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Standard
Six: Unit Governance and Resources
The Division of Education at Lewis-Clark State College has established leadership with clearly defined authority to carry out its mission. Resources including budget, personnel, information technology, and facilities are adequate to prepare candidates to meet or exceed professional, state, and institutional standards. The institution’s professional education program and its public school partners combine to provide excellent resources with which to facilitate the preparation of professional educators at the initial level.
- Unit Leadership and Authority
- Collaboration
- Unit Budget
- Personnel
- Unit Facilities
- Unit Resources Including Technology
Unit Leadership and Authority
The unit has a well-established organizational structure and provides the leadership for all teacher preparation programs at Lewis-Clark State College, including coordination of accreditation and state program approval processes and oversight of curriculum and policies. The chair of the Division of Education serves as the chief certification officer for the college and approves candidates for institutional recommendation to the state.
LCSC’s Organizational Chart [PDF] and the Division of Education’s Organizational Chart [PDF] illustrate the governance structure of Lewis-Clark State College and the Division of Education. The college’s governance structure is aligned with its three primary missions: Academic Programs, Community Programs, and Professional-Technical Programs. Each program area has a dean. The Division of Education is one of six academic divisions that report directly to the Dean of Academic Programs; each division has a chair. The other academic divisions are Business, Humanities, Natural Sciences/Mathematics, Nursing, and Social Sciences. The Academic Dean reports to the Provost who, in turn, reports to the President. The Provost is chief academic officer at the college and is responsible for the overall supervision of the academic programs.
Programs designed to prepare professionals to work in K-12 schools are supervised by members of the unit who have the ultimate responsibility for coordinating all programs leading to initial teacher certification. The Elementary Education Coordinating Team and the Secondary Education Coordinating Team are actively involved in monitoring and modifying teacher education policies. The Elementary Coordinating Team is chaired by the Elementary Program Coordinator and consists of all faculty members who teach courses and supervise interns in the elementary program. The team meets biweekly and is responsible for monitoring the quality of the program, setting the calendar, recommending policy, determining curriculum, and reviewing applications for admission into the program. The coordinator for the Pathways to Accelerated Certification and Endorsement (PACE) program for elementary candidates is a member of this team. The Secondary Coordinating Team is chaired by the Secondary Program Coordinator and serves the same function at the secondary level. The coordinator for the Pathways to Accelerated Certification and Endorsement (PACE) program for secondary candidates is a member of this team. Team discussions and decisions are recorded in the Elementary and Secondary Coordinating Team minutes. All recommendations for major changes in program policies are brought to the full Division of Education, which includes Psychology and Health/Kinesiology, for approval.
Recruitment is a high priority at Lewis-Clark State College. The process begins each year with an analysis of current recruitment criteria and processes so as to formulate the criteria for short- and long-term recruitment cycles. The Office of Student Recruitment and Retention is responsible for coordinating new student recruitment with high schools, community colleges and regional employers or agencies. In addition, the office oversees the college’s new student advising sessions, advising for undeclared students, new student orientation, and the Student Success Program.
The Registrar’s office, the Academic Dean’s office, and the chairs of all academic programs systematically monitor the academic calendar and review all publicized materials for accuracy of information. The catalog is published on a two-year cycle. The program coordinators, the program managers and the division chair examine the catalog and make needed changes before each printing. Also, the Registrar's office updates the catalog on a regular basis to reflect curricular changes that have been approved since the last catalog publication. Curricular changes are posted immediately on the college’s on-line catalog. Program coordinators and instructional team members meet together regularly to discuss program design, class schedules, grading policies, and course objectives to ensure that policies are clear and consistent, and that students understand the program sequence and expectations for success.
The unit’s admission and program requirements are described in the catalog, on program checksheets, on the website, and in all marketing pamphlets, brochures and CDs. The chair, the faculty coordinators for each program, and the program managers review the information routinely for clarity and correctness.
