Chadron State College
Institutional Overview and Conceptual Framework
Institutional Overview
Chadron State College, which began as a Nebraska State Normal School in 1911, remains
the only four-year institution of higher education in western Nebraska. In 1964 the institution
enhanced its mission and the name was changed to Chadron State College (CSC). The college
has experienced numerous changes and continual growth over the past century.
Though small in number, early graduates represented education to a young, rugged, and
rural society. Today, the college prepares students for much more than teacher education. The
institutional role, mission, and objectives cover comprehensive college curricula which includes
basic and advanced programs. Teacher education remains, however, a central component. In
2010, for example, almost 30% of our student-body pursued degrees in teaching. These
students are primarily from Chadron State’s expansive rural service region which encompasses
26 counties and approximately 34,700 square miles.
Total institutional enrollment, as of fall 2010 now stands at 2,759 students, of which 64%
are full-time. The majority of these students, approximately 61%, are Nebraskans. Traditional
students, students under 23 years of age and single, make up the majority of the enrollment.
Generally, students are first-generation and are from small rural high schools, graduating classes
of 100 students or less. Non-traditional students, students over 23 years of age or married,
comprise 41% of our full-time undergraduate enrollment. Of this number the majority are
women.
Due to the expanse of the coverage area, Chadron State offers its courses via interactive
telecommunications to two locations, Scottsbluff and North Platte, Nebraska in addition to faceto-face instruction at these sites.
Figure 1: Chadron State College Expand Service Area
1
Institutional Mission
Statutory Charge
Priorities for Nebraska State Colleges as established by State legislature and reported
in the 2006 Coordinating Commission for Postsecondary Education, Comprehensive
Statewide Plan for Postsecondary Education (CCPE).
http://www.ccpe.state.ne.us/PublicDoc/CCPE/
The priorities identified by the CCPE are:
• First instructional priority is the provision of baccalaureate general academic,
occupational, and education degree programs;
• Second instructional priority is to provide master's programs in education and
other disciplines authorized by statute or by the Commission;
• Third priorities are applied research, public service activities, and continuing
education activities that serve their geographic service areas.
The Commission further defines CSC’s programmatic service as a Master's
(comprehensive) College/University I Carnegie classification. Chadron State College's
programmatic service area includes baccalaureate level liberal arts, occupational degree
programs and professional degree programs in education.
 The primary focus of Chadron State College's educational programs is high
quality, comprehensive undergraduate programs leading to baccalaureate degrees
in arts and sciences, business, and teacher education, all of which are enhanced by
a coherent general education program.
 Chadron State College’s new baccalaureate degree programs will reflect the needs
of its service area and the priorities of the State College Board of Trustees.
 Chadron State College offers the Master of Education, the Master of
Organizational Management and the Master of Business Administration degrees.
Like Peru and Wayne State Colleges (the other two institutions within the
Nebraska State College system), Chadron State is a regional institution dedicated to
teaching, research, and community service and serves a defined, geographical region.
Institutional Vision and Mission Statements
The vision and mission as established by the faculty, professional staff, and
administration at Chadron State College are:
 Vision
Chadron State College aspires to be a premiere institution of higher education in
the western high plains states, innovatively pursuing excellence in teaching,
scholarship, and service.
2
 Mission
Chadron State College will enrich the quality of life in the region by providing
educational opportunities, research, service, and programs that contribute
significantly to the vitality and diversity of the region.
The vision and mission sets the focus for the future of the institution and aids in
the development of the strategic plan which will guide us into a continuous state of
improvement, and is designed to meet the needs of the region we serve.
Institutional Strategic Plan
Chadron State College has four outcome initiatives and twenty accompanying
actions to achieve the initiatives set forth in the plan. The strategic plan for 2011 and
beyond is:
1. Initiative One-Streamlined, Relevant, High-Impact Learning Experiences

Action (1) Revise Essential Learning Program (General Studies)

Action (2) Create integrated and interdisciplinary programs

Action (3) Implement experiential learning for college seniors

Action (4) Expand student literacy to all areas of technology and
media

Action (5) Create co-curricular experiences that emphasize
leadership, engagement, civic responsibility and positive human
interaction

Action (6) Refine and redefine course delivery models

Action (7) Promote standards of quality for courses and teaching

Action (8) Establish a technology-supported, collaborative and
creative teaching and learning center to provide appropriate
resources and tools to create high-impact learning experiences
2. Initiative Two-Competitive, Customer-focused Delivery of Services in
Support of Teaching and Learning

Action (9) Develop a campus-wide definition and process for
student advising and schedule building

Action (10) Initiate a review of internal service gaps and establish
a plan to improve communication and timely completion of
services

Action (11) Review all campus services for relevance and
efficiency

Action (12) Initiate a review of internal service gaps with respect
to academic computing services
3

Action (13) Establish a deliberate collaborative process to improve
communication and effective teamwork across all areas of the
college
3. Initiative Three-Optimal Use of Limited Human and Physical Resources

Action (14) Based on the campus-wide review of services for
relevance and efficiency (#11 above) reallocate human resources
more effectively according to mission-critical processes and
functions as opposed to historical silos

Action (15) Implement a system of assessment and accountability
for ensuring quality of mission critical functions

Action (16) Differentiate and streamline the role and
responsibilities of faculty and staff

Action (17) Initiate a digital document and self-service plan for
process flow improvement, accountability, document storage and
retrieval, and paper reduction
4. Initiative Four-Increased Revenue

Action (18) Re-allocate one or more existing personnel lines to
focus exclusively on market development

