educere SPRING 2010 :: Issue 01
M AGA ZINE
f rom t h e S c h ool o f E d u c at ion an d H u man P er f orman c e
A “NEW” LOOK at THE SCHOOL OF EDUCATION AND HUMAN PERFORMANCE Accreditation and Revisioning
Maya Angelou Institute
Enhancing Academic Quality
Changing Children’s Lives
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P. 19
Date 2010 :: Issue 01
SCHOOL OF EDUCATION AND HUMAN PERFORMANCE
u n d e rg r ad uate an d g r ad uate p ro g r am s
Elementary Education
Master of School Administration (MSA)
Math Education
Special Education
Master of Rehabilitation Counseling (MRC)
Physical Education
English Education
Master of Art in Teaching-Middle Grades Math (MGM)
Birth窶適indergarten Education
Exercise Science
Rehabilitation Studies
Master of Elementary Education (MEd)
Middle Grades Education Motorsport Management Science Education Master of Art in Teaching-English/Language Arts (LA)
Rehabilitation Counseling
Sport Management
Master of English as a Second Language (MESL)
SCHOOL OF EDUCATION AND HUMAN PERFORMANCE
tr aditi o nal y e t i n n ovative
Student Centered
Developing Professionals for the 21st Century
Responsive Excellence is the Norm
Leader
Reflective
Collaborative with the Community
Experiential Learning
Academically Rigorous Respect for History
Visionary
Transformative
Progressive
Change Agent
Creative Growing
Committed
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of Contents
table
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Dean’s Message
pg. 21
School of Education and Human Performance P.4
Accreditation and Revisioning Enhancing Academic Quality P.5
pg. 8
pg. 19
Department of Education Improving Teacher Quality with NC Quest P.8 pg. 12
Department of Human Performance & Sport Sciences Scores Big at 2008 Olympics P.12
Graduate Programs GROWING, GROWING and GROWING! P.14
TEAP-C Initiates New Student Success Group P.17 Maya Angelou Institute Impacts Children through Literacy, the Arts, Wellness and Gardening! P.19 What do REAL MEN do? …they TEACH! P. 21
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a message from cynthia jackson hammond
Dean’s Message S CH O O L O F E DUC A T I O N A N D HU M A N P E R F O R M A N C E
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he School of Education and Human Performance is happy to inaugurate our first issue of “EDUCERE.” Educere is a Latin word meaning to draw out; lead; or pull out. Educating our students to become part of a contributing citizenry is exciting, intense and very complex…and the process is continuously changing! Students today are of the millennial generation and they bring to the university energy and technological acumen that help them think about the world and their immediate environment differently from earlier generations. We as a division are delighted to “draw out” those skills and help students craft a new understanding about learning and life. We are pleased to share with you some of the many activities, scholarships, and faculty and student engagements that have catapulted the School of Education and Human Performance to new levels of recognition. Many of our alumni have fond memories of the prominence of the Department of Education because of its rich heritage of producing outstanding teachers in Elementary Education, Birth through Kindergarten, Middle Grades, and Special Education. Today, we have another outstanding department, the Department of Human Performance and Sport Sciences. The Department of Human Performance and Sport Sciences hosts the following undergraduate academic programs: Therapeutic Recreation, Sport Management, Motorsport Management, Physical Education, Exercise Science, and Rehabilitation Studies. We have also grown in graduate programs: Master of Education in Elementary Education, Master of Rehabilitation Counseling, Master of Arts in
Teaching, and the newest graduate program to debut in 2011 will be the Master of School Administration. The last two years have been economically challenging for the country, the state and for the families of our students. Many sacrifices have been made to ensure that students are able to obtain a quality education at Winston-Salem State University. Recognizing those challenges, the School of Education and Human Performance has been diligently conscious about hiring quality faculty and staff, being fiscally prudent about spending but not at the sacrifice of quality programming, assessing impact of programs on students’ ability to perform in their chosen academic field, and developing support programs and opportunities that enhance the total professional development of students. Never before has it been more important for alumni of the School of Education and Human Performance to rally around this generation of students to help them on their academic journey. Alumni and other supporters of the School can help by providing financial support through scholarship giving, serving as mentors, being advocates for the division, and spreading the wonderful news of the accomplishments of our students. Despite the decline in the economy, the School has much to celebrate. The next pages of EDUCERE will unfold some of the interesting activities of faculty, staff and students. We hope you will enjoy this issue and celebrate with us our laurels and plans for growth for 2010! You are invited to visit our campus, and the website, and please let us hear from you!
cynthia jackson hammond
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Accreditation [
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Never before has there been a greater call for academic program accountability than there is now! And, although faculty and staff experience that call daily, few outside of academe really know the “nuts and bolts” that are required to provide evidence that academic programs in the School of Education and Human Performance are indeed accountable. It is through the self-study and accreditation processes that academic programs can prove to the public that the highest standards for preparing students in their majors are being met.
