NCATE/State of Connecticut Accreditation

1. NCATE/State of Connecticut Accreditation October 16, 2010

2. The Educational Unit at the University of Hartford College of Education, Nursing and Health Professions (ENHP) College of Arts and Sciences (A&S) The Hartt School

3. College of Education, Nursing and Health Professions Department of Education and Human Services Department of Educational Leadership Department of Nursing Department of Physical Therapy Department of Health Sciences

4. ENHP Mission teaching ENHP provides a scholarly environment where we prepare professionals to teach, promote well-being, and become leaders in local, national and global communities. 2008 Mission Statement research service

5. ENHP Vision teaching ENHP will become a national model for integrating education and health science with community engagement. 2009 Vision translational research research service

6. Professional Excellence • Leadership • balance institutional and individual needs through policy teaching Leadership • Teaching • apply pedagogy to facilitate learning and improve professional ed. Well-being Teaching research • Well-being • advance knowledge to facilitate individual health, care, and general well-being service

7. Institute for Translational Research in ENHP • Leadership • balance institutional and individual needs through policy teaching Center for Health and Education Policy • Teaching • apply pedagogy to facilitate learning and improve professional ed. Center for Health, Care, & Well-being Center for Learning and Professional Education research • Well-being • advance knowledge to facilitate individual health, care, and general well-being service

8. Community Engagement teaching Int’l Partners Health Care Providers Educational Institutions research service

9. ENHP – Mission-grounded & Vision-driven teaching research service

10. ENHP – Mission-grounded & Vision-driven & Vision-driven teaching Int’l Partners Center for Health and Education Policy Leadership Institute for Translational Research research Health Care Providers Center for Health, Care, & Well-being Well-being Educational Institutions Center for Learning and Professional Education Teaching service

11. ENHP – Mission-grounded & Vision-driven & Vision-driven teaching research service

12. The Educational Unit& Vision-driven excellence through relevance

13. Surrounding Learning Environments

14. Unit Programs • One advanced program, one initial licensure program at the graduate level • Seven initial certification programs (undergrad/grad) • Program closures since last NCATE/State visit • Grad program in counseling • Ed.D. program in Educational Leadership (principals/superintendent certification)

15. Specialized Professional Associations (SPAs) • Recognized • Early Childhood PK-3 (undergrad) • Elementary K-6 (undergrad/grad) • Educational Technology (grad) • Met with Conditions • Early Childhood Birth-K (undergrad/grad) • Special Education (undergrad) • School Psychology (grad) • Low Enrollment • Secondary Mathematics & English (undergrad)

16. Early Childhood Birth-K (undergrad/grad) • Shortcomings of both of these blended programs were with CEC (Standards 1, 9, 10) • Programs are addressing the cited issues • Assessments specifically aligned to CEC standards • Thematic units are being reworked/developed • Teaching portfolios will address CEC standards • Child assessment is being rewritten along with rubric

17. Special Education (blended with Elementary Ed) • Performance assessments/data • Aligned in apparent ways with the CEC standards • Address breadth, depth, specificity of standard • Program is addressing the cited issues • Modifying existing assessments/rubrics to address the breadth, depth, specificity of standard • New assessments developed will pay close attention to and align with CEC indicators • New assessments in place Fall 2010

18. School Psychology • NASP findings • The comprehensive examination/grades in several courses do not assess specific standards • Case study assessments lack scoring criteria • Need to disaggregate data to demonstrate skill attainment • Need more explicit information on how evaluation is conducted • Demonstrate how results are used to improve the program • More evidence that candidates are able to integrate knowledge/skills and deliver a comprehensive range of services that have a measurable positive impact on clients • Issues addressed and explicated in the progress report to NASP (August 2010). Data are being collected to fulfill requirements

19. Secondary English & Mathematics • Cited issues in the area of assessments • Secondary English (further development required) • Has replaced three assessments • Has updated three assessments • Lack of data due to low enrollment • Secondary Mathematics (met with conditions) • The SPA-required number of standards and indicators is not met • There is a lack of quality and clarity for some assessments • There is a lack of data available at this time

20. Data System • Most course/assessment data collected through LiveText • Other collection systems • University server houses professional program application data and Praxis data • Survey Monkey for senior, alumni, and employer surveys • Supervisors complete Google Docs for the practicum and student teaching evaluations • Consolidation of all data into LiveText

21. Other Data-related Issues • Rubrics • Rewriting several to make them more definitive and performance-based • Data Gathering and Sharing • Moving toward an ongoing and systematic process involving faculty at all levels • Data Reporting • Utilizing frequency counts instead of averages

22. Faculty • Full/part-time faculty • Full-time: 10 (2 open positions) teaching 78 credit hours taught • Part-time: 47 teaching 82 credit hours • Annual training/discussion sessions for part-time faculty at the beginning of each academic year

23. Faculty • School based faculty and supervisors • 59 cooperating teachers; 25 student teaching supervisors (Fall 2010) • Training for supervisors at least once each semester • Cooperating teacher/supervisor collaborations • Instruction materials for cooperating teachers (see exhibits)

24. Continuity • NCATE coordination • Faculty status (resignations/retirements) • 3 tenured faculty (two teach only one course/semester) • 1 extended temporary contract (1/2 year experience) • 6 non-tenured, tenure track faculty (2 years experience or less) • 2 open positions • Implications for unit • Lack of continuity, NCATE experience, etc. • Increased enthusiasm, “new set of eyes”

25. The Future • Despite current fiscal realities … it is bright • New colleagues, great ideas, lots of enthusiasm and energy • New proposed programs, 5th year Master’s degrees • More collaboration, grants, Institute for Translational Research, associated centers, new and closer partnerships • NCATE Continuous Improvement Model • UHSSE partnership activities