Action (19) Develop internal support for grant-writing

Action (20) Build on fundraising momentum developed during the
Vision 2011Comprehensive Campaign
Strategic Plan: http://www.csc.edu/documents/president/reimaginingCSCstrategicplan.pdf
Education Unit Mission/Philosophy/Description
Chadron State College’s professional preparation programs are designed to
produce “Visionary Leaders for Lifelong Learning”.
Mission
The mission of the Chadron State College Education Unit, founded on educating
Visionary Leaders, is committed to creating diverse educational environments
that are thoughtfully structured to provide opportunity for the success of all
learners, now and for the future.
To accomplish the mission, CSC provides teacher, administrator, and counselor
candidates with deliberate and appropriate educational experiences. Knowledge, skills,
and dispositions are developed through extensive classroom and field-based interactions.
Candidates have opportunities to develop their own professional philosophy and teaching
4
style while learning to meet the needs of learners in authentic educational settings. This
is accomplished with a vision that embraces tradition, innovation, and the strength of
diversity, always with an eye to the future.
Philosophically, Education Unit faculty act upon a set of beliefs that reflect the
importance placed on the preparation of qualified professional educators who will meet
the learning needs of all children in P-12 educational settings. To this end,
Unit faculty members are dedicated to the development of Visionary Leaders. The
Education Unit believes the educator’s role is to facilitate learning. This facilitation is
accomplished by creating opportunities for all learners to actively engage and participate
in their learning environment, and to process knowledge delivered through methods
appropriate to their individual learning style. The model is based, to a great extent, on
the constructivist theory of learning.
Core Belief Statements
The Unit’s core belief statements influence the unit’s organization and design of
what teacher candidates should know in the way of knowledge, skills and dispositions.
The Unit’s core beliefs include the following:
1) All students are capable of learning
2) The teacher’s role is to facilitate the learning process for every student
3) Active engagement of students in the learning process is fundamental
4) Educational activities/experiences must be developmentally appropriate
5) Effective teachers possess a strong academic knowledge base
6) Holding appropriately high learner expectations is essential to the learning
process
7) The use of technology in the learning process can greatly enhance learning
8) All aspects of diversity must be valued and respected within the learning
environment
9) The support from one’s home environment is essential to the learning process
10) Educators must be committed to high levels of professional/ethical behavior
11) Educators must promote and demonstrate a safe and respectful (physical and
emotional) learning environment
12) Educators must place high value on life-long learning
As evidenced by these beliefs, the Unit’s philosophy emphasizes the importance of
preparing professionals willing to work within the learning community to ensure the
continuous learning and success of diverse learners.
Description of the Education Unit – Organization and Structure
The Education Unit is comprised of the Education and other campus departments
offering teacher certification endorsement coursework at the initial and advanced levels.
5
Campus departments offering endorsements are: Applied Sciences; Business;
Counseling, Psychology, and Social Work; Education; English and Humanities; Health,
Physical Education, and Recreation; Library Services; Mathematical Sciences; Music;
Physical and Life Sciences; Social and Communication Arts; and Visual and Performing
Arts. (CSC Organizational chart)
The Department of Education houses the initial programs for Elementary
Education, Early Childhood Education, Unified Early Childhood Education, and Special
Education, as well as, advanced programs in Reading Specialist, Education
Administration, and Curriculum and Instruction. (Curriculum and Instruction is not an
endorsement program but rather an advanced, professional master’s degree.) The
Education Department holds the major responsibility for providing professional teacher
education curriculum.
The Education Unit is led by the unit head, Academic Dean for Professional
Licensure. The responsibilities of the academic dean include administrative oversight for
program licensures and education programs. The dean serves as Chair of the Teacher
Education Committee which includes teacher educators from each of the endorsement
areas and faculty teaching the professional teacher education programs. This committee
is at the frontline for recommendation of policy, curriculum and procedures, and, also
reviews assessment data and makes recommendations for change in curriculum, program
and assessment processes. Membership of the Teacher Education Committee also
includes one student and two public school representatives.
At Chadron State College, curricular changes at the initial and advanced levels are
initiated within the departments and then presented to the Teacher Education Committee
for advisement input. Initial level curriculum changes for all programs are presented to
the Faculty Senate’s Academic Review Committee, for final approval. Advanced level
graduate program changes are presented to the Faculty Senate committee, Graduate
Council, for final approval. The major function of these committees is to see that
changes align with CSC and Nebraska State College System policies.
The Education Unit offers teacher education programs to distant, outreach sites
located in North Platte (250 miles east) and Scottsbluff (105 miles south), Nebraska, and
in Sheridan (345 miles northwest), Wyoming. The predominant initial education
program at these sites is Elementary Education, where candidates may complete their
entire pre-service curriculum. These programs operate cooperatively with the community
colleges in their corresponding locations. At the advanced level, distant, outreach
programs are also offered in North Platte and Scottsbluff, Nebraska for the School
Counseling program. Through a combination of on-line delivery and face-to-face
delivery, students may complete these programs at the distance sites, enabling Chadron
State to better meet the needs of the region.
6
The Education Unit also offers secondary level, post-baccalaureate certification
course programs at these distant, outreach sites and on the main campus. Initial and
advanced program course delivery may be offered and received via interactive television
(ITV), on-line, or through face-to-face instructional formats.
The Unit programs
The Teacher Education Unit offers certification programs aligned with state and
national standards. Chadron State College offers twenty-eight initial programs, four
initial supplemental endorsements, and four advanced endorsements. The following
endorsements are currently in the phase-out stage: specialist -Superintendent, secondary
field -Industrial Education Technology, supplemental - Skilled and Technical Science
Education, and supplemental - Driver Education. Certification programs offered through
the Unit are:
Initial Level Programs (Bachelor of Science in Education Degree (BSE)
 Secondary Education (7-12)
o Art (K-12)
o Basic Business (7-12) (4-9)
o Biology (7-12)
o Business Marketing and Information Technology Education (6-12)
o Chemistry (7-12)
o Coaching (7-12)
o Cooperative Education/Diversified Occupations (9-12)
o Earth Science (7-12)
o Educational Library Media (K-12)
o English (7-12)
o Family and Consumer Sciences Education (7-12) (4-9)
o Health (7-12)
o Health and Physical Education (K-12)
o History (7-12)
o Language Arts (7-12) (4-9)
o Mathematics (7-12) (4-9)
o Music (K-12)
o Natural Science (7-12) (4-9)
o Physical Education (K-6) (7-12)
o Physical Science (7-12)
o Physics (7-12)
o Social Science (7-12) (4-9)
o Theatre (7-12)
o Vocal Music (K-8)
 Middle Grades (4-9)
 Elementary Education (K-8)
7



Early Childhood (B-3)
Early Childhood Unified Education (B-3)
Mild/Moderate Disabilities (K-12)
Advanced Level Programs -Masters of Science Degree (MEd)
 Educational Administration
o School Principal; (K-12) (K-6) (4-9) (7-12) Endorsement - focus
o Special Education Coordinator; (K-12) Non-endorsement - focus
o Assessment Coordinator (K-12) Non-endorsement - focus
 Curriculum and Instruction; Non-endorsement
o Secondary Education - focus
o Elementary Field - focus
o Elementary Generalist - focus
 School Counseling; (K-12) (K-6) (7-12) Endorsement
Advanced Level Endorsement – non Degree Seeking
 Reading Specialist; (K-12) Endorsement (non-degree seeking)
In the 2010-2011 academic year, at the initial level, education majors numbered 604. Of
these, 125 were part-time students. At the advanced level, 164 of the 180 students were enrolled
part-time. For the 2010-2011 academic year, 82 students graduated advanced level. This
represented approximately 55% of the institution’s advanced degrees granted.
Unit Field Experience Requirements
All initial level candidates must complete 100 - 125 clock hours of classroom observation
within a school setting prior to their student teaching capstone experience; this number varies
between Secondary and Elementary level programs, respectively. Pre-service field experience
hours are required at all levels throughout the program, culminating with the student teaching
field experience. Field experiences and their respective hourly requirements are listed below.
 EDUC 131: Introduction to Teaching -- 10 clock hours of classroom observation
 PSYC 231: Education Psychology -- 15 clock hours of classroom observation
 EDUC 300/320: Education Observation & Participation:
o EDUC 300: 75 clock hours for secondary candidates, and
o EDUC 320: 100 clock hours for elementary candidates
o EDUC 480/490: Student Teaching – 40 hours per week, over 16 weeks (1
semester)
See Chadron State College General Catalog for written evidence.
http://www.csc.edu/documents/publications/csc_general_catalog1113.pdf
8
At the advanced level, the endorsement for Educational Administration requires 250 hours
of field experience. The School Counseling endorsement program requires 450 hours of field
experience for K-6 endorsement; 450 hours of field experience for 7-12 endorsement; and 900
hours for K-12 endorsement.
See Chadron State Graduate Catalog for written evidence.
http://www.csc.edu/documents/publications/GraduateCatalog_2011-2013_2Mar2011.pdf
Program Transition/Gateway Points: Admission, Retention and Exit (Initial and Advanced
Programs)
Initial Level Gateways
At the initial level candidates are provided basic information about program gateways
(transition points) and assessments. The information is outlined and available online, in the
Teacher Education Handbook (http://www.csc.edu/documents/education/handbook.pdf) and the
CSC General Catalog 2011-2013
(http://www.csc.edu/documents/publications/csc_general_catalog1113.pdf) as well as in several
education courses, e.g., EDUC 131: Intro to Teaching; EDUC 300/320: Observation &
Participation. Five (5) transition points (gateways) serve as a guide for the candidates. A
summary of these transitions/gateways is below.

Gateway 1: Admission to Chadron State College
Chadron State College admits all graduates of accredited Nebraska high schools and
qualified out-of-state students. Upon admission to CSC students must: (1) complete the
ACT or SAT exam and have official scores sent directly to the CSC Admissions Office;
(2) have official high school/college transcripts sent; (3) submit application form and fee.
Advisors are assigned to all students who gain entry into the college. Students/candidates
in secondary content areas are assigned advisors in their content (endorsement) fields.
Candidates enrolling in teacher education programs of study have, as their primary
advisors, faculty from the Education department (Elementary and Special Education
programs).
Transfer students work through the START Office (Student Transition and Registration
Team) to have their transcripts evaluated for CSC General Studies program requirements.
Following the evaluation, the candidate is assigned an advisor. Transfer students who have
completed an Associate’s Degree from an accredited institution are given credit for the
CSC General Studies program requirements with the exception of six (6) credit hours of
upper division level courses (Ethics and a global and social/cultural awareness course).
An evaluation is then conducted related to the teacher education program core
competencies as described in the Conceptual Framework document.

Gateway 2: Pre-Admission to Teacher Education Program
Pre-Admission program requirements, students/candidates must: (1) complete EDUC
131: Introduction to Teaching with at least a grade of “C” or better; (2) submit the
Education Dossier; (3) submit proof of a current background check and a notarized
statement pertaining to criminal history and mental fitness, “Felony and Mental Oath
9
Statement”; and (4) submit application form, including a record of the above listed
documents.