When an academic program has been accredited, it means that the public may be assured that the program has met national, state, and professional standards of educational quality. In the School of Education and Human Performance, the following programs are accredited by their respective professional national organizations: • Rehabilitation Counseling Council on Rehabilitation Education • Sport Management Sport Management Program Review Council (SMPRC); endorsed by the National Association for Sport and Physical Education (NASPE) and the North American Society for Sport Management (NASSM) • Teacher Education Programs National Council for the Accreditation of Teacher Education (NCATE) and approved by the North Carolina Department of Public Instruction (NCDPI) • Therapeutic Recreation Council on Accreditation (COA) sponsored by the National Recreation and Park Association (NRPA) Francine Madrey, associate dean, led the NCATE self-study for teacher education programs in 2007. She said of the process, “It was a multi-year self-study that allowed us to review our programs and reflect on our practices to help ensure the program’s quality and viability and the success of our candidates. By meeting NCATE and NCDPI standards, we help make certain that our candidates are well prepared to be effective teachers in 21st-century schools where they facilitate learning for all children in their classrooms.” The accreditation status includes all 13 of the institution’s teacher preparation programs: Elementary Education, Middle Grades, Birth to Kindergarten Education, Special Education, the Master of Education in Elementary Education program (M.Ed.), the Master of Arts in Teaching (MAT) program, Health and Physical Education, English Education, Mathematics Education, Art Education, Music Education, Spanish Education, and Social Studies. The School of Education and Human Performance is the professional
Francine M a drey, A ssociate D ea n
With the new standards, institutions were required to create for each standard an “electronic evidence” that demonstrates that the standards have been met.
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education unit and has oversight for all of the professional education programs for initial and advanced teacher licensure. Standards examined by NCATE and NCDPI include: 1. Candidate Knowledge, Skills, and Professional Dispositions 2. Assessment System and Unit Evaluation 3. Field Experiences and Clinical Practice 4. Diversity 5. Faculty Qualifications, Performance, and Development 6. Unit Governance and Resources Every five years, NCATE revises its standards to incorporate best practices and research. In 2007, all of the teacher education programs were reaffirmed by a national team of NCATE Board of Examiners and peers from other schools of education in North Carolina. Accreditation reaffirmations in the School of Education and Human Performance did not end with the 2007 NCATE visit. Other self-study and reaffirmations were occurring with other programs in the Department of Human Performance and Sport Sciences between 2007 and 2010: Revisioning: “New Vision for Teacher Education Programs” In 2007, concurrent with the NCATE accreditation process, WSSU’s teacher education program began an extensive revisioning process, which required a thorough examination of the teacher education program and revamping of the program to ensure alignment with the state’s “new vision of teaching.” The North Carolina State Board of Education, in August 2006, published its new mission, which states that “Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.” The Board charged the North Carolina Professional Teaching Standards Commission to align the 1997 Core Standards for the Teaching Profession with the newly adopted mission. Sixteen practicing educators from across the state were appointed to consider what teachers need to know and need to be able to do in 21stcentury schools. The newly aligned standards proposed by this group were adopted by the North Carolina State Board of Education in June 2007 and must be met by every candidate who completes a teacher education program in the state of North Carolina. These standards are as follows: 1. Teachers Demonstrate Leadership 2. Teachers Establish a Respectful Environment for a Diverse Population of Students 3. Teachers Know the Content They Teach 4. Teachers Facilitate Learning for Their Students 5. Teachers Reflect on Their Practice
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Every teacher preparation program in the state was required to review its program and align it with the new standards. In addition to the alignment of programs with the new standards, institutions were required to create for each standard an “electronic evidence” that demonstrates that the standards have been met. We are currently developing rubrics for the electronic evidences. Program faculty will use the rubrics to evaluate the electronic evidences that graduating teacher candidates have prepared to ensure they have met all five standards. NCDPI will review the electronic evidence to determine the candidates’ eligibility for teacher licensure. As a part of its continuous review of teacher education programs, in 2015 a team of state reviewers will conduct its next scheduled review of WSSU’s teacher education program by examining selected electronic evidence. The team will also determine the program’s compliance with the standards and make a recommendation to the state board for renewal of program approval. We will continue to ensure that all of the School of Education and Human Performance programs meet the highest standards of preparation for all of our majors! “Accreditation is so very important, but we do what we do not just because of accreditation reviews. We strive for excellence because our students depend on us to prepare them to become contributing, competitive, and highly competent citizens for a global economy,” said Hammond. Sport Management Program is accredited by the Sport Management Program Review Council (SMPRC) and endorsed by the National Association for Sport and Physical Education (NASPE) and the North American Society for Sport Management (NASSM). NASPE and NASSM merged in July 2008 to D e nnis Felde r, Program form the Commission Coordinator, S por t on Sport Management M anage me nt program Accreditation (COSMA), which is a specialized accrediting body that promotes and recognizes excellence in sport management education in colleges and universities at the baccalaureate and graduate levels. COSMA’s developmental approach promotes excellence in sport management education. The Sport Management program was accredited in 2007 for a seven-year period. In 2014, the program must meet the new COSMA’s accreditation standards, which include Outcomes Assessment, Strategic Planning, Curriculum, Faculty, Scholarly and Professional
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Activities, Resources, Internal and External Relationships, and Educational Innovation. Dr. Dennis Felder, Coordinator of the Sport Management program, led the self-study for the Sport Management program and said, “This accreditation has increased the number of students, especially those from out of state, who wanted to major in SPM. And, of course, the sport industry recognizes those programs that have met the requirements of accreditation because an accredited program benefits its graduates.” Therapeutic Recreation Program is accredited by Council on Accreditation (COA) in both general recreation and in what was formerly called a specialty area, therapeutic recreation. COA has recently completed reorganization and is changing the process for accreditation in specialty areas. WSSU is now preparing to seek Cynthia Stanley, Progra m Coordinator, accreditation with the new Th e re pe utic Re creation process and new standards for the 2013 accreditation. The new standards are based on learning outcomes rather than curricular standards. Most universities offer a degree in recreation with an option or emphasis in therapeutic recreation. WSSU is one of a handful of universities that provide a program of study leading to a bachelor’s degree in therapeutic recreation. Dr. Cynthia Stanley, Coordinator of the Therapeutic Recreation program, notes that “having an accredited degree program is strong assurance to the public that it is a quality program. The faculty and students have demonstrated that they meet the standards set by professionals from across the country.”