New Student Advising and Registration (STAR) is the process at Lewis-Clark State College by which new students are advised and registered for the coming semester. STAR groups provide a relaxed atmosphere that makes it easier for new students to ask questions and learn some basic information about their college programs. STAR sessions are held periodically throughout the year and are organized by area of interest. New students interested in Teacher Education, Psychology or Health/Kinesiology are directed to the Division of Education’s STAR sessions. STAR sessions are held in computer labs so that students can register on-line. Program managers, along with faculty volunteers, provide the initial advising for students at these sessions. As soon as students declare a major using the Program Information Form (PIF), the division assigns them a permanent advisor based on their declared major. Secondary education majors are required to have two advisors, one in their content area major and one in education. Students must receive advising and be released by their advisors before they are allowed to register for the next semester's classes. Our PACE program coordinators and the PACE program assistant assume full responsibility for advising and registering PACE candidates, since most are at distant sites and not able to participate in the STAR sessions. The division works closely with the Registrar’s office during registration cycles to assure PACE candidates are able to enroll in the on-line courses they need to progress through the programs.
Student-centeredness is highly valued at the college. Consequently, faculty members serve as advocates and counselors as well as scheduling advisors for their students. The college also offers a range of student services, including counseling, which are well publicized through flyers, the school newspaper, the catalog and the website. The division website provides specific information about individual faculty’s office hours and schedules. The average faculty advisee load in the unit is 45. Faculty members are required to address their advising load in the Annual Faculty Evaluation process. Each faculty member posts a minimum of four office hours weekly. Faculty members are responsible for ensuring that all departmental, college and state requirements for graduation and certification are being met.
Collaboration
In 1998, the Division of Education received a 3-year grant from the Albertson Foundation to redesign its teacher education programs. During the redesign effort, we collaborated very closely with our K-12 colleagues and created a model that assures continual consultation with our school partners in maintaining quality programs. Each faculty member works with a cadre of students and with cooperating teachers, called on-site teacher educators (OSTEs), at partner school sites. The term “on-site teacher educator” was selected intentionally to emphasize the importance of the cooperating teacher’s role in determining program and policy. Faculty members are in the schools regularly to supervise interns throughout the year; this creates an informal network for sustained communication. In addition to this informal feedback loop, we conduct formal evaluations of all aspects of the program each semester. Assessment procedures of all professional education units include surveys of alumni and schools that hire LC graduates. We use these results in evaluating and modifying teacher education programs. These efforts have been more completely documented in Standard Two. We also have Elementary and Secondary Education Advisory Boards that meet on a regular basis. Membership includes administrators, teachers, faculty, and community partners.
Colleagues from other units recognize the Division of Education as the leader in issues related to the preparation of professional educators. Faculty members interact with colleagues across campus primarily through campus committees such as the Faculty Senate, the General Education Committee, the Curriculum Committee, and the Administrative Procedures Committee. As a member of the Chairs’ Council, which meets biweekly and includes chairs from all academic and professional-technical divisions, the chair of the Division of Education interacts regularly with administrative leaders from all divisions and all support units. At these meetings the Chair is consulted regarding the impact various decisions and policy changes will have on the teacher preparation programs. The unit has collegial relationships with other divisions on campus and works closely with them to enhance the preparation of teacher candidates, particularly in the core subjects. For instance, faculty in Natural Sciences and Education team-teach NS 172, Integrated Science for Elementary Teachers. Last year, the Division of Natural Sciences created a special section of NS 150, Introduction to Natural Sciences, for education majors. At the unit’s request, the Division of Social Sciences created on-line versions of courses required for teacher certification to accommodate the needs of students in the on-line versions of our teacher certification programs.
Unit Budget
The Division of Education’s budget has remained relatively stable over the last five years. In FY02, the college experienced a 10% reduction in budget due to a state of Idaho budget shortfall, which translated into a slight reduction in the division’s appropriated budgets. The college sustained another 3% holdback in FY03. Since then, however, there has been a 24% increase in our total budget due primarily to promotions, a 3% increase in salaries, position conversions, and two new staff positions; by comparison, our operating budgets have increased by only 4%.