Gateway 3: Admission to Teacher Education Program (Candidacy)
Prior to admission to the Teacher Education Program and enrollment in EDUC 300 or
320: Observation & Participation, students/candidates must: (1) pass standardized basic
skills proficiency test (Praxis I/PPST) with minimum scores of 170 in reading, 172 in
writing, and 171 in mathematics; (2) submit application form; (3) complete coursework
with at least a 2.5 grade point average on a four-point scale; (4) earn a “C” or above in
English composition and oral communication (ENG 135, ENG136, and CA 125) or
equivalent courses; (5) earn a grade of “C” or above in all professional education core
coursework; and (6) submit proof of a current background check and a notarized
statement pertaining to criminal history and mental fitness, “Felony and Mental Oath
Statement”. Students/Candidates who meet all pre-requisites may register for EDUC 300
or 320 Observation & Participation (field experience 75-100 hours). At this point
students are fully admitted into the Education Program and officially become
“candidates.”

Gateway 4a: Admission to Semester I of the Professional Year (Block)
Prior to admission to Semester I of the Professional Year (Block), (1a) elementary-level
candidates must complete one endorsement area and at least 50% of another
endorsement(s) and/or a supporting minor(s); (1b) secondary-level candidates must
complete one endorsement area and at least 75% of each additional endorsement; and
(1c) middle-level candidates must complete all of the professional education courses
and at least 15 of the 18 required credit hours for the first content area of specialization,
and at least 12 of the 18 credit hours of the second specialization. All candidates must
(2) complete EDUC 300 or 320 with a grade of “C” or above (75/100 hours of verified
field experience); (3) earn a GPA of 2.50 for all coursework and in each endorsement
and/or supporting minor; (4) complete 90 credit hours and must meet residency
requirements; (5) present five (5) faculty recommendations; (6) be recommended by the
department faculty of the endorsement(s) area(s); (7) submit a revised Education Dossier;
(8) submit proof of a current background check and a notarized statement pertaining to
criminal history and mental fitness, “Felony and Mental Oath Statement”; and (9) submit
the Application to the Professional Year form.

Gateway 4b: Admission to Semester II of the Professional Year (Teacher Internship)
Prior to placement in Semester II of the Professional Year (Teacher Internship/student
teaching), candidates must: (1) complete Semester I of the Professional Year (Block)
with a grade of “C” or above in all courses; and (2) submit proof of a current background
check and a notarized statement pertaining to criminal history and mental fitness, “Felony
and Mental Oath Statement.”

Gateway 5: Graduation, Certification and Entry to the Profession
Upon graduation, candidates will have met all the teacher certification requirements for
Nebraska licensure. These requirements are: (1) submission of the Application for
Graduation to the Registrar’s Office; (2) completion of the Teacher Intern (student
10
teaching) experience with a minimum GPA of 2.5 (State of Nebraska requirement); (3)
complete all CSC degree requirements; and (4) submit application for a teaching
certificate.
Advanced Level Gateways
At the advanced level candidates are provided the gateway information online in the
Graduate Catalog (http://www.csc.edu/documents/publications/GraduateCatalog_20112013_2Mar2011.pdf) and at the CSC Graduate website http://www.csc.edu/graduate/index.csc).
The candidates must proceed through the following four (4) transition (gateway) points:

Gateway 1: Admission to Graduate Study
Chadron State College admits all candidates for the Master of Education degree who hold
a Bachelor’s degree in Education from accredited colleges and universities. In addition
the candidate must: (1) have earned an undergraduate GPA of 2.75 or have completed 12
graduate hours at CSC with a GPA of 3.25 or higher; and (2) submit an application for
admission to graduate study. (The Graduate Record Examination (GRE) is required for
the Masters of Education in Curriculum and Instruction, Science focus).

Gateway 2: Admission to Graduate Status (filing Plan of Study)
Admission to Graduate Status requires completion of a Plan of Study within the first 9-18
hours of graduate coursework. Candidates must maintain a 3.00 GPA or higher.

Gateway 3: Application for Oral Examination
Application must be made for the Oral Examination for the Master’s Degree. The
candidate must: (1) submit the application form; (2) complete the majority of coursework
and practicum requirements as described by each department and college policy; (3)
maintain a minimum GPA of 3.00 for all program coursework; (4) meet all college
requirements for credit hours and residency; and (5) be enrolled in course work necessary
to complete the degree. The student must complete the degree program within a period of
seven years from the year the student completed his or her graduate course applicable
toward their degree.