26. & Vision-driven excellence through relevance

27. Blended Preparation of Early Childhood Teachers and Early Childhood Special Education Teachers - Baccalaureate (UG 112) • CEC Standard 1, Candidates understand the field of special education and the influences on the evolving and changing discipline. • Collaboration with our special education faculty has been initiated to create a key assessment that directly addresses the field of special education and the role of the special education teacher as well as the range of early identification/intervention opportunities presented to all early childhood teachers working with specialist. This assessment will be piloted in Spring 2011, revised based on the pilot data and then implemented by Fall 2011. • Examining the final version of the CT Regulations that have proposed dramatic shifts in the state certification of special education teachers along with a conceptual shift in the integrated or blended CT teacher education programs

28. Blended Preparation of Early Childhood Teachers and Early Childhood Special Education Teachers - Baccalaureate (UG 112) • CEC Standard 9, Candidates are guided by the profession's ethical and professional practice standards.. • The new key assessment, mentioned above, designed to directly address the field of special education standards will specifically address ethics. This new key assessment will be piloted in Spring 2011, revised based on the pilot data and then implemented by Fall 2011. • The Child Assessment (Assessment #2) will be revisited for Spring 2010 and the assessment rubric will be redesigned to more adequately include the responsibilities and professional limitation of an initially certified early childhood educators from a blended undergraduate preparation program  • The Thematic Unit (Assessment #3) assessment will be revisited for Spring 2010 to make clear CEC professional practice standards as they dovetail with and are distinctive from the NAEYC standards. • Examination of the Unit Student Teaching Portfolio has begun and revisions will address this standard in the context of the CT Regulation changes.

29. Blended Preparation of Early Childhood Teachers and Early Childhood Special Education Teachers - Baccalaureate (UG 112) • CEC Standard 10, Candidates routinely and effectively collaborate with parents, other educators, service providers, and others. • The new key assessment, mentioned above, designed to directly address the field of special education standards will specifically address the role of early childhood educators collaboration with other educators and service providers whose expertise is distinctive from the classroom teacher. This new key assessment will be piloted in Spring 2011, revised based on the pilot data and then implemented by Fall 2011. • This Fall, 2010, the Working with Families Philosophy (Assessment #8) assessment rubric will be revised to include specific elements that address candidate knowledge of service providers and ability to collaborate with them. This assessment will draw on the multiple observation-based assignments already in place in the EDY 334 course. • The Thematic Unit (Assessment #3) assessment will be revisited for Spring 2010 to make clear CEC professional practice standards as they dovetail with and are distinctive from the NAEYC standards. • Examination of the Unit Student Teaching Portfolio has begun and revisions will address this standard in the context of the CT Regulation changes.

30. Blended Preparation of Early Childhood Teachers and Early Childhood Special Education Teachers - Masters (G 112 and 113) • CEC Standard 1, Candidates understand the field of special education and the influences on the evolving • and changing discipline. • Collaboration with our special education faculty has been initiated to create a key assessment that directly addresses the field of special education and the role of the special education teacher as well as the range of early identification/intervention opportunities presented to all early childhood teachers working with specialist. This assessment will be piloted in Spring 2011, revised based on the pilot data and then implemented by Fall 2011. • Examining the final version of the CT Regulations that have proposed dramatic shifts in the state certification of special education teachers along with a conceptual shift in the integrated or blended CT teacher education programs

31. Blended Preparation of Early Childhood Teachers and Early Childhood Special Education Teachers - Masters (G 112 and 113) • CEC Standard 9, Candidates are guided by the profession's ethical and professional practice standards. • The new key assessment, mentioned above, designed to directly address the field of special education standards will specifically address ethics. This new key assessment will be piloted in Spring 2011, revised based on the pilot data and then implemented by Fall 2011. • This Fall, 2010, the Comprehensive Examination (Assessment #2) will be revisited and revised to more adequately address the ethics and practices required of an early childhood educator responsible for early identification, utilizing special education services and meeting the needs of all learners. • This Fall, 2010, the Analysis of One Child, Child Assessment (Assessment #7) has been revisited and the assessment rubric being redesigned to more adequately include the responsibilities and professional limitation of early childhood educators from a blended preparation program • The Thematic Unit (Assessment #3) assessment will be revisited for Spring 2010 to make clear CEC professional practice standards as they dovetail with and are distinctive from the NAEYC standards • Examination of the Unit Student Teaching Portfolio has begun and revisions will address this standard in the context of the CT Regulation changes.

32. Blended Preparation of Early Childhood Teachers and Early Childhood Special Education Teachers - Masters (G 112 and 113) • CEC Standard 10, Candidates routinely and effectively collaborate with parents, other educators, service • providers, and others. • The new key assessment, mentioned above, designed to directly address the field of special education standards will specifically address the role of early childhood educators collaboration with other educators and service providers whose expertise is distinctive from the classroom teacher. This new key assessment will be piloted in Spring 2011, revised based on the pilot data and then implemented by Fall 2011. • This Fall, 2010, the Comprehensive Examination (Assessment #2) will be revisited and revised to more adequately address the role of early childhood educator to collaborate not only with parents but also other educators and service providers to meet a child's educational needs. • The Working with Families Philosophy (Assessment #8) assessment rubric will be revised to include specific elements that address candidate knowledge of service providers and ability to collaborate with them. This assessment will draw on the multiple observation-based assignments already in place in the EDY 647 course. • The Thematic Unit (Assessment #3) assessment will be revisited for Spring 2010 to make clear the specifics of the CEC professional collaborations standards as they overlap with, and are distinctive from, the NAEYC standards focusing on families and community services. • Examination of the Unit Student Teaching Portfolio has begun and revisions will address this standard in the context of the CT Regulation changes.