Yola nda Edwards , Progra m Coordinator, Re ha bilitation Co unceling
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The Master of Rehabilitation Counseling is accredited by the Council on Rehabilitation Education (CORE). Accreditation was granted for the period 2005–2010 without any conditions or recommendations. The second self-study and on-site reaffirmation visit for full accreditation took place in February 2010. During the site visit, the program was
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notified verbally that there had been significant improvements in curriculum alignment, quality teaching, and effective program operations. In August 2010, the program will receive notification concerning full accreditation status, which would cover an eight-year period. CORE accredits graduate programs that provide academic preparation for professional Rehabilitation Counselor Education (RCE). CORE accreditation allows graduates to become licensed professional counselors (LPCs) in the state of North Carolina and to become Certified Rehabilitation Counselors (CRCs). Standards for review include the following: 1. Mission and Objectives 2. Program Evaluation 3. General Curriculum Requirements, Knowledge Domains, and Educational Outcomes, which include (a) Professional Identity (b) Social and Cultural Diversity (c) Human Growth and Development (d) Employment and Career Development (e) Counseling and Consultation (f) Group Work (g) A ssessment (h) Research and Program Evaluation (i) Medical, Functional, and Environmental Aspects of Disability (j) Rehabilitation Services and Resources 4. Clinical Experiences 5. Administration and Faculty 6. Program Support and Resources Dr. Yolanda Edwards, Program Coordinator for Rehabilitation Counseling, chaired the 2010 self-study for Rehabilitation Counseling. She expressed her support for continuous reviews of program: “Accreditation serves to promote the effective delivery of rehabilitation services to people with disabilities by stimulating and fostering continual review and improvement of master’s degree rehabilitation counselor education programs.” n
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THE
Department of Education
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IS IMPROVING TEACHER QUALITY WITH NC QUEST
Since 2002, colleges of Education around the United States have utilized Title II-A Improving Teacher Quality grants funding to assist in the preparation of more effective teachers. The faculty in the Department of Education applied for and received funding through the NC Quest state grant which assists local education agencies (LEA’s) in the professional development of their teachers. According to Dr. Edwin Bell, the former principal investigator (PI) and lead researcher in 2004, the primary focus of this proposal was “providing staff development that is focused on English as a Second Language (ESL) and addressing economically disadvantaged student learning needs in language development”.
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Dr. Madu Ireh is the current principal investigator for the third cycle of the NC Quest grant. Having received a grant in the amount of $290,939.00, the current grant focuses on, Improving the Performance of Elementary Teachers in Facilitating the Literacy Development of Low-Performing Students in High-Need Schools. It is a collaborative effort of faculty in the Department of Education and the College of Arts and Sciences, the Mount Airy City School district (MACS) and the Carter G. Woodson Charter School in Winston-Salem. MACS is a high-need school district serving grades pre-kindergarten to 12th grade, with approximately 160 teachers and an enrollment of over 1700 students.
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Carter G. Woodson Charter School is a high-need charter school serving kindergarten to 12th grade with approximately 26 teachers and an enrollment of over 400 students. Both partners have students in their schools who consistently performed poorly in writing. However, their regular classroom teachers do not have the requisite skills and understanding to address the diverse literacy needs of these low-performing students. Fifty to 100 students will receive intensive small group or one-on-one tutoring using intervention strategies during six one-hour Saturday sessions. The project uses a field-based/authentic learning model to provide 126 contact hours (weekends and summer) of staff development (an equivalent of 12.6 CEUs) to accomplish the project’s objectives. This project is designed to address these goals: 1. significantly improve the knowledge and pedagogical skills of teachers in partnering schools to teach reading and writing to low-performing students, 2. improve the ability of teachers in the partnering schools to plan effective learning environments and implement effective research-based instructional strategies for teaching reading and writing to low-performing students, 3. significantly improve the technology integration skills of teachers in the partnership, and 4. promote sustained professional development of teachers in the partnership.
D r. M a du Ire h , Direc tor of Technology
“The effective and efficient use of Flip Video has exceeded our projections.”