Over the past five years our appropriated budgets, particularly those dedicated to irregular help, operating expenses and capital outlay, have not kept pace with the growth in personnel and programs. Fortunately, the division has been successful in securing external funding through state and federal grants that has helped to support the work of the division. Since 2001, our grant support has increased by 71%, from $298,120 to $1,034,532. In addition, we operate a full summer school program that is funded entirely through Community Programs.
Through a Transition to Teaching grant, we have been able to provide increased access to teacher certification through the on-line (PACE) versions of our preparation programs. As partners in the MERIT grant, we have been able to purchase web cameras and bridge appliances that enhance the quality of our on-line programs and allow us to experiment with the development of “virtual” cadres and communities of learning. With $930,000 in federal funding for an Indian Professional Development grant and $800,000 in federal funding for an American Indian Students in Leadership of Education (AISLE) grant, we are able to support American Indian students seeking teacher certification. We have also been able to establish an American Indian Resource Center on campus, sponsor a Summer Institute for Effective Teaching of Indian Children for teachers, faculty and administrators, and provide multiple opportunities for professional development for faculty, students and staff. A Grow Your Own grant from the Idaho State Department of Education for $150,000 over the last 3 years has helped us support American Indian and Hispanic students who are interested in earning certification as elementary or secondary teachers through our division, or as early childhood providers through the professional-technical program. Another partnership grant, iTEACH, has been instrumental in providing professional development for faculty and for K-12 teachers in the area of social studies.
Foundation funds available for scholarships have increased 24% since 2000, from $41,070 to $53,867. More importantly, in 2004, the division received one of the college’s largest donations, $480,069, which was earmarked specifically for scholarships to students seeking teacher certification. The first scholarships from this endowment will be awarded in Spring 2006.
Until FY 2003, we received funds ($120,000) from the state to support training for pre-service and in-service teachers in the use of instructional technologies. Through this Technology for Teachers initiative, we were able to hire two instructional aides in technology who helped conduct pre-service training on campus, and in-service training for teachers in the nine school districts in Region II. We also purchased and maintained equipment for those teachers and their schools. In addition we conducted summer workshops, which served approximately 50 teachers each session.
Currently we have 228 electronic devices, such as computers, monitors, TVs, VCRs, camcorders, digital cameras and external hard drives, loaned out to 46 teachers in 21 different schools. However, due to the loss of support from the state, we are no longer able to provide services to teachers in the field. We are still available to teachers who seek our assistance. We recycle equipment when we can, as well as answer questions or give instruction when asked. A couple of teachers seek our assistance each semester. Just last semester, two teachers from Culdesac took an inservice day and came to campus to work on FinalCut Pro in our lab.
Fortunately, the college elected to fund one of the two positions lost when the funds were discontinued. Now, instead of providing instruction for in-service teachers, the instructional aide for technology administers the Idaho Technology Performance Assessment—a state requirement for certification—in three regions in the state (half of region II, region III, and region VI).
The loss of funding for technology has exacerbated the problem of keeping our technology classroom adequately staffed and equipped with the most current technologies. Revenue from the administration of the Idaho Technology Performance Assessment and from funds provided through grants, such as the Transition to Teaching grant and the MERIT partnership grant, have allowed us to meet the challenge of maintaining a state-of-the-art computer classroom for instruction of pre-service teachers.
Table 39
Education
Division Grants/Contracts
FY 2001 – FY 2005
Source: LCSC Controller’s
Office prepared
by hf
Personnel
Personnel resources in the division have increased slightly since 2000. We converted two full-time adjunct positions to lecturer positions and one lecturer position to an instructor position. We added another program assistant, and have received support from the college for an instructional aide in the technology lab. We have also added a new faculty position in Health/Kinesiology beginning 2005-06.
Faculty members are incredibly productive and effective in all areas in spite of their demanding workloads and non-competitive salaries as evidenced by Faculty Vitae, Annual Job Descriptions, and Promotion portfolios. The number of full-time faculty in the division has increased from 20.75 faculty and 3 full-time staff in FY01, to 24 faculty and 5 full-time staff in FY06.
