Created by
Elizabeth M. Hawthorne, Ph.D., Interim Dean; Rho Hudson, Ed.D., Associate Professor; Kevin Graziano, Ed.D.,
Associate Professor; Lori Navarrete, Ph.D., Associate Professor; Lawrence Rudd, Ph.D., Associate Professor;
Roberta Kaufman, Ed.D., Assistant Professor; Rachel Salas-Didier, Ph.D., Assistant Professor; Christi Carmack,
Ph.D., Lecturer; Teri Romeo, M.S., CCC-SLP, Lecturer; Elizabeth Meyerowitz, M.A., M.Ed., CCC-SLP, Lecturer;
Jaime Castle, Assistant to the Dean; Sally Starkweather, Administrative Assistant
Education for Nevada’s Future
Charting Our Future
School of Education
Nevada State College
2013 – 2017
CONTENTS
I. Introduction.......................................................................................................... 2
II. Mission Statement........................................................................................... 3
III. Values..................................................................................................................... 3
IV. Vision Statement.............................................................................................. 3
V. History of the NSC School of Education................................................ 4
VI. Conceptual Framework............................................................................... 14
VII. Six School Learning Outcomes..............................................................21
VIII. The Planning Process.................................................................................22
IX. Strategic Plans................................................................................................25
X. Appendices.........................................................................................................27
A. Selected References for Strategic Planning��������������������������������������27
B. Discussion Questions for Planning.........................................................27
C. Narrative on the Data....................................................................................29
D. SWOT Analysis.................................................................................................32
E. School of Education Advisory Council Members����������������������������36
F. Conceptual Framework References.........................................................43
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Charting Our Future
School of Education 2012 – 2013
I. INTRODUCTION During the Fall semester of 2012, the interim dean met with students, alumnae/i and the newly formed School
of Education Advisory Council to seek their perspectives and ideas on the draft strategic plans to enrich our
The School of Education (SOE) at Nevada State College offers three baccalaureate degree programs and nine
planning for the future of the School. We made revisions based on the feedback. Rather than finalize the
post-baccalaureate programs leading to state licensure and/or endorsement. Degrees in Elementary Education
specific strategic plans that were generated and vetted at that time, the faculty stepped back from the plans and
include courses leading to endorsement in Teaching English as a Second Language and Special Education
developed a comprehensive, conceptual framework understanding that the conceptual framework would have
licensure preparation is offered. Secondary Education programs include Math and History Education and dual
implications for the strategic plans, as it eventually did.
degree options for Biology and English Secondary Education. Speech Language Pathology is offered to prepare
candidates for careers in schools. The School has 8.5 FTE faculty and over 60 part-time instructors. Enrollment in
II. MISSION STATEMENT
the School of Education for 2012 – 2013 exceeded 650 students, including pre-majors and non-degree students
(in post-baccalaureate and special programs).
The mission of Nevada State College School of Education is to prepare highly qualified, culturally responsive
professionals. We accomplish this through effective pedagogy, state-of-the-art technology, clinical experiences,
The planning process began with an online discussion forum with the faculty and the interim dean in
scholarly inquiry and community partnerships. Our graduates will be critical thinkers who contribute to
July 2012 with discussion questions and optional reading material (see Appendix A & B). Faculty meetings in
a global, democratic society.
August, September and October focused on capturing ideas for the mission, motto, vision, values and plans.
This effort provided a forum to bring together diverse voices on behalf of the School of Education, which
III. VALUES
we all believe has a bright future building on our capacity to educate for Nevada’s future. The plans assume
growth and diversification along with the expansion of SOE’s ties with the local schools and other communities
Nevada State College’s core values are designed to create an institutional culture that empowers faculty,
as we continue to prepare able entry-level teachers, teachers seeking endorsements, and speech language
staff and students to pursue initiatives that impact all (teaching and non-teaching) areas of the institution.
pathologists locally and in Northern Nevada.
I – Innovation
The process involved reviewing several data sets in order to tailor our plans to the needs of the communities we
T – Teaching Excellence
serve (external) and to address needs internally to focus our efforts in order to use resources as effectively as
E – Economic Development
possible (see Appendix C). We conducted an extensive SWOT analysis (see Appendix D) and we developed the
A – Assessment
plans to address our strengths, weaknesses, opportunities and threats. Upon review of the issues identified in this
C – Customer Service
analysis, we agreed that we had vast opportunities that may be curtailed by key external considerations, including
H – Heritage
state funding, distribution of funds within NSC, and demand for teachers and speech pathologists. Facilities
continue to be a challenge with respect to the configuration of space, e.g., lack of a dedicated science education
IV. VISION STATEMENT
laboratory, and the amount of space to accommodate more faculty and staff, but also to accommodate projects
that we know are important for SOE and our constituents. In order to address the facility issue, we agree that
Teacher Education and Speech Language Pathology candidates will demonstrate knowledge and skills of the
some of our work could and should be conducted outside NSC and SOE facilities, e.g., teach classes in schools,
profession inherent in the various discipline areas represented. Authentic experiences that emphasize the
and will design our efforts to ensure that the work can flourish within the limitations we have. A major opportunity
connection between content and pedagogy are essential to students learning. The diversity of SOE candidates
is a master’s degree program in Speech Language Pathology where there is high demand both in the north and
will reflect the changing and dynamic populations found across the state, nation and world. Candidates will
the south and only one such program in Nevada, while recognizing the challenges of mounting such a degree
effectively integrate a variety of technologies that are both inclusive of best practice and support information
as funding priorities shift within the Nevada System of Higher Education (NSHE). Underlying many of our plans
gathering and communication with a variety of individuals and groups globally.
is the necessity to have funding for tenure-track faculty in specific fields of Education and in Speech Language
Pathology which became evident through the planning process (details to follow).
