Fall 2014 Redesign Implementation

Secondary Education Implementation Redesign Phase II Committee Summary Annie Whitlock, Karen Salvador, Laura McLeman, Christine Kenney

Phase II Redesign Implementation Update:​

● Program change forms are submitted and approved for all TCP majors. Art needs to resubmit for circulation because Krista caught a cut/paste error, should not be a problem. ​ Has this circulation occurred? I looked at Circulations XXXVI 01, 02, 03 and I do not see it. ● New SEC courses are put in the system. Prefix changes to SEC have been proposed in the system. See Appendix A: Status of Course Change Requests ○ Important note: “no college designated” is for UNV courses. Stacy Lee created a new line in the pulldown menu just for SEC classes, it is; “Not using in standing.” This should be selected for SEC courses, not “No College Designated” as we previously stated. ● Draft workflow process for new courses, program changes, course changes has been articulated See Appendix B: Draft Workflow Process ● Elementary and secondary coordinator positions are created and defined; descriptions of duties have been approved by ed council and are available in ed council minutes.

Contracts have been drafted and signed for interim secondary coordinator Karen Salvador and interim elementary coordinator Annie Whitlock. Three­year term of secondary coordinator will begin in F16; three year term for elementary coordinator will begin in 2015. Procedures for selecting faculty to fill these positions have been approved by Ed Unit. See Appendix C: Elementary and Secondary Coordinator Position Descriptions ● We designed and recommended a coteaching model, which was approved by Ed Council. New SEC courses will be fully co­taught by a team of one CAS and one SEHS faculty member. Capped at 30 students. Each instructor will be compensated a full 3cr toward their load for co­teaching, due to the expectation of coplanning, considerable fieldwork responsibilities, and expectation of participation in the SEC teaching circle. Ed Council/Deans have committed to the new SEC courses running even if they are underenrolled for AY 2015­16 AND AY 2016­17 See Appendix D: Coteaching Model, Application Form, and Process ● We designed an application form and application process for faculty interested in teaching SEC coursework, which was approved by ed council. Faculty were selected to teach the first SEC courses, SEC 200 in F14 [Annie Whitlock and Danielle DeLaMare] and SEC 201 [Suzanne Knight and Pam Ross­McClain] See Appendix D: Coteaching Model, Application Form, and Process ● We designed a Grandfathering and Substitution process to handle phasing out old courses and phasing in new ones. CAS­based methods courses that changed prefix remain equivalent. See Appendix E: Grandfathering/Substitution Process. ● SEC Coursework Administration will be through the education council; if a lecturer is needed for SEC courses, Ed Council would manage this. Budgeting/payroll for this is still not decided that I know of? The instructor/instructor of record would override

students into courses as needed. Someone in the center for educator preparation would “code” students after successful phase transition interviews. This exact process needs to be developed and communicated. CEP should prepare students for phase transition interviews and send them with an analysis of GPA in major coursework, credits completed, etc. ● Structures in the CEP have been defined, including how field functions. Staff housed in the Center are Sherryl McLaughlin [director], Deb Seyerle [cert], Candice Faith [placement], Joy Murray [data], and Ella Moore [admin/reception]. Advising: There will be a dedicated advisor who spends 50% of time in success center on pre­ed advising and 50% of time in the CEP working with ed students. Field: team of secondary coordinator, elementary coordinator, CEP director, and placement coordinator are working to improve supervision and other field issues. ● Joy Murray and Deb Seyerle are tracking data related to MTTC PRE and Subject area tests, Sherryl M is working to use that data to improve student performance. We DO link names to test scores now. Candice is building a table of field placements related to coursework. These structures will be valuable for unit­level analysis and also for secondary processes related to phase transitions. ○ PRE Scores are being recorded in the “tests” tab in Advisor Notes ○ MTTC subject area test scores are available in the document room in TK­20 and Deb Seyerle will update them after each score report. She will no longer distribute paper copies. ● Postbac advising has been transitioned to admissions. append new procedure here

To do list for Phase III Redesign Team:​

● Create flowchart/timeline for program completion to distribute to new students. ● Create similar advising materials/flowchart for TCP advisors. ● Continue to define secondary advising and processes, including phase transitions.