NC Quest Yields “Unexpected” Outcomes Principal Investigator Madu Ireh pointed out that the teachers participating in the grant at both Mount Airy City Schools and Carter G. Woodson Charter School hold sharing sessions with their school district colleagues. They have given samples of e-books to their peers for use in their classrooms. Despite the limited technology available to them, as well as limited prior technology skills and experiences, each participant at Mount Airy made an e-book in their group sessions. To demonstrate their enthusiasm, commitment to the program, and the new knowledge and skills they gained, NC Quest program participants at MACS made a presentation to the school board in mid-fall 2008. “The effective and efficient use of Flip Video has exceeded our projections,” said Ireh, “including being able to create multimedia resources using Flip Video and share them with their colleagues for use in their classrooms.” One the participants, in response to one of the evaluation questions said, “We have even used the technology that we have learned through NC Quest at home with our families and friends.” continued on page 10
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According to Dr. Carolyn Anderson, the associate director of CETL who guides the technology component of professional development in the grant,“During the two years I have worked with the grant, I have seen tremendous growth in the use of technology for educational purposes in the classrooms of our participating schools. Not only is technology being used, but it is adding value to the learning experience. The participating teachers are working together more at their schools and one school attributed its renewed competitive spirit to the experiences it has had in NC Quest. As a professional developer, I have grown from my involvement with NC Quest. The grant has been a win-win proposition for all.” A Brief Description of Accomplishments and Outcomes to Date Goal 1: Significantly improve the knowledge and pedagogical skills of teachers in partnering schools to teach reading and writing to low-performing students. Participants are able to use the Sheltered Instruction Observation Protocol Model (SIOP) module, the writing process strategies, and Literature Circle as new methods for teaching reading and writing in the content areas as well as for helping low-performing and ESL students improve their literacy skills. Participants can diagnose and remediate reading and writing instruction for low-performing and ESL students. Participants are able to use instructional interventions such as Peer-Assisted Learning Strategies (PALS) for low-performing and ESL students.
NC Quest is one of the many programs that allow us to work with school partners to improve teaching and learning.
The School Partners at Carter G. Woodson and Mt. Airy were provided ample learning opportunities centered on enhancing their basic knowledge and pedagogical skills in order to improve their expertise in more effectively teaching reading and writing in their classrooms to lowperforming students. Think-finity, Discovery Learning, and SAS in School, among others, were explored as information resources on teaching reading, writing, lesson planning and development of materials for use in different content areas and grade levels according to state standards. Goal 2: Significantly improve the ability of teachers in the partnering schools to plan effective learning environments and implement effective research-based instructional strategies for teaching reading to low-performing students. Participants created implementation plans during the summer and began implementing during the fall, planning lessons that integrated technology (e.g. Smartboards and Flip Videos), writing, intervention strategies (e.g. PALS for peer tutoring), and literacy strategies (e.g. literacy circles). Participants’ products and reflections indicate that we are making good progress toward program goals. The participants were given the opportunity to acquire new learning strategies in the teaching of reading to lowperforming students. They were introduced to Peer-Assisted Learning Strategies (PALS), which are designed to help teachers accommodate diverse needs of learners and to promote academic success in reading achievement. They also received instruction in the Sheltered Instruction Observation Protocol Model (SIOP) to assist many of their English as Second Language (ESL) students improve reading in the content and vocabulary development. They were also trained and provided an opportunity to practice using Differentiated Instruction, a method of customizing teaching to fit each learner’s needs. Running Records, a reading assessment technique, was presented as an additional method of evaluating literacy development and skills. Indirect comments and anecdotal evidences, lesson plans and self-teaching videos proved the effectiveness of these strategies and methods. Goal 3: Significantly improve the technology integration skills of teachers in the partnerships.
D r. C athy G rif f in - Famble , D e par tme nt of Educ ation Chair
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The school partners were thoroughly impressed with the infusion of technology in their classrooms.
The participants are able to integrate technology and media resources such as Smart Board, Flip Video, Multimedia, the Internet, and technology-enhanced strategies for assessing literacy. The school partners were thoroughly impressed with the infusion of technology in their classrooms. The participants were taught various strategies for infusing technology into instruction in ways that helped low-performing students improve the accomplishments in reading and writing, including reading and writing in the content areas of math and science. Using both first-hand experiences and guidance from other teacher-experts from Davie county as mentors, they learned how to use Smart Board, Smart Note software, Flip Video, Moviemaker, and various Internet-based instructional resource sites to address the needs of students and refine the skills and accomplishments of their 21stcentury students. The teachers produced lesson plans, videos and digital stories as evidences of their newly acquired skills.
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Goal 4: Promote sustained professional development of teachers in the partnership.
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Among participants in Mount Airy, four have been encouraged to enroll in the M. Ed. program at WSSU and to obtain their “M� licenses. Two of the participants have submitted presentation proposals to state and national conferences for consideration. Two of the teachers at Jones Elementary have developed extensive resources that they now share with others teachers on how to improve the teaching of literacy for low-performing students. n
The teachers who participated in NCQuest want to continue to develop and enhance the skills that they have acquired through the program. Teachers have been able to concretely apply in their classrooms the new skills they have learned through NCQuest!
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HUMAN PERFORMANCE & SPORT SCIENCES DEPARTMENT
SCORES BIG AT 2008 OLYMPICS The Department of Human Performance and Sport Sciences (HPSS) is a unique and dynamic department consisting of seven distinctive programs. HPSS is a studentcentered department which prides itself on providing academically rigorous programs, experiential learning and student mentoring, all of which prepare our students to be successful graduates. The 2008–2009 academic year was an active and productive year for HPSS. Faculty and students were involved in a myriad of learning activities. No doubt one of the most exciting and rewarding was a chance to experience the 2008 Olympic Games.