Gateway 4: Application for Graduation and Conferring of Degree
Candidate must: (1) complete and submit application for graduation; (2) prepare and
present a professional portfolio in the area of concentration; (3) complete all requirements
successfully as stated on the plan of study; and (4) pass a final oral examination.
Key Program Assessments
Initial Level Programs Key Assessments
Consistent with each Program Gateway (cited above) are specific key
assessments. The assessments target content knowledge; pedagogical and professional
knowledge, skills, and dispositions; and effects on student learning. Multiple
assessments are applied for each assessment target.
Key Assessments – Initial Programs
11
Assessment
Grade Point Average
When Assessed
Admission, throughout
program, culmination
Content Area Score or PRAXIS
II
Survey from graduate and
employer
Culmination of program
Teacher Work Sample
Toward end of program
Clinical intern evaluation
Culmination of program
Field evaluation EDUC 131
course
Freshman year
Field evaluation PSYC 231
course
Sophomore year
Field evaluation EDUC
300/320 course
Junior year
One year out of program
Purpose of Assessment
Content knowledge; and
pedagogical and professional
knowledge, skill, and
dispositions
Content knowledge
Content knowledge; student
learning; and pedagogical and
professional knowledge, skill,
and dispositions
Student learning; pedagogical
and professional knowledge,
skill, and dispositions
Content knowledge; student
learning; and pedagogical and
professional knowledge, skill,
and dispositions
Content knowledge; and
pedagogical and professional
knowledge, skill, and
dispositions
Content knowledge; and
pedagogical and professional
knowledge, skill, and
dispositions
Content knowledge; and
pedagogical and professional
knowledge, skill, and
dispositions
Advanced Programs Level Key Assessments
Advanced level key assessments are tied to Program Gateways (cited above) for
Educational Administration, School Counseling, and Curriculum and Instruction
programs. The assessments address content knowledge; pedagogical and professional
knowledge, skills and dispositions; and effects on student learning. Assessments focus
on each key area as appropriate for advanced level programs.
Assessment
Grade Point Average
Key Assessments – Advanced Programs
When Assessed
Purpose of
Assessment
Admission, throughout
Content knowledge; and
program, culmination
pedagogical and
12
Field experience
During program toward
culmination
Portfolio/oral examination
Culmination
Follow-up survey to
graduates
One year after culmination
of program
Follow-up survey of
employers
One year after culmination
of program
Disposition survey for some
programs
During program
professional knowledge,
skill, and dispositions
Pedagogical and
professional knowledge,
skill, and dispositions
Content knowledge; student
learning; and pedagogical
and professional
knowledge, skill, and
dispositions
Content knowledge; student
learning; and pedagogical
and professional
knowledge, skill, and
dispositions
Content knowledge; student
learning; and pedagogical
and professional
knowledge, skill, and
dispositions
Dispositions
Conceptual Framework: Initial and Advanced Levels
“Developing Visionary Leaders for Lifelong Learning”
The core of the Visionary Leader model was originally developed through
workshops and faculty meetings during the academic years of 1990-1993. The original
model, called “Developing Visionary Learners” was revisited in a series of Unit meetings
during the 1997-98 academic year and reviewed for continued applicability. The model
and its components were found to be effective and still representative of our mission. In
the spring of 2003, another Unit faculty review was held to ascertain whether, after 10
years, the model was reflective of our Unit and its mission. In light of new National
Council for Accreditation of Teacher Education (NCATE) 2000 standards and focus, and
our new institutional strategic plan (Vision 2011), updates were made and details added.
Unit faculty met in the fall of 2003 to review the vision, mission, and conceptual
framework. Subsequently, the Visionary Learner became the Visionary “Leader” in
consideration of the characteristics of our region, and what is expected of teacher,
principal and counselor candidates. As part of this review, each knowledge base
component was thoroughly discussed and a decision was made to elevate the “leadership”
13
component from the conceptual framework to the overall vision statement. Reaffirmation
of the remaining components was by Unit consensus. In further discussions Unit faculty
modified “critical thinking” to “thinking skills,” “technology” was added to
“methodology”, and “diversity” was added to “human relations.” The conceptual
framework for our model of “Developing Visionary Leaders for Lifelong Learning” now
has seven components (listed alphabetically): Assessment, Communication, Human
Relations/Diversity, Leadership, Methodology/Technology, Professionalism, and
Thinking Skills.
The term “visionary,” in the context of our model, implies a forward looking,
farseeing, positive, and open-minded approach to learning. The Education Unit at
Chadron State College prepares candidates to provide visionary leadership within High
Plains educational settings and to educational environments beyond this region. The
model supports and compliments the Chadron State College vision and mission.
The model for “Developing Visionary Leaders for Life Long Learning” is
depicted by three interlocking circles, each representing an interrelated area of the
curriculum: General Studies, Specialty Studies, and Professional Studies. The General
Studies curriculum is designed to provide candidates with a broad background in
communication, composition, fine arts, global and social/cultural awareness, government,
health/wellness, history, humanities, mathematics, physical activities, reason and values,
and science. Specialty Studies are comprised of the content course work in each teaching
endorsement area offered at Chadron State College. Professional Studies are those core
education courses taught by Education Department faculty. These Professional Studies
courses emphasize the pedagogical knowledge, skills, and dispositions candidates use to
effectively teach P-12 students. At the graduate (advanced) level, the “Visionary Leader”
model continues to build on the pedagogical knowledge, skills, and dispositions
developed for the candidate’s academic and professional career. The General Studies
representing the core master’s program (research and inquiry); Specialty Studies covers
the content necessary for the degree; and the Professional Studies encompasses the
practical and field based learning demonstrated by the candidate.
14
The Professional Studies circle of the model embraces the seven components that
make up the conceptual framework for the Unit. These components are: Assessment,
Communication, Human Relations/Diversity, Methodology/Technology, Professionalism,
Thinking Skills, and Leadership. These seven components are interwoven throughout the
professional preparation programs and form the basis of the constructivist approach in
preparing candidates to become Visionary Leaders. The seven components are
introduced and developed within the first three years of the initial candidate’s educational
program, and serve as the basis for each of the Unit’s Key Assessments. Advanced level
candidates receive their introduction to the components during the EDCI 631:
Introduction to Graduate Studies course. Following are the seven components of the
Visionary Leader Model and their respective student outcome statements.
Model Components and Candidate Outcomes
The following sections list components of the Visionary Leader Model, with
related outcomes expected of candidates upon successful program completion. Outcome
statements are numbered under each component section, and reflected on the related
matrix for candidate program outcomes in support of Standard 1. Supporting
explanations and references follow each outcome statement. Outcomes reference both
initial and advanced programs, noting differences in degree of sophistication and
professional application.
I.
Assessment
Successful candidates, whether from the initial or advanced program, will be able
to design and assess learning activities (with sequential goals and objectives),
utilizing the data collected from those assessment measures to make appropriate
instructional and/or curricular decisions to improve student outcomes. To achieve
these professional knowledge, skills and dispositions,
15
Candidates will:
1. Provide a wide variety of assessments to promote student growth, as well
as modifications for every student’s ability level. This KNOWLEDGE will be
demonstrated in candidates being able to:
- select and/or develop assessment methods appropriate for instructional
decisions (Airasian, 2011) (Roschewski, Isernhagen & Dappen, 2006)
(KNOWLEDGE)
- recognize unethical, illegal, and otherwise inappropriate assessment
methods and uses of assessment information. (Airasian, 2011)
(KNOWLEDGE)
- be skilled in developing valid pupil grading procedures which use
student assessments. (Airasian, 2011) (KNOWLEDGE)
- be able to communicate assessment results to students, parents, lay
audiences, and other educators. (Airasian, 2011) (KNOWLEDGE)
- develop strategies to involve students in assessing their own learning.
(Black & Wiliam, 2010) (Stiggins, 2009) (KNOWLEDGE)
2.
Utilize formative and summative assessments to monitor student progress and
to adjust instruction. These SKILLS will be demonstrated in candidates being
able to:
- administer, score, and interpret the results of both externally produced
and teacher-produced assessment methods. (Airasian, 2011)
(SKILL)
- select and/or develop assessment methods appropriate for instructional
decisions. (Airasian, 2011) (SKILL)
- use assessment results for making academic/program decisions about
students, teaching, curriculum, and/or school improvement. (Airasian,
2011) (SKILL)
- be skilled in developing valid pupil grading procedures which use
student assessments. (Airasian, 2011) (Roschewski, Isernhagen &
Dappen, 2006) (SKILL)
- be able to communicate assessment results to students, parents, lay
audiences, and other educators. (Airasian, 2011) (SKILL)
- develop strategies to involve students in assessing their own learning.
(Black & Wiliam, 2010) (Stiggins, 2009) (SKILL)
3. Value the opportunity to utilize varied assessment tools and data to make
informed instructional and curricular decisions. This DISPOSITION will be
observed in candidates behaviors, attitudes and beliefs as they:
-
recognize unethical, illegal, and otherwise inappropriate assessment
methods and uses of assessment information (Airasian, 2011)
(Roschewski, Isernhagen & Dappen, 2006). (DISPOSITION)
16
-
use assessment results for making academic/program decisions about
students, teaching, curriculum, and/or school improvement (Airasian,