Faculty members teach the equivalent of 12 credit hours each semester. In addition to workload credit for coursework, faculty members receive workload credit for supervision of interns. During our redesign process, the college administration agreed to support the shift to faculty workload credit for supervision of interns, which is more costly than hiring adjunct supervisors. This support has greatly enhanced the quality of intern supervision for our teacher preparation programs. In addition, on-site teacher educators receive a small cash stipend and vouchers for course credit as compensation for mentoring interns throughout the year. Faculty members in the elementary education program receive six credits each semester, which includes teaching a component of the methodology block for Intern Is and supervising six interns throughout the yearlong internship. Due to differences in program design, faculty in the Secondary Education Program receive .5 credits per intern during Internship I, and 1 credit per intern during Internship II.
The on-line versions of our certification programs (PACE) are creating challenges in the areas of faculty workload, clerical support and budget. Last year we added a second program manager, which has helped provide clerical support for the PACE programs. In five years, the number of on-line courses being offered by faculty in the Division of Education has increased dramatically, from five in AY2000 to approximately 70 in AY2005. This increase in on-line coursework, while improving access to programs for students, has created a problem with regard to faculty workload. We continue to work on finding a suitable solution. In the absence of a campus wide policy regarding faculty workload for delivery of on-line courses, the division has created an internal guideline based on enrollment. Since enrollments in some classes are low, we established a formula - 10 students equals 1 credit. So, if a faculty member is teaching a three-credit on-line class that has six students enrolled, s/he receives one credit of workload. If 12 students are enrolled, s/he receives two credits, and if 21 students are enrolled, s/he receives three credits. Clearly, this is an area that needs further attention. We are currently in the process of addressing these issues through faculty workload adjustments and use of distance learning technologies for course delivery and supervision at distant sites. The college is in the process of developing a policy to address the workload inequities created as a result of its commitment to increasing on-line course offerings.
In addition, the new on-line versions of our certification programs are challenging our workload formulas for the two faculty members coordinating those programs. Since candidates complete their internship requirements at distant sites, we arrange for the weekly supervision to be conducted by a local professional, with the faculty coordinator conducting several on-site visits. In the Secondary PACE program, the faculty coordinator visits the intern once during Internship I and twice during Internship II. In the Elementary PACE program, the faculty coordinator supervises the candidates daily during Internship I, which is conducted on-campus during the summer. Internship II for candidates in the Elementary PACE program parallels Internship II in the Secondary PACE program. Candidates are placed at distant sites; a local professional is hired to conduct weekly visits while the faculty coordinator visits the intern twice.
Last year, the unit became partners with Southeastern Education Service Lab in Price, Utah on a PT3 grant entitled MERIT. The grant is designed to determine effective practices for clinical supervision of interns placed at isolated rural sites using single site video conferencing technology. This project, if successful, will dramatically change the role of the PACE coordinators in mentoring and supervising interns.
Program coherence and integrity are assured in several ways. All candidates in our on- campus programs are taught and supervised by full-time faculty with few exceptions. One course in the elementary program, Professional Seminar I, is taught by practicing teachers in a partner school, Heights Elementary School. One-credit Adaptive Teaching courses in both the elementary and secondary programs are taught by a qualified adjunct faculty member. Both the elementary and the secondary programs have developed handbooks (elementary [PDF], secondary [PDF]) that explain every aspect of the program, from expectations to roles and responsibilities.
All candidates in the on-line programs (PACE) are taught by full-time faculty. However, adjunct supervisors are hired to help with supervision of interns at distant sites. All adjunct supervisors are selected for their professional training and experience. During orientation sessions PACE candidates receive handbooks that explain the policies and procedures for completing the programs through the on-line versions.