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Charting Our Future
School of Education 2012 – 2013
Our practice will be informed by contemporary research and continuous assessment, which actively involves
internal and external stakeholders local and worldwide. Students and faculty will be connected with peers
across the nation and in other countries to enrich their cultural and educational knowledge and bolster
their respect for human differences and similarities. Students will participate in multiple opportunities to
connect with families and individuals from various cultural, ethnic, academic, geographic, and professional
backgrounds to enrich their own knowledge and experience. Candidates will successfully incorporate
evidence-based practice, critically analyze information and resources, and creatively integrate the arts into
The School of Education moved from the Dawson building to
the Liberal Arts and Sciences building, landing in our current home,
Basic and Water II, in January 2007.
their instructional practice. Our Northern Nevada satellite campus will be at the forefront of effectively using
technology to develop innovative ways to meet the unique needs of those residing in rural areas.
V. HISTORY OF THE NEVADA STATE COLLEGE SCHOOL OF EDUCATION
Nevada State College is the first four-year public college in the state of Nevada, having been established by
the Nevada Legislature in 1999 with active and vigorous support of Henderson business and political leaders.
The college officially opened its doors in 2002 with classes held in an old vitamin warehouse leased for $1 per
year to the college by the City of Henderson. The old warehouse, the Dawson Building, is approximately
a quarter of a mile away from the main 509 acre campus in the foothills of Henderson.
NSC’s first commencement in 2004 was a thrilling event for
the College and the community leaders who toiled hard and
smart to realize the dream of a college in Henderson.
The Liberal Arts and Sciences building later opened on the main campus in 2008. It was the first home of the
School of Education. In the beginning, according to Dr. Rho Hudson, Associate Professor of Special Education,
there was no furniture in the building and everyone sat on the floor for classes and to conduct other work of
the college. Dr. Gregory Robinson, associate professor of English, another founding faculty member, recalled
the early days: “If you thought it, you could do it.” That set a tone for the future culture of Nevada State
College—a bit of Wild West and a lot of strong academic discipline. The early years were tumultuous with
budget cuts, threats of closure and two rounds of student protests on behalf of Nevada State College but also
of public higher education in Nevada. The budget cuts were devastating, reducing the faculty numbers and
necessitating growth in the part-time faculty ranks in
order to maintain programs for students. Nonetheless,
enrollment continued to grow throughout the challenging
fiscal times. From the opening of the college, the sense
of innovation and mission fostered a commitment to
technology for effective education which continues to this
day. School and college pride began on day one on the
floors of the Dawson Building and is inherent in the work
we continue to do and how we do it.
4
In August 2011, NSC received independent accreditation at the baccalaureate degree level from the
Northwest Commission on Colleges and Universities.
Administrative leadership waxed and waned over the years of the School. Since the beginning of the School of
Education there have been two deans, Dr. Francine Mayfield and Dr. Lori Navarrete, and two interim deans,
Dr. James LaBuda and Dr. Elizabeth Hawthorne, with a third interim dean arriving in July 2013. At different times
there were also associate and assistant deans, although that is not the case now. These changes have impacted
change in the school, but the faculty have soldiered on developing new programs and learning experiences.
Recent initiatives include the Study Abroad Program to Ireland, developed in partnership with the Marino
Institute of Education (MIE), an associate college of Trinity College Dublin. Organization of the program was
led by Dr. Kevin Graziano. Fifteen students and Professor Kaufman will embark on the inaugural study abroad
program in June 2013. Additionally, Professor Lori Navarrete, in collaboration with Assistant Professor of
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Charting Our Future
School of Education 2012 – 2013
Criminal Justice Nicholas Natividad, is working to develop programs to serve underserved populations,
In earlier years, the College suffered rapid growth and substantial financial setbacks, challenging the institution
beginning with a faculty exchange program with five partner high schools, summer enrichment programs
to meet demand and serve students. This necessitated a substantial dependence on adjunct faculty (PTIs) which
for new NSC students, and a family engagement initiative bringing educators and parents together to foster
the College will be seeking to ameliorate as resources increase. The biggest challenge will come when we move
student success. These programs have received initial funding and have promise to open pathways of service
to the new building on the home campus of Nevada State College and experience an expected substantial
for NSC faculty, staff, and students.
enrollment increase.