Prepare materials for use in/by the CEP and by TCP advisors.Continue to define phase transition processes [e.g., how will CEP prepare students for phase transition advising? When and how will that be scheduled?] ● What will the portfolios consist of, and how will they be maintained online? ● Define roles/duties of CEP staff with regard to secondary students. ● Create high­quality advertising materials for secondary programs. ● Communicate changes to feeder schools [secondary and community college]; student success center ● Assist in course/syllabus design of SEC 200 and SEC 201 as needed. ● Will there be common texts, and what will they be? ● Syllabi for student teaching and student teaching seminar need to be redesigned to match redesign [e.g., alignment with Danielson] ● Plan a retreat for Spring/Summer 2015 to get everyone prepared for implementation.

(Winter 2015) ● Informing students about the new program changes (Feb/Mar 2015­before FS15 registration opens)

Matters Arising that might not necessarily be this group’s purview: ● Articulating Background Check policy? through CEP? ● Red flag policy? ● Student teaching handbook needs to be revised to reflect these changes ● Ed Unit Handbook needs to be revised to reflect these changes ● All web materials need to be revised to reflect these changes

Action needed next fall: ● revision of course descriptions: esp regarding prereqs to reflect new program

Appendix A: Status of Course Change requests: EDS 341/MTH 341 Teaching Math... in Middle and Secondary Schools ​ submitted by KS EDS 342/ART 303 Issues, Methods and Materials in K­ 12 Art ​ retaining crosslist, S Lippert will enter in SIS EDS 343 Teaching Social Science in Middle and Secondary Schools s​ ubmitted by KS EDS 344 Teaching Science in Middle and Secondary Schools Done s​ ubmitted by KS EDS 345/FRN 365/SPN 365 Teaching Foreign Languages in Middle and Secondary Schools submitted by J Lawand EDS 346/MUS 382 Meth/Mats for Teaching Secondary School Perf Classes ​ submitted by KS EDS 347/ENG 361 Teaching English in Middle and Secondary Schools s​ ubmitted by KS EDS 348/COM 368/THE 368 Teaching Speech in Middle and Secondary Schools s​ ubmitted

by KS. M. Paroske notified B. Irwin regarding dropping crosslist, B Irwin responded OK. ENG 410/EDR 445 Improvement of Reading in the Middle and Secondary School ​ S Knight checking with state accreditors ENG 412/EDR 446 Writing for Middle and Secondary School Teachers T ​his course is newly on my radar. ENG Dept Chair S. Bernstein has OK’d change to SEC 446. This course is clearly a course that should have been on the list for approval as an SEC course, but was not.

On behalf of Education Curriculum Council, S. Knezek will write an email sharing this as a point of information, since they have already approved that secondary methods courses should have SEC prefix.

EDS 300/302/360: will run for one more academic year. [AY 2015­16] EDS 469 and 499: ​ Submitted by KS. 469 retains variable credit, 499 changed to 3 credits.

Course Change Easy Reference SEC #

Previous #

Responsible Department

SEC 341

EDS 341/MTH 341

Mathematics

SEC 342/ART 303

EDS 342/ART 303

CVA [ART]

SEC 343

EDS 343

Social Studies and History TCPs

SEC 344

EDS 344

Integrated Science TCP

SEC 345/FRN 365/SPN 365

EDS 345/ FRN 365/SPN 365

Foreign Languages

SEC 346

EDS 346/MUS 382

Music

SEC 347

EDS 347/ENG 361

English

SEC 348

EDS 348/COM 368/THE 368

CVA [COM]

SEC 446

EDS 446/ENG 412

English

SEC 469

EDS 469

SEC; see schedule suggestion below

SEC 499

EDS 499

SEC; see schedule suggestion below

C. Godmar recommended the following appear in the course schedule: EDE 469 (01) 10 CREDITS

EDE 469

(02)

5 CREDITS

BME and V Arts students only

EDE 499 (01) 2 CREDITS ________________________________________ SEC 469

(01)

9 CREDITS

SEC 469

(02)

4 CREDITS

SEC 499

(01)

3 CREDITS

BME and V Arts students only

Appendix B: Draft Workflow for SEC/TCP Course/Program Changes

Once submitted, the internal workflow of the forms will look like this: Requestor Krista Hansen

Rhonda Broadworth (previewer for CAS Curriculum Committee) Chair sign off. With SEC prefix, how will we determine what chair would sign off before Susan?

