculty teach in public school classrooms and assist public
school teachers for a minimum of 45 contact hours during the school year.
They also participate in the Teacher Educator Academy, a week-long symposium
modeled after the Kentucky Leadership Academy and offered on campus the
week after May graduation. Forty faculty members participated in 2001-2002
and forty-three in 2002-2003. This has been a very successful initiative,
and it will continue. (Documents Room: Professors in Schools Reports 1.14)
Dispositions Assessments. Instruments were developed in the 2001-2002
academic year and were implemented 2002 – 2003 for the initial and
advanced educator preparation programs. The candidates in the Initial
Teacher Preparation Programs are evaluated at least two times prior to
student teaching using the Disposition Rubric and Score Sheet. Candidates
in the Advanced Teacher Preparation Programs dispositions are assessed
once using a five level rubric. Candidates in the School Counselor Program
are assessed using the Clinical Practice Student Progress Report, and
candidates in the School Administrator Program are assessed using the
ISSLC based Portfolio Rubric and Score sheet www.msucoe.org/dispositions.html
.
The Continuous Assessment Plan was revised, and implementation is underway.
The database has been developed and data are being entered on a regular
basis increasing the amount of information available to determine program,
faculty, or candidate quality. A faculty member has been granted a stipend
and assigned the role of Assessment Coordinator and works with the Assessment
Committee to implement the plan, evaluate the data, distribute the data,
and revise data collection instruments as needed. www.msucoe.org/capmsu.html.
Overview of Professional Education Programs
Acronyms have been used in the table below and these were derived from
the following:
Colleges:
College of Education (COE)
College of Business (COB)
Caudill College of Humanities (CCH)
College of Science and Technology (CST)
Departments:
Information Systems (IS)
Elementary, Reading, and Special Education (ERSE)
Health, Physical Education, and Sport Sciences (HPS)
Leadership and Secondary Education (LSE)
English, Foreign Language, and Philosophy (EFP)
Industrial Education and Technology (IET)
State:
Educational Professional Standards Board (EPSB)
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