2011) (Bagley, 2010). (DISPOSITION)
II.
Communication
Teacher, counselor and administrator candidates, and other professional personnel
need to be able to demonstrate and promote effective communication skills (with
students and adults), while respecting diversity and engaging students in the
learning enterprise through motivation and constructive learning applications.
This ability to communicate is developed to meet the many demands for effective
teaching-learning interactions by Visionary Leaders. To achieve these
professional knowledge, skills, and dispositions,
Candidates will:
1. Demonstrate an understanding of the effects of non-verbal communication;
and listening and responding to others in an appropriate manner. This
KNOWLEDGE will be demonstrated in candidates being able to:
- communicate clearly using listening, writing, speaking and media skills
in a manner that is consistent and responsive to the specific audience.
(Goodboy & Myers, 2008) (KNOWLEDGE)
- demonstrate the effective application of technology in communications
with others in support of the teaching/learning process. (Mendocino,
Razzaq, & Heffernan, 2009) (KNOWLEDGE)
2. Accept help and mentoring from others, and show value and respect for
others. This SKILL will be demonstrated in candidates being able to:
-
-
communicate clearly using listening, writing, speaking and media skills
in a manner that is consistent and responsive to the specific audience.
(Goodboy, Martin, & Bolkan, 2009) ( SKILL)
demonstrate the effective application of technology in communications
with others in support of the teaching/learning process. (Mendocino,
Razzaq, & Heffernan, 2009) (SKILL)
3. Willingly consult with others and accept constructive feedback in
order to learn. This DISPOSITION will be observed in candidate’s behaviors,
attitudes and beliefs as they:
-
show appreciation and value in the opinions of others, and communicate
clearly using listening, writing, speaking and media skills in a manner
that is consistent and responsive to the specific audience. (Bagley, 2010)
(Goodboy, Martin, & Bolkan, 2009) (DISPOSITION)
III.
Human Relations/Diversity
Successful candidates, whether from initial or advanced programs, will know,
understand, and respect the value for developing and maintaining a physically
inclusive and emotionally safe classroom environment conducive to effective
17
learning that encourages voicing student concerns, embraces elements of
diversity, and exhibits an understanding of child growth and development.
To achieve these professional knowledge, skills, and dispositions,
Candidates will:
1. Demonstrate a respect for diversity in all people and recognize biases. This
KNOWLEDGE will be demonstrated in candidates being able to:
- work to meet the educational needs of all learners, within all classroom
environments, in all educational leadership settings. (Gurin, Nagda, &
Sorensen, 2011) (KNOWLEDGE)
- exhibit knowledge of growth and development of students as it
pertains to teaching in an inclusive environment. (Gurin, Nagda, &
Sorensen, 2011) (KNOWLEDGE)
- analyze bias and practices that impact learner success. (Black and
Wiliam, 2009) (Wessler & DeAndrade, 2006) (KNOWLEDGE)
- challenge, question, investigate, and develop their own conclusions
about stereotypic societal views and perceptions. (Wessler &
DeAndrade, 2006) (KNOWLEDGE)
2. Work to resolve conflicts in positive ways, encourage group collaboration,
problem solving and decision-making while respecting divergent opinions.
- work to meet the educational needs of all learners, within all classroom
environments, in all educational leadership settings. (Gurin, Nagda, &
Sorensen, 2011) (SKILL)
- exhibit knowledge of growth and development of students as it
pertains to teaching in an inclusive environment. (Gurin, Nagda, &
Sorensen, 2011) (SKILL)
- infuse a multicultural dimension throughout their curriculum. (Gurin,
Nagda, & Sorensen, 2011) (Hawley & Nieto, 2010) (SKILL)
- promote a learning environment/climate that embraces elements of
diversity. (Gurin, Nagda, & Sorensen, 2011) (SKILL)
- analyze bias and practices that impact learner success. (Goodboy &
Myers, 2008) (SKILL)
- question, investigate, and develop their own conclusions about
stereotypic societal views and perceptions. (Bagley, 2010) (Wessler &
DeAndrade, 2006) ( SKILL)
3. Show willingness to model and exhibit tolerance for all persons and
backgrounds, and foster relationships with school colleagues, parents, and
agencies of the larger community. This DISPOSITION will be observed in
candidates behaviors, attitudes and beliefs as they:
- work to meet the educational needs of all learners, within all classroom
environments, in all educational leadership settings. (Falk & DarlingHammond, 2010) (DISPOSITION)
18
-
-
exhibit knowledge of growth and development of students as it
pertains to teaching in an inclusive environment. (Gurin, Nagda, &
Sorensen, 2011) (DISPOSITION)
infuse a multicultural dimension throughout their curriculum. (Hawley
& Nieto, 2010) (DISPOSITION)
demonstrate respect for all persons. (Hawley & Nieto, 2010)
(DISPOSITION)
promote a learning environment/climate that embraces elements of
diversity. (Gurin, Nagda, & Sorensen, 2011) (DISPOSITION)
analyze bias and practices that impact learner success. (Goodboy &
Myers, 2008) (DISPOSITION)
question, investigate, and develop their own conclusions about
stereotypic societal views and perceptions. (Black and Wiliam, 2009)
(DISPOSITION)
IV
Methodology/Technology
Successful candidates, whether from initial or advanced programs, will embrace
the value for planning and delivering teaching-learning activities that are
consistent with identified learning objectives, ability level of students, while using
a variety of instructional methodologies/strategies to prescribe for individual
differences. To achieve these professional knowledge, skills and dispositions,
Candidates will:
1. recognize the need for a variety of technology enhanced instructional
strategies based on current research and best practice.
- demonstrate knowledge of effective pedagogical methodologies and
strategies. (Falk & Darling-Hammond, 2010) (KNOWLEDGE)
- improve instruction based on reflective practice and research-based
best practices. (Falk & Darling-Hammond, 2010) (Marzano, 2011).
(KNOWLEDGE)
- demonstrate the effective application of technology in communications
with others in support of the teaching/learning process. (Mendocino,
Razzaq, & Heffernan, 2009) (KNOWLEDGE)
- plan and deliver instruction based upon knowledge of subject matter,
the contextual backgrounds of students’ lives and interests, the
community, and curricular goals. (Falk & Darling-Hammond, 2010)
(Hawley & Nieto, 2010) (KNOWLEDGE)
2. Utilize a variety of instructional methodologies and technologies to deliver
lesson presentations.
- demonstrate knowledge of effective pedagogical methodologies and
strategies. (SKILL)
- improve instruction based on reflective practice and research-based
best practices. (Marzano, 2011) (SKILL)
- demonstrate the effective application of technology in communications
with others in support of the teaching/learning process. ( SKILL)
19
-
plan and deliver instruction based upon knowledge of subject matter,
the contextual backgrounds of students’ lives and interests, the
community, and curricular goals. (Hawley & Nieto, 2010) (SKILL)
3. Demonstrate the active willingness to design, model and promote learning
activities that are consistent with identified learning objectives.
- improve instruction based on reflective practice and research-based
best practices. (Falk & Darling-Hammond, 2010) (Marzano, 2011)
(DISPOSITION)
- demonstrate the effective application of technology in communications
with others in support of the teaching/learning process. (Mendocino,
Razzaq, & Heffernan, 2009) (DISPOSITION)
- plan and deliver instruction based upon knowledge of subject matter,
the contextual backgrounds of students’ lives and interests, the
community, and curricular goals. (Falk & Darling-Hammond, 2010)
(Hawley & Nieto, 2010) (DISPOSITION)
The programs at Chadron State College strive to give candidates a variety of inclassroom and practicum exposures to different student learning approaches and
behaviors as a basis for their philosophy and application of skills. Instructional strategies
that have a high probability of enhancing student understanding and achievement for all
students in all subject areas and grade levels are identified in the table below.
Table CF.1: Methodologies Affecting Student Learning
Categories of Instructional Strategies/Methodologies Affecting
Student Learning
1
Identifying Similarities and Differences- Analytical Reasoning
2
Summarizing and Note-taking- Discussion/Debate Strategies
3
Reinforcing Effort and Providing Recognition- Student Interests
4
Homework and Practice- Application/Engagement
5
Non-linguistic Representations- Visual/Sensory Methodologies
6
Cooperative Learning- Multiple Perspectives, Diversity
7
Set Objectives and Provide Feedback- Reflection/Assessment
8
Generating and Testing Hypothesis- Critical Thinking Skills
9
Questions, Cues and Advance Organizers- Facilitation/Coaching
With regard to Category #1, researchers found “Identifying Similarities and
Differences” operations to be basic to human thought (Graham, Namy,
Gentner, & Meagher, 2010) (Goldwater, Markman & Stilwell, 2011).
Category #2, “Summarizing and Note-taking” are two of the most powerful
skills students can cultivate. They provide students with tools for identifying
and understanding the most important aspects of what they are learning
(Marzano, 2011).
20
Category #3, “Reinforcing Effort and Providing Recognition”. Most students
do not recognize the fact that the effort put into a task has a direct effect on
their success relative to the task (Falk & Darling-Hammond, 2010) (Goodboy
& Myers, 2008) (Kobau, Seligman, & Peterson, 2011).
Category #4, “Homework and Practice- Application/Engagement”. There is a
direct relationship between the amount of time spent on homework and
student achievement, at the secondary grade levels (Keith, Diamond-Hallam,
& Fine, 2004). Skill learning commonly takes on a specific form and requires
a fair amount of practice. (Anderson, 1995)
Category #5, “Non-linguistic Representations- Visual/Tactile- Sensory
Methodologies” Meanings are made in situ through the full spectrum of
sensory phenomena with which actors engage – from what can be seen with
the eye to what can be heard, touched, smelled tasted – but also reverberate
within webs of signifiers (e.g. the connotations of colors and plastics in the
domain of children’s toys) beyond the immediacy of unfolding interactions.
(Hurdley & Dicks, 2011)
Category #6, Organizing students into “Cooperative Learning” groups has a
powerful effect on learning, regardless of whether groups compete with one
another (Ciani, Middleton, Summers & Sheldon, 2010) (Marzano, 2011)
Category #7, “Set Objectives and Provide Feedback” provides direction for