D r. Travis Teag ue , Program Coordinator
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Lef t to Right: D r. J a mie Robbins , D r. Travis Teag ue , Da rrell S outhe rn , Mylynda C ave r, Aala na B e rr y, Chasta H opkins , Isaia h Richardson , D r. J im H and
Three HPSS faculty and five students joined a similar student contingent from Western Kentucky University (WKU) on a trip to China for a two-week comprehensive study abroad project centered around the 2008 Summer Olympics. “We were very excited about the opportunity to integrate global learning into our student’s academic experience,” said Dr. Travis Teague, WSSU’s Motorsport Management coordinator. The joint project was completed in a class that prepared students for the Chinese culture. Topics included: Chinese History, Chinese Geography, Chinese Politics and Government Past and Present,
Chinese Society and Culture, Art, Cuisine, Music, Practical Etiquette for the Traveler to China, China and the Olympics, and a host of other topics. The group spent time in Shanghai and Beijing and visited other locales of note as they immersed themselves in Chinese culture. Cultural and historical destinations included places like The Forbidden City, The Great Wall, and Tiananmen Square. Students were exposed to cultural events that included a Chinese acrobatics show, an international tea show, a folk art show, and an up-close look at people’s daily lives and leisure activities. The group also got a chance to observe several Olympic events. The contingency included students from the Therapeutic Recreation, Exercise Science, and Sport Management programs. Upon return, students were provided a forum to share their experiences. n
Dr. Travis Teague and Dr. Jim Hand, program faculty in Motorsport Management, are seeking to extend globalization by infusing international cultural literacy in courses and by providing other international experiences for WSSU’s students.
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GRADUATE PROGRAMS
GROWING, GROWING and GROWING!
Educere is an on-going process that goes beyond the preparation of undergraduates. Our graduate programs seek to unfold the intellectual potential of graduate students through highly competitive programs that meet the growing demands of an everychanging professional environment. If a baccalaureate degree was thought to be sufficient a few years ago, it is no longer adequate for addressing the complex challenges of an increasingly diverse society. It is within this context that graduate education becomes a necessity, not a luxury. The School of Education and Human Performance (SEHP) is a pioneer in graduate education at Winston-Salem State University.
In the fall of 2000, the SEHP initiated the master’s degree in Elementary Education (M.Ed.) to provide advanced training to practicing elementary school teachers in surrounding school districts. In 2004, the Master of Science in Rehabilitation Counseling (MSRC) was initiated to provide advanced training in counseling. Both programs, in addition to their on-campus traditional instruction, provide graduate education opportunities to many professionals working in rural areas in North Carolina through off-campus sites and online instructional delivery. Being responsive to the needs of surrounding communities is part of the university’s mission and the SEHP’s strategic plan.
M a n uel P. Vargas , Ph D, A ssociate
The Master of Arts in Teaching (MAT), established in 2007, was
a response to the teacher shortage experienced in the state of North Carolina. This graduate program is intended for individuals who hold baccalaureate degrees in nonteaching fields and want to pursue a professional career in teaching. The recent economic downturn has allowed some professionals to reassess their career goals and return to the university for further education. Presently, the MAT offers teacher licensure options in two critical areas: Special Education (PK–12) and Middle Grades Education (6–8) with specialties in mathematics or science. In anticipation of an impending shortage of school principals, a group of faculty members in SEHP has been diligently working on the development of a master’s degree in School Administration
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(MSA). Authorization from the University of North Carolina General Administration and the North Carolina State Department of Public Instruction has been granted to begin implementation of this graduate program in the fall of 2011. The development of graduate programs that enable individuals to continue their professional growth is a fundamental commitment to SEHP’s mission and a contribution to an on going educational process… or educere. Graduate Program Highlights M.Ed. During the first 10 years of operation, the M.Ed. program has graduated approximately 80 candidates. These individuals have assumed roles as educational leaders at their own schools, school communities, and in the state of North Carolina. Among graduates of this program, 18 have received National Board Certification, a prestigious distinction which requires teachers who meet rigorous national standards. Four have been named “Teacher of the Year” at their own school or in their school district, including Winston-Salem/ Forsyth County Schools, where a great number of candidates work. Other candidates have developed instructional materials such as
“literature circles” that have been widely disseminated by the NC Department of Public Instruction as exemplary teaching practices. In addition to the on-campus program, the M.Ed. faculty offer graduate education at three different off-campus sites, which makes it possible for many teachers working in rural North Carolina to continue graduate education and benefit many elementary education students in these remote areas. Having a positive impact on student learning is the ultimate goal of the M.Ed. program. A unique feature of the M.Ed. is for program candidates to be able to apply lessons learned in class to their daily work with students. Both theory and practice come together in the teacher’s classroom, where the best teaching practices are applied and instructional decisions are based on candidates’ research findings. Each individual candidate is expected to identify a topic related to his/her class, or school, and develop action research as a learning project. The transformative impact of action research projects on students’ learning has been one of the most successful features of the M.Ed. program. The first Distance Learning (DL) cohort of M.Ed. candidates graduated in May 2009. They were