Susan Gano­Phillis (“Chair” of SEC) Note: “Chair” of SEC will not sign off on any changes until she has positive confirmation from the Chair[s] of affected CAS department[s] that the changes are acceptable.

Melissa Richardson (previewer for SEHS Curriculum Committee)

Bob Barnett (“Dean” of SEC) Note: “Dean” of SEC will not sign off on any changes until he has positive confirmation from the Chair[s] of affected SEHS department[s] that the changes are acceptable.

Chris Waters (UG Associate Provost)

Stacy/Doris (Registrar’s Office)

NOTE: we can expect issues to continue with this, because the prerequisites and course descriptions are affected by the redesign. Here is an example of a course description which must be changed [it will be OK in this catalog, because the “old” courses are running for one more year, but it will need to be changed next year]. I have asked Krista if some of the language will just go away when those courses no longer exist, and she is checking with the registrar.

EDS 347 ­ Teaching English in Middle and Secondary Schools.

Prior or concurrent election of​ ​ EDS 360.​ ​ (3)​ ​ CAP.

Outstanding problems in the teaching of English composition, literature, and language in middle and secondary schools. Required of all candidates for the secondary teacher’s certificate with a major or minor in English. Strongly recommended that this course be completed prior to student teaching in secondary English. Should be elected as EDS 347 by English teacher’s certificate majors; may be elected as EDS 347 or​ ​ ENG 361​

by English teacher’s certificate minors. ​ Also listed as​ ​ ENG 361​ .

However, in the case of the description below, I would like to know: Do we want to propose changing this description? I think reasonable people would agree that this is not a good description when all of the information is wrong...

EDS 469 ­ Student Teaching in the Secondary School.

EDS 300​ ,​ ​ EDS 302​ ,​ ​ EDS 360​ , all with grades of C (2.0) or better; concurrent election of ​ EDS ​ 499​ . Open only to students with 110 or more credits, who are within 8 credits of completing

their major and within 8 credits of completing their minor prior to student teaching, and who have been formally admitted to a teacher certification program and completed an application to student teach. (At the time of application, students must have passed the State of Michigan basic skills tests and have grade point averages of at least 2.75 overall, in education courses, and in the major and minor subject areas to be eligible to student teach.) Application procedures include an online application and a mandatory orientation meeting. The application period is in December for Fall student teaching, and in late April/early May for Winter student teaching. Missing the deadline will result in waiting until the next application period. The application site is posted to the Education Department’s website and on the Department’s bulletin board. The mandatory orientation is held in August for Fall student teaching, and in December for Winter student teaching. Dates and times are listed in the student’s eligibility letter and posted on the application site and to the Student Teaching organization in Blackboard. It is strongly urged that students elect only 12 credits while student teaching. ​ (3­10)​ ​ CAP.

Full­time teaching internship in a classroom for 14 weeks, under the joint supervision of University and school personnel. Designed to develop the special knowledge and skills required of teachers through supervised full­time participation in classroom work. Weekly seminar provides opportunity for discussion and evaluation of the student teaching experience. Additional clinical experiences and independent study may be required on an individual basis where deemed necessary by University and school personnel. S ​tudents should keep other course elections to a minimum during the semester in which they take student teaching. May be reelected to a total of ten credits.​ ​ Graded​ ​ Pass/Fail/Y.

Appendix C: Elementary and Secondary Coordinator Position Descriptions Interim Secondary Coordinator Job Duties: I. First Year Duties ● Work with Secondary Redesign Implementation Phase 2 Committees to: ○ Coordinate SEC course development initiatives and facilitate co­teaching opportunities for SEC courses (which could include SEHS/CAS, UM FLINT/Mott Community College and/or P­12 collaborations) ○ Plan program implementation and transition between programs for current students (possibly to include, for example, issuing overrides and/or holds) ○ Manage initial SEC course staffing and scheduling ○ Communicate with the Registrar’s Office about initial Catalog and course schedule listings ● Work with Secondary Redesign Implementation Phase 3 Committee to advertise the new program to feeder institutions and incoming transfer students (and possibly facilitate potential dual enrollment for these students prior to their transfer) II. Continuing Duties ● Represent CAS TCPs on the Education Council ● Participate in the Ed Unit Field Experiences Committee ● Facilitate secondary and P­12 teacher education programs: ○ Manage SEC course staffing, scheduling, cancellations when necessary and communicate such to the Registrar’s Office ○ Convene and lead bimonthly secondary and P­12 teacher advisor meetings ○ Work with the field placement coordinator to arrange secondary and P­12 field placements and hiring of supervisors ○ Serve as the instructor of record for secondary student teaching, to include but not limited to: leading student teacher orientations, coordinating University supervisors, facilitating student teacher group, and addressing challengers at placement sites. ○ Collaborate with secondary and K­12 teacher educators on assessment of their programs ● Consult with[*] with the Education Unit Data and Accreditation Coordinators to: ○ Ensure assessment efforts are planned and ongoing