learning. Mager, (1962) explained that effective instructional objectives
contain the following three defining characteristics: performance expectations,
conditions for success, and criterion for acceptable performance.
“Moreover, a recent review of the literature by Urdan and Schoenfelder (2006)
highlights numerous classroom characteristics, such as classroom community,
teacher support for autonomy, and a mastery classroom goal structure, that
may promote more adaptive student motivation.” (Ciani, Middleton, Summers
& Sheldon, 2010)
Category # 8, “Generating and Testing Hypothesis” The instructional fit
hypothesis predicts that different types of prompts will be differentially
beneficial because of the match between the cognitive processes elicited and
the learner’s prior knowledge, the target knowledge, and the task constraints.
(Nokes, Hausmann, VanLehn & Gershman, 2011) Research has shown the
power of asking students to explain the principles they are working from, the
hypothesis they generate from these principles, and why their hypothesis
makes sense. (Lavoie, 1999).
Category # 9, “Questions, Cues and Advance Organizers”. Educational
researchers have shown that the activation of prior knowledge is critical to
learning of all types. “Overall it seems to us that these very different bodies of
research all lead to the conclusion that in order to account for human beings
21
abilities to understand the natural world it is necessary to postulate (naïve)
theories as a form of mental representation.” (Punyashloke & Brewer, 2003)
V.
Professionalism
Successful candidates, whether from initial or advanced programs, will
demonstrate conduct befitting a professional educator, to include the following
behaviors: regular self-reflection, positive ethical behavior, respectful attitude,
proper mode of dress, effective classroom management skills, appropriate
knowledge of subject matter, and actively seek opportunity to grow
professionally. To achieve these professional knowledge, skills, and dispositions,
Candidates will:
1. Demonstrate depth of content knowledge and subject matter, work to expand their
own educational philosophy, and develop a set of personal beliefs about teaching
and learning.
- practice from a specific set of professional values related to their
leadership role, modeling integrity and commitment to their field.
(Falk & Darling-Hammond, 2010) (Roschewski, Isernhagen &
Dappen, 2006) (KNOWLEDGE)
- successfully develop knowledge of essential content area (Specialty
Studies) and General Studies curricular concepts, and the appropriate
skills and dispositions to effectively impart this knowledge. (Falk &
Darling-Hammond, 2010) (KNOWLEDGE)
- use professional knowledge, skills, and dispositions when working
with students, guardians, peers, administrators, and community
members. (Black and Wiliam, 2010) (Falk & Darling-Hammond,
2010) (KNOWLEDGE)
- demonstrate acceptable ethical behavior and continually reflect on the
effects of their choices and actions on others. (Black & William, 2010)
(Falk & Darling-Hammond, 2010) (Stiggins, 2009) (KNOWLEDGE)
-actively seek opportunities to grow as professional educators.
(Hawley & Nieto, 2010) (Marzano, 2011) (KNOWLEDGE)
2. Project a professional image in proper dress, conduct, attendance, punctuality and
work ethic.
- successfully develop knowledge of essential content area (Specialty
Studies) and General Studies curricular concepts, and the appropriate
skills and dispositions to effectively impart this knowledge. (Falk &
Darling-Hammond, 2010) ( SKILL)
- use professional knowledge, skills, and dispositions when working
with students, guardians, peers, administrators, and community
members. (Black and Wiliam, 2010) (SKILL)
- demonstrate acceptable ethical behavior and continually reflect on the
effects of their choices and actions on others. (Falk & DarlingHammond, 2010) (Marzano, 2011) (Wessler & DeAndrade, 2006)
(SKILL)
22
3. Demonstrate the active willingness to model self-reflection, positive ethical
behaviors, respectful attitude, and to take personal responsibility for their own
professional development.
- practice from a specific set of professional values related to their
leadership role, modeling integrity and commitment to their field.
(Falk & Darling-Hammond, 2010) (Marzano, 2011) (DISPOSITION)
- successfully develop knowledge of essential content area (Specialty
Studies) and General Studies curricular concepts, and the appropriate
skills and dispositions to effectively impart this knowledge. (Marzano,
2011) (DISPOSITION)
- use professional knowledge, skills, and dispositions when working
with students, guardians, peers, administrators, and community
members. (Kobau, Seligman, & Peterson, 2011) (DISPOSITION)
- demonstrate acceptable ethical behavior and continually reflect on the
effects of their choices and actions on others. (Kobau, Seligman, &
Peterson, 2011) (Wessler & DeAndrade, 2006) (DISPOSITION)
-actively seek opportunities to grow as professional educators.
(DISPOSITION)
VI.
Thinking Skills
Thinking skills apply to all subjects and to student learning at all levels.
Candidates at all levels evaluate and assess information, conclusions, and points
of view, and demonstrate/model these behaviors to P-12 students. They work to
promote activities that elicit critical thought beyond recall and comprehension.
They need to think beneath the surface, to be logical, and fair. To achieve these
professional knowledge, skills, and dispositions,
Candidates will:
1. demonstrate personal responsibility for their learning and work diligently to learn
from the internship experiences.
- improve instruction based on reflection, practice and research-based
best practices. (Falk & Darling-Hammond, 2010) (KNOWLEDGE)
- formulate and use a variety of instructional strategies to encourage
student development of critical thinking, problem solving, and
performance skills. (Bagley, 2010) (Stiggins, 2009) (KNOWLEDGE)
2. Utilize a variety of critical thinking and decision-making strategies to promote
learning.
- improve instruction based on reflection, practice and research-based
best practices. (Falk & Darling-Hammond, 2010) (SKILL)
formulate and use a variety of instructional strategies to encourage
student development of critical thinking, problem solving, and
performance skills. (Bagley, 2010) (Stiggins, 2009) (SKILL)
23
3. Show value for the use of skills and knowledge to promote inquiry, critical
analysis, and subject knowledge synthesis within all students.
- improve instruction based on reflection, practice and research-based
best practices. (Falk & Darling-Hammond, 2010) (DISPOSITION)
- formulate and use a variety of instructional strategies to encourage
student development of critical thinking, problem solving, and
performance skills. (Stiggins, 2009) (DISPOSITION)
VII. Leadership
Leadership is the ultimate demonstration of the six previous components.
Candidates at all levels will utilize the knowledge, skills, and dispositions
developed within the six previous components to provide a school system the
leadership necessary to utilize assessment to improve learning, develop new and
better methods and technologies to enhance learning, display human behaviors
supportive of all learning, communicate effectively with stakeholders,
demonstrate an ability to think methodically at a high order thinking level and
model professional behaviors appropriate for leaders within a school system.
Summary of Candidate Outcomes
In applying the seven components of the Visionary Leader model with their
associated outcomes, candidates meet the professional standards for the Nebraska
Department of Education and National Council for Accreditation of Teacher Education in
preparing educators and other professional school personnel for initial and advanced
programs.
The Education Unit’s focus is grounded in producing Visionary Leaders who
stimulate and inspire the students they serve as they enter the world of the future, while
preparing our candidates to succeed in the changing educational world. Our efforts are
measured and evaluated in order to gauge success. Assessment-informed decisions are
made which constantly guide our learning-centered programs. To provide this
information, assessment is undertaken through multiple means and at various points in
each program. Data gathered is purposeful, collected in a structured manner, and
analyzed. Results are then applied to desired outcomes in order to measure success, find
strengths and weaknesses, identify individual challenges, and find ways to meet
candidate needs. Candidate learning, faculty development, and program effectiveness are
all examined through assessment. Our assessment system is structured to align with
state, regional, and national standards.
In the Chadron State College Education Unit, candidates are led in a studentcentered learning focus. In classrooms and in practice, they experience the range and
variety of tools that can help them determine what students learn and how to reflect on
results to evaluate individual student progress and needs. Effective educators need an
ongoing process providing consistent feedback and a multifaceted selection of
measurement tools in order to understand, adjust, and guide. Evaluation and assessment,
as well as feedback they provide, allow candidates to have “vision” into their own
24
progress. This insight enables them to make decisions regarding modifications in their
programs that will aid them in successfully reaching their goals.
Faculty in the Education Unit provides models for candidates through their use
and application of assessment. Candidates’ accountability for their own progress and for
their students’ learning is a concept that becomes familiar through the use of assessment.
As the candidate is exposed to assessment of their own progress, they begin to understand
how different methods and tools can produce different kinds of information. Important in
learning the use of assessment is the identification and development of classroom
assessments designed with an understanding of specific needs, users, and contexts
(Airasian, 2011) (Falk & Darling-Hammond, 2010) (Roschewski, Isernhagen & Dappen,
2006).
Important aspects of assessment are validity and reliability. Candidates learn
about sampling strategies that accurately reflect student learning and how to develop
assessment plans that include both formative and summative measures (Black & Wiliam,
2010, Scherer, 2003). Recognizing and controlling for sources of bias in assessment are
paramount to producing valid data. An important aspect in the application of assessment
is to understand strategies for controlling and eliminating bias along with the disposition
that values equality and fairness (Airasian, 2011).
Ultimately, the goal of assessment is to evaluate and apply the data gathered for
purposes of growth and improvement. Faculty and candidates learn to utilize data in