20 0 9 M . Ed . Cohor t
teachers in Davie County School System who participated in the M. Ed. program at Pinebrook Elementary School in Mocksville, North Carolina. Six of the nine graduates became National Board certified in November 2009. They were the only elementary teachers certified in Davie County during that time. Two of the graduates have applied to doctoral degree programs. MSRC. In addition to the traditional face-to-face format, the MSRC program offers the only online program in the state of North Carolina, which enables many candidates in rural areas of the state and other parts of the country to have access to graduate education. The positive impact of this program, in a short period of time has been noticeable: approximately 80 candidates have completed the MSRC program. All of WSSU’s graduate programs, including the MSRC, enjoy national accreditation, which is essential for a quality program. During the spring of 2010, the MSRC program completed its second on-site accreditation review. A team of program reviewers representing the Council on Rehabilitation Counseling (CORE) conducted a two-day program assessment. Preliminary feedback indicates that the MSRC is a sound program, with significant improvements in curriculum alignment, quality teaching, and effective program operations. continued on page 16
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MAT. The MAT was designed for individuals who already hold a nonteaching baccalaureate degree and plan a professional career in teaching. Presently, the MAT options include Middle Grades (mathematics or sciences) and Special Education (general curriculum) licensure areas. Specifically, the MAT requires 39 credit hours of graduate work divided into two phases. Phase I prepares candidates for the initial teaching license; and phase II provides preparation for the North Carolina master’s level license. Through a grant from the U.S. Department of Education, the MAT developed a fast-track schedule for the preparation of science and mathematics teachers, allowing these individuals to enroll as full-time (nine credit hours every semester) candidates. Tuition and fees are paid for individuals who meet eligibility criteria, which include a minimum of 24 credit hours of science or mathematics at the undergraduate or graduate level and a minimum gradepoint-average of 2.75 in the academic content area. These individuals are also expected to enroll as a cohort and participate in professional conferences related to their teaching fields. In a short period of time, the MAT has already graduated five candidates and its present enrollment grew to a total of 33 candidates, with the highest number in Special Education (21). Like all graduate programs in the SEHP, the MAT must adhere to accreditation guidelines established by the North Carolina Department of Public Instruction to ensure program quality. Two Special Education candidates who have been named “Teacher of the Year” at their own schools are a testimony of excellence in this program. n
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M e mbe rs of Projec t Pass during a planning me eting
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[ Project PASS ]
Peer Advanced Success Strategies Being a teacher education student has its special challenges, but it also has outstanding opportunities. In addition to the usual angst of adjusting to college life (cafeteria food, independent decision-making, and selfregulation), teacher education candidates must prepare for required pre-professional examinations, and the expectation of professional dispositions. The staff of the Teacher Education Advisement and Partnership (TEAP) Center listened to teacher education candidates as they spoke about their desires and fears. How could TEAP best help candidates gather tools and strategies to overcome fears and doubts?
Shirley Farrar, Director of the TEAP Center, recalls, “In the fall of 2006, several teacher education candidates came to me advancing the notion that peers helping peers might be a powerful strategy. So that year, we established the student organization, Peer Advanced Success Strategies (PASS).” The main goals of PASS are to 1. strengthen peers’ pre-professional reading, writing, mathematics, and test-taking skills 2. encourage peers to take personal responsibility for knowing and undertaking the process of admission into teacher education programs 3. incorporate professional dispositions into candidates’ day-to-day attitudes and deportment Given these goals, Project PASS is determined to do S hirley Fa rra r, Dire c tor TE AP Ce nte r its part in helping to advance peers and aid in • increasing WSSU’s success rate on Praxis I reading, writing, and math examinations • increasing the number of candidates accepted into teacher education programs • broadening candidates’ understanding and practice of dispositions expected of education professionals • improving interaction and creating professional relationships among teacher education candidates • building a base for and strengthening the appeal of lifelong learning continued on page 18
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The main goals of PROJECT PASS: 1. Strengthen peers’ pre-professional reading, writing, mathematics, and test taking skills 2. Encourage peers to take personal responsibility for knowing and undertaking the process of admission into teacher education programs 3. Incorporate professional dispositions into candidates’ day-to-day attitudes and deportment
Rete ntion Advisor
During this 2009–2010 academic year, Project PASS keeps its focus on collaborative activities that supplement, support, and strengthen the knowledge, skills, and disposition information that candidates receive in coursework and through state and national standards. Accordingly, PASS-sponsored activities for 2009–2010 include
Andrais B randon , TE AP Advisor
Fall 2009 Professional Skills Classroom Management Seminar facilitated by School of Education and Human Performance (SEHP) faculty: • Dr. Cathy Griffin-Famble, Chair of the Department of Education • Ms. Fran Oates, Program Coordinator for Elementary Education • Dr. Lynn Zubov, Faculty, Special Education Pre-Professional Skills Cooperative Writing — I Will Teach, a collection of essays inspired by Project PASS and published by the TEAP Center • Ms. Victoria Hanchell, TEAP Retention Advisor and I Will Teach Editor Spring 2010 Pre-Professional Skills Cooperative Writings Group (CWG), an outgrowth of Project PASS activities, meets Mondays at 10 am and guides peers to help each other strengthen writing skills for greater success in performance in upper-level coursework and the Praxis I Writing
