Welcome
to Gallaudet's On-Line Exhibit room:
NCATE ANNUAL
REPORT 1998
(Part C of the AACTE Annual Report)
Section 1 - Institutional Information:
NCATE ID: 10826
AACTE SID: 1260
Institution: Gallaudet University
Unit: School of Education and Human Services
Next Accreditation Visit: Spring 2002
Deadline for Part C: February 7, 2000
Section 2 - Unit Head Information
Unit Head Name: Dr. William McCrone
Unit Head EMail: wpmccrone@gallua.gallaudet.edu
Unit Head Phone: (202) 651-5394
Unit Head Fax: (202) 651-5027
Unit Phone: (202) 651-5530
NCATE Coordinator: Dr. Thomas W. Jones
Coordinator Phone: 202-651-5530
Coordinator Fax: 202-651-5860
Coordinator Email: twjones@gallua.gallaudet.edu
Is the information above accurate?Corrected Unit Head:
Corrected Unit Head Email: William.McCrone@gallaudet.edu
Corrected Unit Head Phone:Corrected
Unit Phone:Corrected
Fax:Corrected
NCATE Coordinator: New NCATE Coordinator To Be Determined
Corrected Coordinator Phone: To Be Determined
Corrected Coordinator Fax: To Be Determined
Corrected Coordinator Email: To Be Determined
Section 3 - NCATE Standards Categories & Weaknesses Section
Category I - Design of Professional Education (Standards I.A through I.I)
Conceptual Framework(s), General Studies for Initial Teacher Preparation, Content Studies for Initial Teacher Preparation, Professional and Pedagogical Studies for Initial Teacher Preparation, Integrative Studies for Initial Teacher Preparation, Advanced Professional Studies, Quality of Instruction, Quality of Field Experiences, Professional Community..
Evaluations, changes, and improvements under Category I standards during this year:
Category I changes and improvements under Category I in the Department of Education’s B.A. in Education and M.A. in Deaf Education programs include:
- Meetings between the Department of Education faculty and the chairpersons in the College of Arts and Sciences promote collaboration between the teacher education unit and the College of Arts and Sciences.
- The undergraduate teacher education program faculty meet regularly, including retreats, for the purpose of curriculum reform, including the strengthening of content knowledge of the teacher education majors.
- A full-time faculty member has assumed responsibility for practicum coordination focusing on relationships with partner schools.
- The Chair of the Department of Education has initiated contact with partner schools through visits, collaboration on grants and professional meetings.
- Government and foundation grants proposals to support reform and improved teacher education have focused on collaboration between the university and school partners.
- There has been active participation in AACTE (DCACTE) activities, including student participation. The Gallaudet Kappa Delta Pi chapter has been very active and has provided both local and national student leadership in this organization.
- Gallaudet’s Education and Deaf Education faculty serve as President and other officers on the Boards of DCACTE, Council on Education of the Deaf, Association of College Educators of the Deaf and Hard of Hearing, National Association of the Deaf, school boards, NCATE Board of Examiners as well as organizations representing the content areas of teacher education.
- The Education and Deaf Education faculty are actively involved with partnerships to promote improved teacher/school quality in China, the Phillipines, Mexico, Switzerland and other countries.
Category I Weaknesses Cited during Previous Visit: Candidates are unable to articulate the unit's knowledge-based model or to relate course content and learning experiences to the model.
In 1998, the following changes and improvements were implemented both the B.A. in Education program and M.A. in Deaf Education to address the weakness cited above:
- All course syllabi now describe how the course relates to Program goals and philosophy.
- Reflective learning and teaching is also modeled and supported in courses requiring "reflective dialogue journals" and/or portfolios.
- Students are required to describe their own philosophy of education during the ongoing portfolio process.
- Monthly meetings are held with faculty and students that often discuss issues surrounding program philosophy, structure, conceptual framework, etc.
In addition to the actions listed above, in 1998 the M.A. in Deaf Education program also implemented these changes and improvements specifically to address the weakness cited above:
- Each student now receives a one-page handout entitled: "Why You Are Here" which describes the philosophy and goals of the Gallaudet Deaf Education program.
- A half-day orientation is provided to all M.A. students in Deaf Education that provides them with an overview of the program, its philosophy and its constructs.
The Department of Counseling addressed the weakness in this Standard Category by incorporating the "knowledge base model" into the School Counseling and Guidance program’s:
- revised student handbook
- orientation for new students
- course entitled "Orientation to the Profession of School Counseling"
As a result of these changes, it is expected that the School Counseling students have read and reviewed the materials in the handbook, have discussed the model in their orientation class, and would be prepared to articulate the model as a framework for other aspects of their program.