Our division has adequate support personnel; we have onepermanent administrative assistant, two permanent program managers, one permanent technologist and one permanent instructional assistant for technology. We are also able to hire work-study students to help part-time in the office, and two work-study students to help part-time in the computer lab. The two program managers work closely with the Chair, team members, and teacher candidates and their advisors to make sure students are meeting all college and state requirements for initial certification. One program manager works primarily with distant site candidates in the on-line programs; the other program manager works primarily with the candidates in the on-campus programs.
Several faculty members receive release time (3 credits) to help with administrative duties that support programs in preparing candidates to meet the standards. We have an Elementary Program Coordinator and an Elementary PACE Program Coordinator, a Secondary Program Coordinator and a Secondary PACE Program Coordinator, a Director of Technologies for Teaching and Learning, and a Director of Field Experience and Assessment. In addition, with funds from our grants, we have been able to hire two part-time clerical staff members.
Professional development for faculty and staff on campus is highly valued but under-funded. Every faculty member in the Division of Education is guaranteed $350 per year from the division's allocated funds for professional development activities (travel, conferences, workshops, training seminars, etc.). The state allocates funds for reading instruction, which helps subsidize faculty development in the area of literacy.
Fortunately, over the past five years, funds from grants have provided extra resources for professional development. With monies from the Albertson grant, we were able to send teams of teachers and college faculty to a variety of professional conferences in the areas of reading, math and science instruction. Current grants are providing faculty with professional development opportunities in the areas of alternative certification, effective instruction in social studies, and clinical supervision using distance-learning technologies. In addition, the college provides $25,400 for faculty development. Campus faculty members are invited to submit proposals; the college’s Faculty Development Committee reviews the proposals and selects those that best meet the criteria.
Unit Facilities
Our facilities, which we share with our campus colleagues, are adequate but limited. Our classrooms and faculty offices are primarily in Spalding Hall, Reid Hall and the new Activities Center. We also partner with several local schools and community organizations to provide sites for specific course-based practicum experiences.
Facilities include:
- Spalding Hall, which houses the division chair, offices for Division of Education faculty, and two technology rich classrooms dedicated to teacher education.
- Reid Hall, which houses a computer lab and technology classroom dedicated to teacher education.
- LCSC's new Activities Center, which houses offices for the Health/Kinesiology faculty and two small gyms dedicated to health and physical education as well as two specialized classrooms/labs for health and physical education classes.
Course sites include:
- Heights Elementary School in Clarkston, Washington, which hosts the practicum in reading theory and the Professional Seminar I (K-8) course.
- Valley Boys’ and Girls’ Clubs in Lewiston, Idaho and Clarkston, Washington which host the practicum in reading assessment.
- Cornerstone School, which is located in the Presbyterian church across the streeet from the campus, which hosts the PE practicum.
The Division of Education maintains a number of facilities that support recent developments in technology including:
- SPH 300: a technology enhanced classroom with 4 computer stations, an interactive whiteboard, a PolyCom video conferencing system, an ELMO Visual Presenter and a TV/VCR system.
- SPH, Conference Room 116-A: a technology enhanced classroom with 4 computer stations, 16 laptop computers with wireless connection, a rear projection interactive whiteboard, an ELMO visual presenter, a big screen TV hooked to a VCR and computer, and a printer.
- Reid 211: a technology classroom equipped with 16 computer stations, a rear projection interactive whiteboard hooked to a G5 tower, an ELMO visual presenter, and a big screen TV hooked to a G4 tower, VCR, laserdisc player, cassette player and a CDR/DVDR duplicator printer.
- Reid 215: a technology lab equipped with 14 computers, 57 laptops, a black/white printer, a color printer, 5 scanners, 7 digital still cameras, 9 digital video cameras, 3 LCD projectors, 2 VCRs, and a copier.
- Elsewhere on campus: 3 web servers, 1 file server accessible from all of campus, FileMaker Pro server hosting 76 databases for the Division of Education and campus wide use, a backup file server and a tape backup of the web servers, file servers and databases.
