The Annual Report
Submission Information (completed by Department Chair or Director)
Department Name: Teacher Education Division
Author Name: Freda Russell- Dean
Date Submitted: July 25, 2016
Status:
01/21/2015
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INSTRUCTIONS
Cardinal Stritch University is committed to developing a culture of continuous improvement based on performance data and proactive
planning. This document serves as a template for all areas to use to submit their Annual Report. The Annual Report includes information
and assessment of Strategic Goals, Assessment of Operational Goals or Academic Outcomes and a Profitability/Opportunity Analysis. It is
expected that each chair/director will submit an Annual Report. The end of the form also allows the department to list their Individual
Department Member Goals and Strategic Goals for the next academic or fiscal year.
Given that different areas of the University adhere to different calendars (Academic, Fiscal, Enrollment, etc.) below is a list of due dates for
Colleges and Departments:
November 1st
-Business Office
-Advancement
-Enrollment Services
-Student Success Center
- Office of Information Services
June 1st
-College of Arts and Sciences
August 1st
-College of Education and Leadership
-College of Nursing and Health Sciences
-College of Business and Management
-Athletics
The best way to use this document is to have it be a central reporting place for your department. As you receive data on Strategic or Operational Goals,
or as you collect Academic Outcome information at the end of a cohort or semester, take the time to update it in this form.
The Annual Report will be reviewed by your Dean or VP, and the information will be reflected in their Annual Executive Summaries. The Assessment
Committee will also review the Assessment Section (Operational Goals and Academic Outcomes) and provide feedback.
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ANNUAL REPORT
PROFILE
Who We Are (please fill out the information below)
Provide a description of the department organization, individuals, programs, functions and services.
Our Mission (please fill out the information below)
Provide the departmental mission statement. Your department does not have to have a mission statement but if it does briefly explain the
connection to the Mission of the University. If the department does not have a mission statement connect the purpose (who we are) of the
department to the Mission of the University.
Mission of Cardinal Stritch University
Cardinal Stritch University, sponsored by the Sisters of St. Francis of Assisi and rooted in the liberal arts tradition, transforms lives and
communities through servant leadership, learning, and service. The University is guided by the Catholic, Franciscan Values of Creating a
caring community, Peacemaking, Showing compassion, and Reverencing creation as we embrace and cultivate the diversity of all God’s
creation.
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SECTION I: STRATEGIC GOALS AND INITIATIVES
Each area of the University should have strategic goals that are connected directly to the Visioning and Planning Goals and Initiatives of the
University. In this section you are identifying the Strategic Goals of the School, Unit, and/or Department and how they are connected to the
University goals. Complete the columns that pertain to your area. The University goals may not be changed. If one program goal matches
several different University goals, indicate this in parenthesis, e.g., (Goal 1, 3)
A Strategic Goal is a goal that is set by a department as it identifies areas of growth and change. An example of a strategic goal might be
hiring a new application processor to meet increased demand or expanding advertising in untapped markets. Another example of a strategic
goal might be creating a new major program or sun-setting an underperforming program. In general, strategic goals are the large goals of
your department. The daily work of your area would normally be considered “operational goals.” Operational goals are tracked in the
Assessment Section of this document.
CURRENT STRATEGIC GOALS AND INITIATIVES FY 2015-2016
University Goal(s)
College or Vice
Presidential Area
Goals
Instructions List all college or
Vice Presidential area
goals aligned to
University Goal 1.
Goal 1: By 2017, Stritch will deliver
high-quality educational degrees
and programs that are market
leading, with flexible and adaptable
learning systems, as measured by
frequent feedback from multiple
internal and external data sources.
Leadership/Faculty/Staff
Development
(F) Align new standards
of teaching, scholarship
and service within our
undergraduate, graduate,
and doctoral programs.
(S) Build leadership
capacity within staff and
changes in job
descriptions, roles and
responsibilities.
School or Unit Goals
Department or Program Goals
List all school or unit goals
aligned to College or Vice
Presidential Goal (x).
List all Department or Program
Goals as aligned to School or Unit
Goals OR College/VP area goals (x).
Updated standards of teaching, scholarship
and service (TSS) were implemented this
year. All faculty and staff submitted goals
based on COEL goals and the new TSS
standards to the associate dean and dean
September 1, 2015. Staff roles and
responsibilities also changed due to the
restructuring of the college. This included
adjustments in advising assignments,
program supports, and changes in roles of
administrative assistants.
The university undertook a reshaping of the
organizational structure in late spring, 2015. As
a result of this re-organization the College of
Education and Leadership re-organized. The
previous three-school model with 3 associate
deans as the leaders of the units were replaced
with two divisions: Teacher Education Division
(TED) and Leadership Division (LED), with one
associate dean overseeing both divisions. The job
descriptions for associate dean and division chair
were revised to align with the new leadership
structure. Due to the loss of both associate deans,
program chairs Julie Steuber and Clavon Byrd
worked closely with the dean to lead the TED in
the interim.
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Instructional Design
Develop advanced
expertise in the utilization
of Canvas tools to help
create high-quality,
integrated teaching and
learning experiences.
Teacher Ed faculty have taken advantage of
the Canvas trainings presented by the Office