Vic toria H anchell , TE AP
exam. The Group is sponsored by the TEAP Center. • Ms. Shirley Farrar, TEAP Director and CWG Facilitator Disposition Skills “Attitude Matters: Preparing to Make a Difference” is a conference on disposition development and took place on Saturday, April 10, 2010. This conference was an outgrowth of Project PASS discussions regarding supplemental instruction in dispositions. In addition, as a way to actively demonstrate SEHP’s spirit of collaboration, PASS asked Real Men Teach (RMT) to co-host the conference. The jointly hosted conference offered “soft skills” workshops relevant to WSSU students across the campus, regardless of major. Workshop topics included Textbook Reading, Code Switching, Professional Image, Critical Thinking, Time Management, and Taking Notes. The conference also featured a luncheon speaker, who gave an address on making a difference in providing quality education for children from poverty. The main conference planners were • Candidate Kim Body, Project PASS President • Candidate Christopher Graham, RMT President • Ms. Victoria Hanchell, TEAP Retention Advisor and Conference Coordinator • Ms. Holly Madrey, RMT Coordinator and Assistant Conference Coordinator
PASS activities provide many opportunities for teacher education candidates to overcome challenges as well as develop and practice the disposition and leadership skills expected of professional educators. PASS membership is open to all teacher education candidates in WSSU’s School of Education and Human Performance and College of Arts and Sciences. For membership information, candidates should contact Ms. Victoria Hanchell in the TEAP Center, located in Suite G 19-20 on the ground floor of the Anderson Center. n The Teacher Education Advisement and Partnership (TEAP) Center is a support unit of the School of Education and Human Performance (SEHP) at WSSU and was established in the fall of 2005 by SEHP Dean, Cynthia Jackson Hammond. When Dean Hammond took the helm of SEHP in 2005, she saw a great need to establish clear paths to graduation and licensure, increase students’ awareness and adherence to professional dispositions, and develop mutually beneficial relationships with school districts and community colleges. The TEAP staff is currently composed of a director, pre-admission advisor, retention advisor, licensure officer, and two support staff.
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Maya Angelou Institute
C arole A . Winston , Direc tor
The past two years were very exciting for the Maya Angelou Institute for the Improvement of Child and Family Education. During 2008–2009, the Institute worked closely with School of Education and Human Performance faculty and students, local elementary schools and community organizations to develop and implement programs designed to increase early literacy and give children in the early grades and their families the tools needed to thrive educationally, socially, physically, and psychologically.
One Saturday morning in late September 2008, the Institute’s director and six School of Education and Human Performance B–K pre-certification students participated in the “Gateway to a Healthier You!” Community-wide Kickoff held at the Gateway YWCA. The event was sponsored by the Wake Forest Maya Angelou Institute for Health Equity, the UNC-G School of Nursing Health Center for Vulnerable Populations, and the YMCA of Winston Salem. The WSSU B–K students set up a “Read-to-Me” room and took turns reading to young children whose parents visited the several interactive exhibits highlighting the benefits of healthy eating, exercise and selfcare. Afterwards, the students commented that the
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experience of reading to the children, engaging them in the storyline, and encouraging them to ‘read’ along with them, solidified their commitment to teaching young children. When African American swimmer Cullen Jones won a gold medal during the 2008 Olympics, he spoke frequently about his concern for African American and Latino children who are at high-risk for drowning. Almost 60 percent of African American children living in metropolitan areas cannot swim, nearly twice the rate of white non-swimmers. As a consequence, continued on page 20
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familiarize the children with the concert’s themes and musical instruments. A Q&A after the concert allowed the students to meet with some of the musicians and dancers.
Petre e Ele me ntar y stude nt learns swimming skills with Rhonda H uggins , S PE major.
African American children drown at a rate nearly three times that of white children. One of the many reasons for the ‘swimming gap’ is the children’s lack of access to swimming lessons. In early 2009, the Institute’s director met with the Executive Director of the Winston Lake YMCA to discuss providing water safety classes for young children. As a result, the MAI, in collaboration with the Winston Lake Family YMCA and Petree Elementary School, sponsored the Y-Splash Water Safety Program for over 45 second-grade students. Beginning in April, the first group of students went to the YMCA for four days, where they learned to be “safe in the water.” The Institute gave each student an age-appropriate book with a swimming theme that the teachers incorporated into the curriculum. At the end of the program, each child was tested and determined to have the skills needed to be water-safe.
In late 2009, the Institute was awarded a two-year grant by the Women’s Fund of Winston-Salem to implement a program for Kimberley Park Elementary School fourth-grade girls and their mothers. The grant funds will be used to implement a program to strengthen the mother-daughter bond at a time when many girls tend to drift toward their peer group and away from parental influence. The intent of the program is to increase protective factors in prepubescent girls in order to decrease the likelihood of their engaging in high-risk behaviors. The program will have three components designed to strengthen the mother-daughter relationship: exercise, the planting and maintenance of a community garden, and a curriculum-based support group facilitated by WSSU Psychology and Social Work students. n Petree Elementary School third-grade students and the cast member of Winston Salem Symphony Discovery Series production of “Peter and the Wolf Meets Alice in Wonderland.”