making decisions at all levels of the educational system. “With their improved
assessment literacy, educators have found appropriate ways of aligning curriculum with
standards and providing seamless opportunities for students to learn. Teachers have
transferred this new learning to classroom practice by reviewing their assessments for
fairness and accuracy.” (Roschewski, Isernhagen & Dappen, 2006) Candidates gain
knowledge and skills of statistical concepts and in the interpretation of data, along with
application of the assessment tools. Candidates learn skills to help them utilize the
information to improve student learning at all levels. Their practice helps them to
understand the process of accurately interpreting and applying data to instructional
planning, program evaluation, and, especially in the case of other school professionals, to
school and program improvement (Scherer, 2003).
The Education Unit’s assessment system is an on-going process, always under
review for ways to affect improved candidate learning success. We examine methods for
strengthening our curriculum, examining the evaluation and comprehension of data, ever
watchful for opportunities to achieve excellence.
Assessment is designed to engage candidates in the process of their own
professional development through simulations and authentic classroom experiences,
coupled with coursework and reflective portfolios as evidence of preparation to enter the
profession. It allows candidates the ownership of their achievements and provides a path
for development of shared understanding of dispositions, knowledge, and skills.
Assessment, as an integral component of learning, is a shared and continuous process,
bringing the Unit faculty and candidates together with our participating P-12 school
partners.
25
Our vision was chosen to guide current and future Unit faculty, Unit candidates,
and the future students of Unit candidates to function confidently and effectively in a
world environment of rapid change. It is based, to a great extent, on the constructivist
learning model that emphasizes shared responsibilities in the teaching/learning process
and supports the needs of all learners as individuals. “Developing Visionary Leaders for
Lifelong Learning” is the goal of the Education Unit at Chadron State College.
ANNOTATED BIBLIOGRAPHY
Assessment
“Ultimately, I argue that by allowing students to take more ownership over their
evaluations, they learn to view assessment as a valuable tool for growth rather than
merely an arbitrary judgment handed down by someone in authority.” (Bagley, 2010)
“…use of a host of alternative strategies in place of letter grades, and its emphasis on the
use of assessment methods which relate authentically to both students’ schoolwork and
their overall lives.” (Bagley, 2010)
Bagley, S. (2010). Students, Teachers and Alternative Assessment in Secondary School:
Relational Models Theory (RMT) in the Field of Education. Australian
Educational Researcher (Australian Association for Research In Education),
37(1), 83-106.
“Much has happened since publication in 1998 to develop the concept of formative
feedback. We have learned more clearly that interactive dialogue, between teacher and
learners and between learners themselves, is at the heart of formative practice and that
such practice should enrich the central task of teachers. That task is to engineer learning
opportunities so that learners can become more expert and more responsible in guiding
and furthering their own learning. (Black and Wiliam, 2009)
This “requires many teachers to fundamentally change how they relate to students, to
become better listeners themselves, and to learn to promote, respect, encourage, and build
on student contributions. Such change requires courage and calls for mutual support
between teacher colleagues in sustained, in-school professional development.” (Wiliam
2007/2008 as cited in Black and William, 2009).
Black, P., & Wiliam, D. (2010). A Pleasant Surprise. Phi Delta Kappan, 92(1), 47-48.
“Nebraska educators believe a high-quality local assessment system includes curriculum
aligned with standards, the opportunity to learn, and fair and accurate measurement.”
“With their improved assessment literacy, educators have found appropriate ways of
aligning curriculum with standards and providing seamless opportunities for students to
learn. Teachers have transferred this new learning to classroom practice by reviewing
their assessments for fairness and accuracy.” (Roschewski, Isernhagen & Dappen, 2006)
26
Roschewski, P., Isernhagen, J., & Dappen, L. (2006). Nebraska Stars: Achieving Results.
Phi Delta Kappan, 87(6), 433-437.
“Students become partners in the self-assessment process during the learning by, for
example, collaborating with teachers in creating and using assessments like those they
will be held accountable for later. This reveals to them the secrets to their own learning
success while they are still learning.” (Stiggins, 2009)
Stiggins, R. (2009). Assessment For Learning in Upper Elementary Grades. Phi Delta
Kappan, 90(6), 419-421.
Communication
“One effective teaching behavior that impacts learning and affect is teacher confirmation.
Students report more motivation, cognitive learning, affective learning, participation, and
importantly, student satisfaction when teachers are confirming.” (Goodboy & Myers,
2008)
Goodboy, A. K., & Myers, S. A. (2008). The effect of teacher confirmation on student
communication and learning outcomes. Communication Education, 57(2), 153179.
“Student feelings and degrees of acceptance should be related to whether or not they are
satisfied with teacher communication encounters. It is probable that positive student
attitudes toward a course and an instructor are developed through satisfying
communication encounters with an instructor.” (Goodboy, Martin, & Bolkan, 2009)
Goodboy, A. K., Martin, M. M., & Bolkan, S. (2009). The development and validation of the
student communication satisfaction scale. Communication Education, 58(3), 372-396.
doi:10.1080/03634520902755441
Human Relations/Diversity
“Family involvement strategies that are responsive to racial and ethnic diversity reject the
idea that language or cultural differences are insurmountable barriers. They encourage
educators to learn about their students’ families by communicating with them
consistently and respectfully. Learn about the communities in which they teach by
becoming familiar with the community resources. Learn to speak at least one of the
native languages of the students they teach. Learn how to engage families in their
children’s education in ways that enrich the curriculum, family support for learning, and
teachers’ knowledge of students.” (Hawley & Nieto, 2010)
Hawley, W. D., & Nieto, S. (2010). ANOTHER INCONVENIENT TRUTH: Race and
Ethnicity Matter. Educational Leadership, 68(3), 66-71.
“At the Center for the Prevention of Hate Violence, we have found that harassment and
the use of derogatory language is a pervasive problem in schools across the country. Left
unchecked, these behaviors pose a great challenge for our schools. They create
27
environments in which students are withdrawn, distracted, wounded, and even ready to
turn to violence. Anti-bias educational programs can and do make a difference in schools.
Our task as practitioners, theorists, and researchers is to continue to develop our
understanding of the dynamics of harassment and bias and how to prevent them, so that
we can make our schools a safer place for all students.” (Wessler & DeAndrade, 2006)
Wessler, S. L., & DeAndrade, L. L. (2006). Slurs, stereotypes, and student interventions:
Examining the dynamics, impact, and prevention of harassment in middle and
high school. Journal of Social Issues, 62(3), 511-532.
“INTERGROUP DIALOGUE provides what students need in order to relate and
collaborate across differences, something they have to do in community projects that
usually involve interactions across racial, social class, religious, and geographical
divides. In this article, we demonstrate the efficacy of intergroup dialogue, drawing from
a multi-university study involving fifty-two parallel field experiments in which students
were randomly assigned either to dialogue courses or to control groups. The results show
that, as compared with the control groups, the dialogue students experienced greater
increases in their understanding of race, gender, and income inequality; their intergroup
empathy and motivation to bridge differences; and their commitment to post college
social and political action. Moreover, they also experienced greater increases in the
efficacy and frequency of their intergroup action during college, as well as in their
cognitive openness and positivity in intergroup situations.” (Gurin, Nagda, & Sorensen,
2011)
“Three important aspects of intergroup dialogue are especially noteworthy from an
educational perspective. First, dialogue requires learning to listen, to ask questions of
others, and to commit to understanding the perspectives of others, even if not agreeing.
Dialogue is not debate, in which people try to convince each other so that one side
“wins.” It is not a term that simply substitutes for “talk,” as for example when students
say that they “dialogue” (talk) with their friends, roommates, and families about political
and social issues. Dialogue is a style of interactive communication that facilitates shared
understanding rather than debate.” (Gurin, Nagda, & Sorensen, 2011)
Gurin, P., Nagda, B. A., & Sorensen, N. (2011). Intergroup dialogue education for a
broad conception of civic engagement. Liberal Education, 97 (2), 46-51.
Methodology/Technology
“Achievement goal theory serves as the primary theoretical framework for the current
study as it targets the reasons why students engage in class work by scrutinizing what
goals students are trying to achieve. Achievement goal theory also places great emphasis
on the classroom context (e.g., teachers and peers) in relation to students’ goal adoption
and pursuits…A mastery goal, an orientation to developing competence, is seen as a
striving to understand, learn, and improve skills from an intrapersonal frame of reference.
A performance goal, an orientation to demonstrating competence, is seen as a striving to
outperform others and appear competent based on an interpersonal evaluative norm.”
28
“Moreover, a recent review of the literature by Urdan and Schoenfelder (2006) highlights
numerous classroom characteristics, such as classroom community, teacher support for
autonomy, and a mastery classroom goal structure, that may promote more adaptive
student motivation.” (Ciani, Middleton, Summers & Sheldon, 2010)
Ciani, K. D., Middleton, M. J., Summers, J. J., & Sheldon, K. M. (2010). Buffering
against performance classroom goal structures: The importance of autonomy
support and classroom community. Contemporary Educational Psychology, 35,
88-99. Doi: 10.1016/j.cedpsych.2009.11.001
“Grouping objects together into categories enables children to make sense of the vast