of Instructional Design and have developed
advanced understandings regarding best
practices for online teaching and learning.
The faculty also utilized Eric Ludwig to
further support major revisions to our degree
programming and to gain an initial
understanding of the Quality Matters
Standards.
Academic Programming
Set appropriate
expectations for
identifying, measuring,
and evaluating key
program metrics
(internal and external);
acknowledging
programmatic diversity
and considering new
program investments.
Specific program metrics from the current
2015-2016 academic year have been
identified as being important in reviewing
the health of Teacher ed programs. This was
discussed with the DPI accreditation team.
All inputs have been approved by the State
of Wisconsin and Stritch has met conditions
for renewal.
During the fall semester new courses were
developed to support the demand for teaching of
technology as a classroom tool for learning. The
course numbers are EMA 539 Technologies to
Teach for graduate students and ED 385
Technologies to Teach for undergraduate
students.
The data collected from the edTPA submission
for local evaluation and Pearson scoring using
DPI usage credits has been analyzed to develop
a comprehensive support and mentoring model
used during the student teaching seminar to
support teacher candidates as they complete
and submit their edTPA for official scoring.
Submission processes and procedures are being
piloted to facilitate a smooth submission
process. The edTPA Support Model at Cardinal
Stritch University is a systemic research-based
model that is rooted in edTPA support for
teacher candidates across various fronts,
including Structural Support, Early Start Support,
and Student Teaching Seminar Support.
Strategic Department, Program or Unit Initiatives Assessment:
Please note that the assessment data supporting the strategic goals of the department, program or unit must be
kept at the department, etc., level.
1. Did you successfully meet the strategic goals set for your area? Why/Why not? (Please describe the process you used to assess your
success.)
Leadership/Faculty/Staff Development (Met)
(F) Align new standards of teaching, scholarship and service within our undergraduate, graduate, and doctoral programs. (S) Build leadership capacity within
staff and changes in job descriptions, roles and responsibilities.
Teacher education faculty created teaching and learning environments of respect and rapport by promoting critical consciousness and cultural relevancy among
teacher candidates, practicing interdisciplinary and differentiation of assignments, and incorporating FoRT and edTPA knowledge for best practices in teacher
education licensure programs. Many teacher candidates confirmed this through their comments about the faculty. End of Course Evaluations for 2015-2016
presented an average rating by her students of 90%, for faculty in this division. Teacher education faculty also had a productive year with research and
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scholarship. Finally, due to the loss of both associate deans, program chairs Julie Steuber and Clavon Byrd worked closely with the dean to lead the TED in the
interim. This rippled into all areas of TED where faculty and staff worked collaboratively to support the unit. A successful search yielded the COEL a new
Associate Dean, Dr. Mitra Fallahi, whom started her service on July 1st, 2016. Staff roles and responsibilities also changed due to the restructuring of the
college. This included adjustments in advising assignments, hiring of 2 new advisors, additional program supports, and changes in roles of administrative
supports (Pang, Denise, and Suzie). For instance, Pang Xiong became the assistant to the dean’s office. She previously was the support for the MEL program.
Instructional Design (Met)
Develop advanced expertise in the utilization of Canvas tools to help create high-quality, integrated teaching and learning experiences. The Director of Pupil Services license
program (#80) has also undergone a program view, market need study, and redesign. The program will strategically reach out to multiple populations through a flexible, online
delivery, current coursework in an innovative and streamlined format. All courses in this program are written at the doctorate level. The program is comprised of both existing
and new courses; new courses are being submitted to the Graduate Curriculum Committee for approval over the next few months. The projected date for implementation is fall
2016.
Also, the Instructional Design Plan (lesson planning template) is being utilized across programs to ensure consistency. Training and support materials have been implemented to
support quality of instruction and to ensure uniform implementation across programs. A common portfolio system for Portfolio I, Portfolio II, and Portfolio III is fully
implemented. Program chairs completed the process and expanded the infrastructure to support the seamless alignment of course content with elements of the edTPA. In each
portfolio rubric, Part 1 is the verification of our scaffolded approach for teacher candidates’ preparation and submission of the edTPA assessment.
Academic Programming (Met)
Supported by an arts integration grant that has been awarded to the University, the literacy department collaborated with the art department to develop an integrated course, RLA
307 Early Childhood Language, Literacy and Learning. This innovative course utilizes an arts integration approach to early language, literacy and child development with a
focus on infancy through age five. RLA 307 was offered for the first time during the Spring 2016 semester and meets at one of Stritch’s partnership locations, Jo’s Learning
Academy. The course is co-taught by faculty from the departments of Language and Literacy and Visual Arts.
A M.S or ME.D. in Higher Education Leadership and Student Affairs program is being considered and is going through the Academic Program Development and Approval
Process for recommendation to the Provost, President, and Board of Trustees as new academic degree programs to begin spring semester 2017, at the latest fall semester 2017.
2. What changes will you make next year in order to successfully meet your strategic goals?
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Potential new programs- Evaluate the market for consideration of a major redesign of an MAT- Secondary ( STEAM) market research and program review will be completed by