The Institute plans to expand the program to include students in the Kimberley Park Elementary School After-School program. One of the Institute’s signature events is third-grade student attendance at the Winston-Salem Symphony’s Discovery Series Concerts for Children. Music and art appreciation are an important aspect of a rounded educational experience. With the support of the Institute and Winston-Salem’s Mayor Pro Tem Dr. Vivian Burke, 30 students and 20 parents attended the symphony’s “Peter and the Wolf Meets Alice in Wonderland” concert. Prior to the concert, the Institute provided the teachers with Peter and the Wolf and Alice in Wonderland book/CD gift packs in order to
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What do
REAL MEN do? ...they TEACH! In 2005, Dr. Jackson Hammond, then interim dean for the School of Education and Human Performance (SEHP) noticed that there were many female students in the Department of Education who were actively engaged with their peers and professors. However, she could count on one hand the number of male students that she saw; and the few males that were there did not seem to be fully “connected” or empowered by their educational experiences. That image stayed in her mind for a couple of years, but was pushed back until other more pressing issues of the School were addressed. In 2007, after completing the accreditation process for the SEHP, she had a visit from Rudy Anderson from WSSU’s Marketing and Communications Department. He entered her office with a serious level of consternation and said, “Doc, we have to do something about our children in public schools
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and our African American males.” Anderson spoke to Hammond as a community activist who, along with his community peers, wanted to invoke a change. From that discussion, Hammond told Anderson of her concerns from 2005 and her vision for a new support group for college males who wanted to be teachers.
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H olly M a drey, Coordinator
That same year, the vision of REAL MEN TEACH became a universityadopted program. With the assistance of Title III funding, RMT received operational funds for two years to inaugurate the program. Real Men Teach (RMT) is a direct response to the need as reflected by UNC System’s UNC Tomorrow. As a component of their overall K–12 continued on page 22
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outreach strategy, North Carolina colleges and universities will need to develop specific programs to improve college access, matriculation, and graduation for the African American male. It is through RMT that WinstonSalem State University male preservice teachers will gain heightened visibility and preparation as teacher leaders, influence other male students in K–12 schools, and serve as ambassadors for teacher education. Jackson-Hammond often speaks to the RMT protégés about being “teacher leaders.” She tells them of her father, who was a school principal, and how he influenced so many students to grow and become the best that they could be. “My father grew up in Jim Crow era and so did the students he taught and mentored in rural Louisiana,” Jackson-Hammond said. His students were the sons and daughters of sharecroppers and because of my father’s influence, they went on to be teachers, professors, lawyers, entrepreneurs, physicians, corporate executives, and contributing
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citizens of their communities.” Mr. Jackson went beyond the teaching domain and exercised leadership to the fullest length to ensure that his students were prepared. Jackson-Hammond said, “That is the value-added component that Real Men Teach aspires to for all of its participants.”
communications, academic skills development and civic responsibility are part of the curriculum. Mentoring Component Each protégé is assigned an academic, personal and social mentor. The mentors provide each
Developing teacher leaders is accomplished by the RMT protégées matriculating through a leadership curriculum and a mentoring component. At the conclusion of the program, student participants serve as mentors and role models to high school students in the local community. Leadership Curriculum The leadership curriculum exposes participants to the current leadership trends and issues salient to future teacher leaders. Protégées are required to read a series of leadership articles and provide comprehensive responses that are shared among the participants. Other workshops focusing on educational leadership, personal finance,
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H olly M a drey, RMT Progra m Coordinator
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As future educators, we have been charged with obtaining outstanding goals for ourselves as well as the students we will soon be entrusted to nurture.
pursuit of licensure in teaching, commitment to participate in professional development activities, and successful completion of the membership application process.
protégé with informal insights of the profession from the perspective of a seasoned practitioner. Mentors are selected from a wide range of professions and they make a twoyear commitment to the program. Although there are some specific program objectives governing the mentor/protégé experience, the mentor is encouraged to expand his relationship with his protégé.
Chris Graham, the 2011 RMT President, reflects on becoming a teacher-leader. “I grew up with many challenges. However, the desire to succeed has always been greater than my challenges. I do not believe in making excuses because excuses are tools of the incompetent. I decided to become an educator because, like you, I wanted to make a difference. I realized at an early age that life was bigger than me. I also understood that it was not about ‘just me’, but
RMT’s first 2009 induction class hosted a membership of 23 protégées. The 2010 induction class will host 15 new members. Membership is determined by specific grade point average, completion of at least one semester at WSSU,
Richa rd Wat t s ,
about the difference that I can make in the lives of others. I always had people that not only cared about me but also wanted the best, for me. Sometimes when I did my best it was because that is what people wanted and expected. As a teacher, that is something that I will always do, expect the very best out of every student. I firmly believe that what you see in a man is what you will get out of him. Yes, an effective teacher must be knowledgeable, reflective, caring, supportive and so much more. However, you must always remember that passion will take you further than skill. As future educators, we have been charged with obtaining outstanding goals for ourselves as well as the students we will soon be entrusted to nurture. Dr King said it best, ‘Intelligence plus character - that is the goal of true education.’ With this in mind, let us never lose sight of the vision of Real Men Teach and the goal of true education”. n
J ef f Davis , C all M e M iste r, Cle mson U nive rsit y
Ms. Holly Madrey serves as the coordinator for Real Men Teach. For more information regarding Real Men Teach contact Ms. Madrey at madreyhe@wssu.edu
Clay ton Willia ms , RMT protégé e
Winston -S ale m Pre parator y Ac ade my Principal
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