Unit Resources Including Technology
Through its collections and services, the Lewis-Clark State College Library supports the academic and vocational programs of the College, including the several programs offered through the Division of Education. The Library fills the information needs of its user community by developing and maintaining a conceptually coherent and rational collection of print and non-print materials that support LCSC’s teaching and research mission. Library faculty members participate in the development and review of curriculum, and work closely with teaching faculty and students to analyze their curricular, research, and recreational interests. Librarians teach the bibliographic structure of knowledge and the means of gaining access to that knowledge, explore and implement new technology to expand and improve information resources and services, and test new ways to extend services to a broader community. The Library participates in several regional cooperative programs and arrangements to share information and resources.
To accomplish this mission, particularly as it relates to the activities and programs of the Division of Education, the Library maintains an active collection of over 250,000 volumes, including a curriculum collection of 30,785 items and a Children’s Literature Collection of over 6400 titles. The monograph collection contains more than 10,800 titles in the subject areas of education and psychology. The Library also subscribes to approximately 750 serial and periodical titles in traditional print format, and provides access to over 5,000 full-text journals and papers through 49 on-line databases. In addition to the full-text electronic journals, the databases include indexing to thousands of additional journal titles. Articles from these materials are available to students and faculty through interlibrary loan, which the Library provides through its full membership in OCLC, a worldwide association of major libraries. Among the databases available and perhaps particularly relevant to our education students and faculty are: Academic Search Premier, PsycINFO, Psychology and Behavioral Sciences Collection, ERIC, Communication and Mass Media Complete, Professional Development Collection, and as examples of databases appropriate for public school students, access to EBSCO MAS Ultra School Edition (High School), Middle Search Plus (Middle School), Primary Search (Elementary School), and several newspaper sources. Finally, the Library is a federal depository, taking in about 15% of GPO publications, with special collecting focuses in the areas of health, social services, Native American topics, and education.
Current Library holdings by format include:
Audio Visual: 7,305
Books: 127,056
Curriculum: 21,956
Microfiche: 35,261
Microfilm: 3,367
Bound Periodicals: 17,082
Government Documents: 22,421
Maps: 2,457
Library of American Civilization: 20,000
256,905
Through its consortium contracts and connections, the Library maintains a single catalog of materials at all the academic libraries in northern Idaho. This provides direct access to the more than 1.2 million items held in the academic libraries of the region. A direct daily courier link ensures timely delivery of these materials to LCSC patrons.
The Library is open to students and faculty 86 hours per week during the academic year; electronic access to the catalogs, indexes, and journal resources is 24/7, with both on and off campus access. Last year, the Library received more than 140,000 visits, and nearly 80,000 electronic visits to its websites and electronic databases.
In its service role, the Library provides extensive service to area teachers, interns, home schoolers, and the general public, allowing access and providing materials through a consortium of more than 50 school and public libraries in the region. This support is especially useful to practicing teachers in the small rural schools scattered throughout north central Idaho.
To assist students in developing their information literacy and research skills, the Library maintains an extensive program of library instruction. This instruction includes basic classes on how to use the library, advanced sessions on library and information resources for particular subjects and focuses, and an innovative series of online training modules which permit students to learn research skills until proficient and then provide for an assessment of their skill retention. During the last academic year, more than 970 students out of a total student population of 3,100 received some training in information identification, retrieval, evaluation and use. In addition, library faculty maintain 55 hours of reference support, and handled over 6,000 reference inquiries with one-on-one instructional support.
Library collections are continually enhanced with additional purchases and acquisitions. During the last year, approximately 5,000 items were added. To insure that acquisitions are closely linked with curricular offerings, faculty are encouraged to suggest appropriate titles for purchase, and Library policy is set to insure that each faculty can select at least five titles a year for inclusion in the collections. Library faculty members also oversee the subject areas of the curriculum and make purchases to assure an evenness and consistency to collection development.
Finally, Library faculty members participate actively in the development of the curriculum. Librarians serve on the campus Curriculum Committee, and are extensively involved in promoting information literacy in the College¹s general education core, helping to insure that LCSC information resources are congruent with and supportive of the College curriculum.