Dec, 2016. Consider a potential new UG program, through market analysis
Identify a number of teacher education PD/ Outreach courses that will be offered to school/districts as PD credit and establish processes needed to successfully operationalize the
work.
Faculty will collaborate and support co-publishing, working with Dr. Jones
Monitor new edTPA and FoRT licensure pass rates for Stritch students, making programmatic adjustments as needed.
Select faculty will seek formal training for advance expertise in teaching online
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SECTION II: ACADEMIC AREA ASSESSMENT REPORT
Please note that course-level assessment data for academic areas must be kept at the department/program level
as a shared file. This should include a complete assessment plan built around program student learning
outcomes.
1.
Please list your Program Learning Outcomes below:
Initial teaching certification (MAT, UG, MUE, USED, ECUE, SED/MAIE)
1.
Learner Development - The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and
across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
2. Learning Differences - The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that
enable each learner to meet high standards.
3. Learning Environments - The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social
interaction, active engagement in learning, and self-motivation.
4. Content Knowledge - The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning
experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
5. Application of Content - The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and
collaborative problem solving related to authentic local and global issues.
6. Assessment - The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the
teacher’s and learner’s decision making.
7. Planning for Instruction - The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
8. Instructional Strategies - The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and
their connections, and to build skills to apply knowledge in meaningful ways.
9. Professional Learning and Ethical Practice - The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of
each learner.
10. Leadership and Collaboration - The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners,
families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession
1.
2.
3.
4.
5.
Literacy Masters
Demonstrate and lead professional development in the theoretical and evidence-based foundations of language and literacy development as well as the processes and
instructional practices that support them.
Use instructional approaches and curricular resources in support of a comprehensive, balanced curriculum that support students’ language and literacy development
and responds to the developmental, social, political, and cultural contexts of students’ lives and educational experiences.
Use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction and programs in response to students’ cognitive,
linguistic, cultural and developmental needs.
Create and engage students and school communities in literacy practices that cultivate an awareness, understanding, respect, and value of cultural, linguistic, social and
cognitive differences.
Create a literate school culture that fosters language, reading and writing development by integrating foundational knowledge, instructional methodologies, curricular
materials and valid assessment tools.
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6.
1.
2.
3.
4.
5.
2.
3.
Value, demonstrate and facilitate a school community’s vision through reflective practice and collaborative, professional learning and leadership as a career-long effort
and responsibility.
Literacy Doctoral
Critique and apply neurological, linguistic, cognitive, and socio-cultural models of literacy as solutions to contemporary literacy issues in four general areas: Oral and
written language development; phonological processes; lexical and semantic comprehension processes; and socio-cultural influences on literacy. (INTASC 1, 2, 4).
Summarize, compare and evaluate theoretical and instructional perspectives in relation to current literacy issues. (INTASC 4).
Articulate and apply program content to classroom, district, and community contexts (INTASC 5, 9, 10).
Construct literature reviews on selected literacy topics (INTASC 4).
Summarize, analyze and design descriptive/qualitative and experimental/quantitative research formats (INTASC 9).
Reflect on how the previous year’s action plan impacted your department and include an example.
a.
All teacher certification programs are using an evaluation tool for field experiences and student teaching called the Pathway. The Pathway is based on the Danielson
teacher evaluation tool but is modified for beginning educators. It is designed as an ongoing evaluative guideline for meaningful and growth-producing discussion
among supervisors, cooperating teachers and teacher candidates. The levels of performance profile the developmental growth of the teacher candidate over time,
assessing the teacher candidate’s increasing knowledge, skills and disposition under the Danielson Framework for Effective Teaching in alignment with the InTASC
standards. Faculty and our cooperating teachers have found the evaluation to be extremely useful since most districts are also using the Danielson teacher evaluation
tool for Educator Effectiveness. One area that we hope to improve in the Pathway evaluation is the measurement of dispositions. A project work team has been
working on disposition measurement to determine needs.
b.
Each semester, student teachers are surveyed regarding the types of support they received during the development of their respective edTPA portfolios. On this survey,
student teachers are given the opportunity to share which elements of support were beneficial in edTPA development versus those elements of support that were not
beneficial in edTPA development. Since Wisconsin’s initial adoption of edTPA as a teacher licensure requirement, University Supervisors and Mentors have
participated in multiple trainings for appropriate edTPA support presented by Stritch faculty experts. Additionally, supervisors are invited to attend candidates’ edTPA
boot camp writing days to further encourage candidates in their efforts. A number of Cardinal Stritch University’s University Supervisors have completed training as