○ Maintain records of candidate progress ○ Report on and make Unit data accessible to faculty ● Consult with[*] the Director of the Center for Educator Preparation and the Elementary Teacher Education counterpart regarding their efforts to enhance collaboration with P­12 teachers and schools: ○ Facilitate mentor teacher orientation and other meetings ○ Plan professional development opportunities for mentor teachers and other P­12 teachers ○ Work to enhance and establish new connections with P­12 schools and teacher ○ [*] This could evolve to a more collaborative role as the duties shift from program implementation to program maintenance and development.

Duties for an Elementary Program Coordinator ● Facilitate coordination of collaborative planning between elementary and early childhood program faculty and LEOs to ensure program goals are met. This includes: ○ Organizing planning sessions for instructors that teach in all phases of the program

○ Working with the student teaching supervisors to coordinate long­range planning for the student teaching seminar ● Act as the faculty contact for the elementary program for the student teaching experience. This could include: ○ Working with the Placement Coordinator and Center for Educator (CEP) Director to consult on elementary field placements (throughout the program as well as student teaching placements) ○ Providing support to mentor teachers ○ Serving as the “instructor of record” for student teachers, which could include entering student teaching grades, entering Impact scores in TK20, completing overrides if necessary, leading and planning student teacher orientations, coordinating University supervisors, and facilitating student teacher professional development ● Serve as a member of the Ed Council, attend meetings of the Ed Council and Ed Unit ● Meet regularly with the Director of the Center for Educator Preparation and the Secondary Program Coordinator counterpart regarding their efforts to enhance collaboration with P­12 teachers and schools: ○ Facilitate mentor teacher orientation and other meetings ○ Plan professional development opportunities for mentor teachers and other P­12 teachers ○ Work to enhance and establish new connections with P­12 schools and teachers ● Facilitate coordination of collaborative planning between elementary and early Serve on the Ed Unit Field Experiences Committee ● Serve on the advisory board of the Center for Educator Prep ● Consult on the implementation of the Secondary Redesign during the 2014­15 academic year. This includes: ○ Working with Secondary Redesign Implementation Phase 2 Committees to: ■ Coordinate SEC course development initiatives and facilitate co­teaching opportunities for SEC courses (which could include SEHS/CAS, UM FLINT/Mott Community College and/or P­12 collaborations) ■ Plan program implementation and transition between programs for current students (possibly to include, for example, issuing overrides and/or holds ■ Manage initial SEC course staffing and scheduling ■ Communicate with the Registrar’s Office about initial Catalog and course schedule listings

■ Consulting with the Secondary Redesign Implementation Phase 3 Committee to advertise the new program to feeder institutions and incoming transfer students (and possibly facilitate potential dual enrollment for these students prior to their transfer)

Appendix D: Coteaching Model, Application Form, and Process

Dear Members of the Ed Unit, October 7, 2014

The newly redesigned secondary teacher preparation program will be up and running for the 2015­2016 academic year. We are rolling out the program by offering the first two SEC courses in the professional sequence ­­ SEC 200 (Community, Family, Self) and SEC 201 (Teacher, Schools, Society) ­­ during this first year of implementation. In the spirit of the Secondary Redesign proposal document, these courses will be richer learning experiences for secondary teacher candidates if they are co­taught by a pair of faculty from CAS TCP and from the Education Department in SEHS. Since plans need to be made very soon for scheduling these two courses, the Ed Council is looking for interested pairs of instructors to co­teach SEC 200 and SEC 201 in the Fall 2015 semester and Winter 2016 semester.

