Southern Illinois University Carbondale College of Education and Human Services Carbondale, Illinois Institution Comment Comments submitted by: Dr. Jan Waggoner, Director of Teacher Education
We disagree with ratings assigned in this report to our programs. In several cases, evidence from our syllabi, website and/or handbooks seemed to be overlooked or misinterpreted. Faculty who reviewed the NCTQ ratings objected to some of the findings and pointed to specific examples where our course readings, assignments and/or activities did meet the standards. Please add the following comments in your final report. Standard 1A: Program admission requires a 2.75 gpa, among other criteria, which must be maintained or exceeded during each semester. We do not find any evidence that those in the lower 50th percentile of the college-going population are able to maintain that average consistently. Criteria within the major and regular, annual review by the program faculty prevent weaker students from completing the program. Those are counseled into other majors. Standard 3: We have set a much higher standard than just scores on content tests. At the end of the program, all candidates must successfully pass the TEP Capstone Portfolio, where each candidate must demonstrate to a panel of faculty and master teachers how they have met each of the IPTS standards and must explain how they have facilitated and measured student learning in varied assessment modules. In addition, all students in these majors undergo exit interviews by program faculty. Standard 6: This is the most glaring omission of all! Methods classes specifically address the learning standards and ways in which our teacher candidates can meet these standards. Our EDUC classes, as well as major classes, have several assignments and assessments specifically on lesson planning around the standards. Standard 15: There are many factors that influence the academic performance of our graduates’ students, not just their teacher preparation. The Aug. 29, ’10 EPI Briefing Paper, by Baker, Barton, Darling-Hammond and others, seriously challenges the validity of using test scores to evaluate teachers. Standard 20: Our classroom management classes are restricted to elementary or secondary majors with content and attached field experiences tailored accordingly. SPED has two classes with a field experience for each. This is in direct opposition to the findings of the NCTQ report and an oversight on their part. Standard 22: The analysis added three courses that are field experiences. Without those, the number is 57. In addition, we do meet SPA and ISBE standards. Standard 24: The NCTQ comment does not match the standard, calling its credibility into question. Our majors take classes that include music history in the description. Standard 26A, 34A: Cross-listed syllabi for reading specifically identify 4 of the 5 components essential for effective reading instruction in assignments, readings, and class discussions. This rating is indefensible. Standard 27A, 35: Math and math educators spent several years developing and cross listing a series of 4 courses that majors must take that integrate content and methods. They address skills and understandings in geometry, algebra and math concepts. Our research demonstrates that we can significantly improve students’ skills and understandings in these areas. We unequivocally
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