In response to the weakness cited above, both the Ph.D. in Special Education Administration program and the Ed.S. in School Supervision program have developed a more extensive student orientation program.
Category II - Candidates in Professional Education (Standards II.A through II.D)
Candidate Qualifications, Candidate Composition, Monitoring and Assessing Progress, Ensuring Competence.
Evaluations, changes, and improvements under Category II standards during this year:
The Education and Deaf Education teacher preparation programs reported the following 1998 improvements and/or changes under Category II:
- Grants were developed that include the recruitment, support and retention of students from under-represented groups.
- Funding was sought for partnerships with schools/programs with high concentrations of students from under-served groups.
- Attendance at student meetings held by organizations promoting multicultural activities at the university.
- There was an active effort to improve student retention of students with diverse backgrounds through advising and mentoring.
Category II Weaknesses Cited during Previous Visit: None
Category III - Professional Education Faculty (Standards III.A through III.D)Faculty Qualifications, Faculty Composition, Professional Assignments, Professional Development.
Evaluations, changes, and improvements under Category III standards during this year:
In the area of Professional Assignments:
- The Director of the School Psychology program retired.
In the area of faculty qualifications:
- One Physical Education faculty member received a certificate in law and ethics (she teaches the Law and Ethics course).
- One Physical Education faculty member completed her doctoral coursework and is now A.B.D.
- Two other Physical Education faculty members are actively pursuing their doctorates.
Category III Weaknesses Cited During Previous Visit: The composition of the faculty in the professional education unit represents limited racial diversity.
The following changes and/or improvements were taken in 1998 to address the weakness in faculty diversity:
- The Gallaudet Department of Education faculty held meetings on how to move from passive to active recruiting of a diverse faculty and student body.
- Aggressive recruiting by the Department of Education resulted in the hiring of a new faculty member who is African-American and deaf.
- A second position in Early Childhood Education was advertised aggressively, resulting in the hiring for the 1998-99 academic year of an ECE specialist with a strong track record of research and development in the area of gay and lesbian education.
The School Counseling and Guidance program has not had an advertised faculty vacancy in 15 years, and does not anticipate having a vacancy in the foreseeable future. Therefore, there was no change in this area for that program. Similarly, there was no hiring opportunity available in the Physical Education department.
An extensive and prolonged recruitment effort in the Department of Administration and Supervision yielded no change in faculty diversity for that department, and as a result the faculty search in the Department was subsequently closed.
Category IV - The Unit for Professional Education (Standards IV.A through IV.C)
Governance and Accountability, Resources for Teaching and Scholarship, Resources for Operation.
Evaluations, changes, and improvements under Category IV standards during this year:
Under the area of resources for teaching and scholarship, the Department of Educational Foundations and Research employs is a pioneer in the integration of technology in its teaching, employing a variety of formats and delivery systems. In 1998 this department developed intellectually challenging learning environments for a broad range of students, from undergraduates in educational psychology courses, to masters and doctoral students enrolled in multicultural education, statistics and advanced research design courses courses. Examples include:
- A pilot project to post course syllabi on the Web as a means to improve student access to instructional information
- A unique experimental classroom where the emphasis is placed on the use of computer based technology for visual displays and for training specific computer based applications such as library research or statistics. The room has been the site both of training experiences for other School of Education and Human Services faculty and as a demonstration site for visitors to the campus.
- Another cutting edge instructional classroom environment that permits doctoral students to function in a business office atmosphere, in which joint work on documents or presentations that are electronically communicated to an audience can be developed. At the same time, undergraduate and graduate students in teacher training programs who use this classroom can have the experience of students in elementary classrooms who work on "stations" during cooperative learning involving computers. This gives them a student perspective in an environment in which they will be the teacher.
- The Department of Educational Foundations and Research produced an intellectually challenging interactive learning environment by challenging students to develop web sites of their own instructional resources.
Under the area of Resources for Operation, in Fiscal Year 1998 Gallaudet University increased the non-payroll budget for the School of Education and Human Services by a total of $40,000. This influx of support for teacher, counselor and administrator preparation programs enabled the School to increase the departmental non-payroll budgets by $8,000 per department.
Category IV Weaknesses Cited During Previous Visit: None
Additional Changes in the Unit:
None.
Enter the Name of the Person Filling
Out the Report:
Paul Singletary