Descriptions of these two courses can be found in the attached documents, and it is suggested that interested instructors read the entire Secondary Redesign proposal document as well as descriptions of the courses. Each instructor will be compensated for a 3­credit course toward their load, but this model of co­teaching involves a significant commitment to our secondary teacher candidates. It includes: ● Attending and participating in all class meetings ● Co­planning all class meetings with your teaching partner ● Co­assessing all students, including taking part in discussions with your teaching partner about the assessments ● Co­organizing field placements with your teaching partner, with assistance from the Center for Educator Preparation ● Participating in developing the course with the help of the Secondary Redesign Implementation committee and other instructors, if available ● Attending a majority of Ed Unit meetings, if schedule allows ● Sharing all materials with future instructors of the course ● Participating in a teaching circle, if one is created ● Willingness to consider participation in shared research projects

If you are interested in teaching SEC 200 or SEC 201 in either Fall 2015, Winter 2016 or both semesters, and your department chair is amenable to you teaching one of these courses, please fill out the attached short form indicating interest. There is a space on the form to indicate someone you would like to co­teach with, but it is not necessary to have a co­teaching partner in mind when indicating your interest. The Ed Council will contact you about your interest and commitment shortly thereafter. Please return this form electronically to Joy Murray by Wednesday, October 15.

Sincerely, Ed Council...

Secondary Co­Teaching Interest Form Name: Date: What SEC course(s) are you interested in co­teaching?

What semester would you like to co­teach?

Would you like to be considered for co­teaching in the future?

If there is an individual with whom you are interested in teaching please include his/her name.

Using brief, bulleted statements, please list the specific qualifications you possess that align with the course goals and descriptions for the SEC course(s) you desire to teach.

Please briefly discuss your familiarity with and/or interest in supporting the roll out of the Secondary Redesign.

The following is a list of SEC co­teaching tasks and responsibilities: ● Collaborate with and co­plan all class sessions with your teaching partner. ● Attend and participate in all class meetings for the course you are co­teaching. ● Co­assess all students enrolled in the course and discuss/debrief with your teaching partner regarding student assessments. ● Co­organize field placements with your teaching partner, with the assistance of the Center for Educator Preparation. ● Read and become familiar with the Secondary Redesign document. ● Attend a majority of the Education Unit meetings, if your schedule allows. ● Participate in a teaching circle if one is created and your schedule allows. ● Share your teaching materials (syllabus, sample assignments, assessments, etc.) with instructors of future semesters. ● A shared research agenda is part of the Secondary Redesign. Faculty who co­teach SEC courses should be willing to consider participation in research projects (for example allowing researchers to speak with your students to invite their participation in research projects, sharing your course teaching materials, willingness to be interviewed regarding your co­teaching experience, etc.)

By co­teaching, I agree to the tasks and responsibilities listed above (sign and date)

Signature ___________________________________________________________ Date ___________________________________________ Please return this form either in person or electronically to Joy Murray by Wednesday, October 15th. The Education Council will contact you about your interest and commitment shortly thereafter.

Appendix E: Grandfathering/Substitution Policy

Substitutions/Grandfathering Policy​ ​ (as approved by the Education Council on 10/13/14) 1. EDS courses [EDS 300, EDS 302, EDS 360] continue for AY 2015­16 and are discontinued after that.

2. After AY 2015­16 ● PSY 313 substitutes for EDS 300 ● SEC 200 OR 201 substitutes for EDS 302 ● SEC 320 substitutes for EDS 360

So, a student who entered in catalog year 2014, who finds that EDS 300 is no longer offered when s/he is ready to take it can take PSY 313 instead.

During ​ AY 2015­16 [when both "new" and "old" coursework are offered], grandfathered students who wish to select SEC coursework or PSY 313 instead of EDS coursework may do so, all or in part, according to the substitutions listed above after consulting with their TCP advisor.

Notes on this Policy ● The courses substitute as indicated in the policy, but should not be set up as equivalent in the system. ● The policy will be widely circulated, and the Phase III implementation team will be handling communication of the policy to advising. We will also create advising materials for TCP advisors and Center for Educator Preparation. ● Each TCP advisor should be authorized to grant waiver/substitution according to this policy.