diversity of objects and entities in their environment. A large body of research has been
devoted to examining the types of information children may rely on to form categories of
objects.”
Graham, S. A., Namy, L. L., Gentner, D., Meagher, K. (2010). The role of comparison in
preschoolers’ novel object categorization. Journal of Experimental Child
Psychology, (1072)280-290. Doi. 10.1016/j.jecp.2010.04.017
“Theories differ on whether the set of features is organized around a prototype, exemplars
of the category experienced in the past, or subclusters of features that describe category
members. New items are classified based on some function of the similarity of the new
exemplar to the category representation. This view of categorization does a nice job of
accounting for data from studies of natural categories as well as studies of category
learning. However, there is reason to believe that some categories are defined by taking
into account the role that an object plays in a situation rather than by just collecting the
features that describe category members.”(Goldwater, Markman, & Stilwell, 2011)
Goldwater, M. B., Markman, A. B., Stilwell, C. H. (2011). The empirical case for rolegoverned categories. Cognition, (118) 359-376. Doi:
10.1016/j.cognition.2010.10.009.
“Qualitative researchers have long acknowledged that what participants say and do needs
to be interpreted alongside the material and sensorial settings in which they say and do it,
and which play an active role in the shaping of emergent situations and encounters.”
(Hurdley & Dicks, 2011)
“Meanings are made in situ through the full spectrum of sensory phenomena with which
actors engage – from what can be seen with the eye to what can be heard, touched,
smelled, tasted – but also reverberate within webs of signifiers (e.g. the connotations of
colours and plastics in the domain of children’s toys) beyond the immediacy of unfolding
interactions.” (Hurdley & Dicks, 2011)
Hurdley, R., & Dicks, B. (2011). In-between practice: working in the ‘thirdspace’ of
sensory and multimodal methodology. Qualitative Research, 11(3), 277.
doi:10.1177/1468794111399837
29
“The importance and effects of homework continue to be debated. Research has shown
that homework is an important influence on learning, and research has also highlighted
characteristics of homework that are important to improve student learning… The
purpose of our research was to determine the relative influence on students’ grades of
time spent doing homework in school as compared to time spent doing homework out of
school. We developed, tested, and cross-validated a longitudinal model of the effects of
in-school and out-of-school homework on high school grades. The model was estimated
using latent variable structural equation modeling and a national education data set.
Because much recent commentary has focused on whether students currently spend too
much time on homework, we briefly compared student reports of time spent on
homework in comparison to time spent on a potentially competing activity, weekday
television viewing.” (Keith, Diamond-Hallam, & Fine, 2004)
Keith, T. Z., Diamond-Hallam, C., & Fine, J. (2004). Longitudinal effects of in-school
and out-of-school homework on high school grades. School Psychology
Quarterly, 19(3), 187-211. Doi: 10.1521/scpq.19.3.187.40278
Positive psychology is the study of what is ''right'' about people-their positive attributes,
psychological assets, and strengths. Its aim is to understand and foster the factors that
allow individuals, communities, and societies to thrive. Cross-sectional, experimental,
and longitudinal research demonstrates that positive emotions are associated with
numerous benefits related to health, work, family, and economic status. Growing
biomedical research supports the view that positive emotions are not merely the opposite
of negative emotions but may be independent dimensions of mental affect. The assetbased paradigms of positive psychology offer new approaches for bolstering
psychological resilience and promoting mental health. Ultimately, greater synergy
between positive psychology and public health might help promote mental health in
innovative ways. (Kobau, Seligman, & Peterson, 2011)
Kobau, R., Seligman, M. P., & Peterson, C. (2011). Mental health promotion in public
health: Perspectives and strategies from positive psychology. American Journal of Public
Health, 101(8), e1-e9.
In this article the author discusses research regarding instructional strategies
and their effects on student learning and examines reasons that the results of
this research often finds varying results. He comments on examples of
educational research he has conducted in the past on teaching methods wherein
the percentages of student learning gains for the same method are drastically
different. He cites the ways in which teachers use the teaching strategies
involved as the reason for these differences and identifies the various levels of
strategies that are used by teachers including beginning, developing, applying,
and innovating. (Marzano, 2011)
Marzano, R. J. (2011). Art & science of teaching: It’s how you use a strategy.
Educational Leadership, 69(4), 88-89.
30
“Previous research has shown positive results for using Web-based homework assistance
instead of traditional paper-and-pencil homework. MasteringPhysics, a Web-based
physics homework tutor developed at MIT, uses mastery learning to help students reach
mastery when solving physics homework problems. Students can ask for hints on
problems and receive feedback on common student errors. Some hints will ask the
student a question that behaves like a “scaffolding question” in the ASSISTment
system…The Andes system is an intelligent tutoring system that provides support for
problem solving for physics homework.”
“Some advantages of homework-assistance systems are the immediate feedback to
students and automatic grading and recording of grades for instructors. Automatic
grading saves time for teachers who would like to grade all of their students’ paper-andpencil homework carefully by hand but do not have time. In turn, this can prompt
students to take homework more seriously because they know it will be graded and the
grade will be recorded. With these systems, students can often get immediate feedback on
their answers and work and sometimes help toward solving problems.” (Mendocino,
Razzaq, & Heffernan, 2009)
Mendicino, M., Razzaq, L., & Heffernan, N. T. (2009). A Comparison of Traditional Homework
to Computer-Supported Homework. Journal Of Research On Technology In Education,
41(3), 331-359.
“The instructional fit hypothesis predicts that different types of prompts will be
differentially beneficial because of the match between the cognitive processes elicited
and the learner’s prior knowledge, the target knowledge, and the task constraints.”
(Nokes, Hausmann, VanLehn & Gershman, 2011)
Nokes, T., Hausmann, R., VanLehn, K., & Gershman, S. (2011). Testing the instructional
fit hypothesis: the case of self-explanation prompts. Instructional Science, 39(5),
645. doi:10.1007/s11251-010-9151-4
“Our focus on the role of theories as a form of mental representation has important implications
for science instruction. It points out the problems with techniques that focus on the memorization
of facts and emphasizes the importance of instructional procedures that focus on helping students
develop coherent explanatory frameworks, or theories, which can be used to interpret
facts.”(Punyashloke & Brewer, 2003)
Punyashloke, M., Brewer, W. F. (2003). Theories as a form of mental representation and
their role in the recall of text information. Contemporary Educational Psychology,
28277-303. doi:10.1016/S0361-476X(02)00040-1
Professionalism –
The articles in this volume, which have highlighted a variety of documentation practices,
have demonstrated how documentation supports the development of democratic
education by making it possible for teachers to understand and teach their students well
and for students to understand themselves and each other, both as learners and as
members of a collective community. In this summary article, we discuss how
31
documentation practices support the development of a democratic education by: (a)
fostering an inquiry approach to teaching; (b) informing teaching and enhance
professional learning; (c) extending learning; and (d) offering alternatives in assessment.
(Falk & Darling-Hammond, 2010)
The ability to observe, evaluate, and reflect on students’ learning and experience—all
aspects of documentary practices—is essential to effective teaching. Grounded in inquiry
and deductive research, this kind of teaching recognizes everyday events, including the
unexpected, as opportunities for rich learning. Emphasizing looking and listening rather
than quizzing and telling, it values originality and differences among learners even while
assessing students’ progress toward common goals and expectations. It relies on teachers
and adults as resources and facilitators who help students learn to ask good questions,
develop strategies for finding answers, and, ultimately, manage and guide their own
learning. (Falk & Darling-Hammond, 2010)
Falk, B., & Darling-Hammond, L. (2010). Documentation and Democratic Education. Theory
Into Practice, 49(1), 72-81.
Thinking SkillsThe ability to observe, evaluate, and reflect on students’ learning and experience—all aspects of
documentary practices—is essential to effective teaching. Grounded in inquiry and deductive
research, this kind of teaching recognizes everyday events, including the unexpected, as
opportunities for rich learning. Emphasizing looking and listening rather than quizzing and
telling, it values originality and differences among learners even while assessing students’
progress toward common goals and expectations. It relies on teachers and adults as resources and
facilitators who help students learn to ask good questions, develop strategies for finding answers,
and, ultimately, manage and guide their own learning. (Falk & Darling-Hammond, 2010)
Falk, B., & Darling-Hammond, L. (2010). Documentation and Democratic Education. Theory
Into Practice, 49(1), 72-81.
In this article the author discusses research regarding instructional strategies
and their effects on student learning and examines reasons that the results of
this research often finds varying results. He comments on examples of
educational research he has conducted in the past on teaching methods wherein
the percentages of student learning gains for the same method are drastically
different. He cites the ways in which teachers use the teaching strategies
involved as the reason for these differences and identifies the various levels of
strategies that are used by teachers including beginning, developing, applying,
and innovating. (Marzano, 2011)
Marzano, R. J. (2011). Art & science of teaching: It’s how you use a strategy.
Educational Leadership, 69(4), 88-89.
32