edTPA scorers and are among the national corps of scorers. Upon student teaching placement confirmation, the Office of Field Experience provides all cooperating
teachers the SCALE ‘Teachers Who Support Teacher Candidates’ document to inform them of the edTPA process and acceptable supports. Information on the edTPA
process is included in Cardinal Stritch University’s ED599 Supervision of Student Teachers course (satisfies the DPI eligibility requirement for service as cooperating
teacher to student teachers). Stritch’s website points cooperating teachers to the State Superintendent’s video message on edTPA and the importance of student
teaching.
Based on the assessment data collected and on course evaluation data, what changes or improvements will you make to your
program, program outcomes, or courses? If applicable, how does the assessment data help the department or program in meeting
professional, state and/or institutional standards?
During our meeting with the State DPI, we requested the following needs to assist us in supporting our students more effectively:
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We need an edTPA cut scores to help us determine next steps and set additional protocols. We anticipate that the cut score information will be available in fall, 2016.
Have there been any further discussions regarding IHE’s obtaining the teacher effectiveness data? If not, we will need to determine if we remain nationally accredited
by CAEP.
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4.
We would like to see the Education Deans of Greater Milwaukee and DPI create agreed upon metrics to gauge teacher effectiveness in the PK-12 classroom for
beginning teachers. This could be the metric that would close the loop on IHE’s ability to have a valid and reliable way to collect and analyze teacher quality data.
Regarding the FORT, has a waiver similar to the Praxis Core waiver ever been considered or suggested? We would also like access to data for the passing rate at the
local and state levels. This impacts our ability to retain students whom cannot pass this exam.
Please list the fileshare path where assessment data is located:
Fileshare01/NCATE
Section III: Profitability and Opportunity Analysis (Applies to Revenue Generating Areas)
Data for the Profitability Analysis will be provided by the Cardinal Stritch University Business Office. Academic areas should use the
revenue/cost data; while the service areas should analyze their current budgets.
Budget and Revenue
Please list your current budget information or analysis provided by the Business Office in this section.
No profitability data has been made available to us at this time.
Opportunity Analysis Summary
How has program or department efficiency been improved, or decreased, within the past year? How is this tied to the profitability of your
department?
No profitability data has been made available to us at this time; however, in response to university fiscal needs, all teacher division courses were analyzed for course content that
could be delivered to teacher candidates in multiple programs in order to reduce the number of sections by cross-listing courses. Faculty determined essential key content in each
certification program and made changes to courses. Teacher Education programs have collapsed sections of courses and cross-listed courses where possible. The opportunity
exists for this for general core competencies. This resulted in a larger number of students in some courses and smaller number in a few specific courses. For the online student
sections of 20 or more students the faculty have proposed a solution to the Dean and Provost for consideration.
Faculty and Staff Individual Goals
Please use this section to list the faculty and staff goals from the members of your department.
All faculty and staff goals are housed in our file share and made available upon request.
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ORGANIZATIONAL SUMMARY AND CONCLUSION
Provide a narrative summary of departmental performance for the year. Highlight key initiatives or metrics that show improvements in
service or operations. Questions to consider include: What opportunities and challenges exist for your program? What did the department
do differently this year compared to last year?
Improvements:
1.
Master’s Degree Completion Sequence for Graduate Initial Certification Programs
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Designed course work for MUE 606 and MUE 620
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Designed course work for new Pupil Services Program
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Designed UG Literacy program course revisions
2.
Supervisors and Mentors – new job description, pay structure, performance review and evaluation, define eligibility requirements.
3.
Reviewed and created disposition form for unit for instructor use/teacher of record use
4.
Reviewed and updated key assessments in the doctoral program
5.
Design edTPA professional development across the unit for faculty, mentors, supervisors
6.
Re-organized advising structures and administrative support roles across the unit
7.
Created list of faculty lead for each program
8.
Created Division-wide syllabus template
As you project forward, what are budgetary needs for the next year?
Challenges:
Keeping quality faculty, staff, and leadership retained in the institution and motivated to move forward regardless of their overwhelming feeling the University will not survive long term.
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FUTURE STRATEGIC GOALS AND INITIATIVES FY 2016-2017
Provide a listing of key goals for next year. Be sure to use information from the Opportunity Analysis in the development of future goals
and initiatives.
University Goal(s)
College or Vice Presidential
Area Goals
School or Unit
Goals
Department or Program Goals
Instructions
List all college or Vice
Presidential area goals aligned to
University Goal 1.
List all school or
unit goals aligned
to College of Vice
Presidential Goal
(x).
List all school or unit goals aligned
to Department or Program Goal (x).
Goal 1: By 2017, Stritch will deliver
high-quality educational degrees
and programs that are market
leading, with flexible and adaptable
learning systems, as measured by
frequent feedback from multiple
internal and external data sources.
Academic Programming
Identify and advocate for the infrastructure
needed to support new program
design/development, program redesigns,
Outreach PD, and partnerships:

Ed.D. Online- Organizational Leadership
program will be presented to Board of
Trustees fall, 2016

M.S. Online- Higher Education Student
Affairs program will be presented to
Board of Trustees fall, 2016

Director of Pupil Services certification
redesign will be approved by Grad
Curriculum fall, 2016

MAT- Secondary ( STEAM) market
research and program review will be
completed by Dec, 2016

Identify number of Outreach courses that
will be offered to school/districts as PD
credit and establish processes needed to
successfully operationalize the work.
Leadership/Faculty/Staff Development
Establish a COEL research agenda in order to
guide the direction, development, and
dissemination of products for potential
funders and the broader community.

Submit proposals for externally funded
research and/ or projects

Submit manuscripts to journals and/or
book publishers
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Goal 3: By 2017, Cardinal Stritch
University will establish an
institutional culture committed to
applying best practices in the
optimization of data and
information, business models,
strategic fundraising, and
operational performance enabling
improved key performance
indicators.
Attend key University events
Present research at
conferences/workshops
Participate as invited panellist, media
interviews, presentations and projects
Identify and utilize strategic partnerships
to disseminate the products of our
scholarship
Student Retention and Program
Completion

Improve written communication skills of
doctoral students through admission
processes, seminars, and/or a jointly
developed course with the English
Department

Collaborate with Office of Institutional
Research to establish a new benchmark
for licensure program completion rates
within master degree level teacher
education programs

Report new edTPA and FoRT licensure
pass rates for students for whom scores
are available and establish college goals
for succeeding years
Improve COEL online programs and
courses working with the School of
Continuing and Online Learning during
the 2016-2017 academic year.
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