They will submit these substitutions using the drop down menu in advisor notes. ● The credit change for seminar and student teaching is a net twelve credits; any problems caused by extraordinary circumstances can be addressed

Appendix F: Post Baccalaureate Advising Dear All, I just want to inform you that we have made some adjustments to the process of post-bac advising.

Until now, Cheryl Godmar has been advising both elementary and secondary students who wish to return for post-bac certification. In our ongoing effort to align the work of the Education Unit with the appropriate offices and staff members, Undergraduate Admissions has agreed to be the first point of contact and then direct students to the appropriate advisors, as articulated in Aimi Moss’s email below. This change will streamline the help we offer to our post-bac advisees and will simplify the process for them. If you have any questions about this change, please contact me directly.

Take care, Bob From:​ Moss, Aimi Sent:​ Thursday, October 30, 2014 12:20 PM To:​ Student_Success_Center Cc:​ Morckel, Victoria; Godmar, Cheryl; McLaughlin, Sherryl; Barnett, Robert Subject:​ Bachelor degree holders coming for certification

Student Success Center Staff: The process of advising students that already have a bachelor’s degree but come to UM-Flint to pick up their teaching endorsement/certificate is changing. The new process is listed below. Please let Jamie know if you have any questions or concerns.

Jamie: Can you contact Cheryl G (EDU) and Victoria Morkel (ERS) to secure all of the details behind the change? ∙

UG Admissions will be the 1st point of contact for transcript receipt and/or inquiry regarding post-bac students seeking initial certification in either elementary or secondary programs within education unit.

∙

nd​ 2​ point of contact will be the Student Success Center Advisor for detailed program requirements in content and EDE or SEC professional courses. This is similar to work currently being done within the SSC with undergraduate students.

Students with current teaching certificates who wish to add endorsement only, could work collectively with content advisor for coursework selection and certification officer for certification recommendation to MDE upon completion.

We have the opportunity to make this information live on the online catalog 2015/16 during catalog proofing.

∙

∙

Thanks!!

Aimi Moss| Director ​ University of Michigan-Flint ● Student Success Center 285 University Pavilion ● Flint, MI 48502

“Post Bac advising will no longer go to Cheryl Godmar. Prospective students will go to undergraduate admissions; once their transcripts are evaluated, they will be initially advised by the Student Success Center. Subsequent advising will be done by the CEP or TCP adviser, as appropriate.” Ed Council motion by Victoria Morckel

Notes from CAS meeting with Deans:

Monday, Dec 15 2014 ● Three Points from meeting on Dec 15 with CAS Deans, TCP Chairs, and TCP advisors: ○ Revenue is neutral. SEC will pay faculty, but SEC will also take revenue. ○ Credit production both for departments and for CAS as a whole will go down as a result of this. Albert Price said that they are meeting with Jerry Glasco to make sure there are no negative ○ Department Chair must sign off in the workflow for course and program changes before Susan Gano­Phillips can sign as “chair” of SEC.

Secondary TCP Program Reference List

Program

Department

Contact

Art Education

Communication and Visual Art Fred [Charles] Wagonlander

English TCP

English and Linguistics

Suzanne Knight; Kazuko Hiramatsu

French TCP

Foreign Languages

Imane Hakam

History TCP

History

Greg Havrilscak

Integrated Science TCP ERS TCP

Earth and Resource Science

Randy Repic

Mathematics TCP

Mathematics

Laura McLeman; Krista Hansen

Music Education

Music

Karen Salvador

Social Studies TCP

Earth and Resource Science

Victoria Morckel

Spanish TCP

Foreign Languages

Jamile Lawand

Speech and Communication TCP

Communication and Visual Arts

Danielle DeLaMare

Psychology TCP [minor only]

Psychology

Marianne McGrath

Note Regarding SEC Courses and TCP Programs It is important to differentiate SEC courses from TCP programs. While the SEC ​ courses​ [SEC 200, 201, 320, 330, 469, 499] will be administered by the Education Council, the TCP ​ programs​ remain housed in their respective departments in CAS. Therefore, responsibility for initiating program changes is still within specific departments. On the program change forms, there is a contact person listed who may serve as a point of contact. For your convenience, they are also listed in the table above.