According to the 2005 Self Study Report (p. 122), “Initially, NSC modeled UNR course descriptions and degree
As can be seen in Table 1, the proportion of courses taught by full-time faculty has waxed and waned from
requirements when developing courses….Teacher Preparation…developed with outside consultants highly
2002 to 2012, with the highest proportion of courses taught by full-time faculty in 2008 and a dramatic decrease
experienced….” However, from the beginning, SOE and NSC made a commitment to technology and innovation.
afterward. Challenges have continued to impact our ability to maintain and increase full-time faculty in light of
the economic challenges in the state of Nevada. Students continue to enroll no matter how many or few full-
Faculty
time faculty we have at any given time. In the last year we have been able to improve the ratio and it is a high
priority in the strategic plan to increase the number of full-time faculty in relation to enrollments, as we search
As can be seen in the table below, for two years, Dr. Elizabeth (Rho) Hudson was the sole full-time faculty
and hire the best possible faculty.
member joined in 2004 by Dr. Kevin Graziano and in Fall 2005 by Dr. James Labuda. By Fall 2008 there were
seven full-time faculty members; most were lecturers and instructors. In Fall 2012 there were two full-time
SLP faculty, 6.5 FTE Teacher Education faculty, five of whom are tenure line faculty. Four searches for tenure
line faculty will begin in the Fall of 2013 allowing SOE to move vigorously to fulfill its mission and address key
strategic planning initiatives.
Faculty teach 12 semester hours per semester. Additionally, they have always advised students, developed
handbooks, organized course resources, ordered course supplies, developed community contacts, and
recruited students. Over the years, professional development funds have been available for faculty, providing
conference attendance in their disciplines and on topics such as competency-based instruction and assessment.
Further, there is a continuous history of providing part-time and full-time faculty with on-campus professional
development experiences focusing on such topics as learning management systems, online course delivery,
Table 1 • Courses Taught by Full-Time and Part-Time Faculty, 2002 to 2012
assessment, syllabus design, collaborative learning and the like. Cross-school professional development events
occur in addition to individual school opportunities.
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Charting Our Future
School of Education 2012 – 2013
SOE Enrollment
In Table 2, we show the total SOE Fall enrollments from 2002 to 2012. The recent decline reflects the conclusion
of the Step-Up program which sought to enroll local students seeking to become teachers in the Clark County
School District.
Table 3 • Total Teacher Education Enrollments, 2002 – 2012
Enrollment in the Speech Language Pathology pre-service program continues to grow with signs of leveling off.
The demand for SLPs in Clark County schools is enormous and we are contributing positively, but not fully, to
meeting those needs. The challenge to SLP in the future is the CCSD requirement for masters-level SLPs which
SOE would like to be able to address.
Table 2 • Total SOE Fall Enrollments, 2002 to 2012
In Tables 3 and 4 the enrollments in the pre-service teacher education and SLP programs are shown.
The total teacher education enrollments are shown in Table 3. With the exception of the Fall 2011 – Fall 2012
reduced enrollment due to the conclusion of the Step-Up program, the SOE has experience steady growth
which we expect to rebound with the continued demand for teachers in Clark County, the overall College
enrollment gains, and increased recruitment activity.
Table 4 • Speech Language Pathology Fall Enrollments 2002 – 2012
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Charting Our Future
School of Education 2012 – 2013
The School of Education’s other enrollment includes students completing coursework toward a Nevada
Department of Education endorsement and students involved in special programs, including Alternate Route
to Certification, Alternate Route to Licensure, Bilingual endorsement, TESL endorsement and Educational
Technology. Prior to Fall 2010 the School of Education offered Elementary, Special Education and Secondary
Education post-baccalaureate programs to a small number of students. Students complete all education
coursework outlined in the corresponding degree program and one semester of student teaching.
We formalized the post-baccalaureate Teacher Education programs for a Fall 2010 start in Elementary Education,
Biology, English, General Science, History and Math (Secondary Education) and Special Education. About that
time, enrollments in SLP non-degree dropped because of a change in policy at CCSD. In Fall 2011, we added the
Educational Technology and Autism programs.
Classroom Instruction
Our work in the schools continues to evolve into deeper school/college efforts and integrated learning
opportunities for our students through learning experiences to take courses during school hours and blend
theory, observation, reflection, and practice. Having our students interact with students in high-risk schools,
we send a message to the students that college is a possible and a worthy goal.
Table 5 • All Programs –Other Fall Enrollments, 2004 – 2012
Dr. Kevin Graziano and his NSC students
with students from Whitney Elementary
School (Clark County School District)
We are planning for these future NSC
Scorpions now!
Technology
In the early years, while technology was promoted and used, teaching was traditionally delivered but soon
diversified by scheduling modifications, delivery online and in hybrid fashion. Pedagogy changed as well
incorporating multiple strategies to promote active student learning.
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Charting Our Future
School of Education 2012 – 2013
Degree Programs Offered
Council for Exceptional Children (CEC)
Approved 2002
B.A. Elementary Education
B.A. Elementary Education Special Education
B.A. Elementary Education Bilingual Education
B.A. in Ed. Secondary Education
B.S. in Ed. Secondary Education
Approved 2004
B.A. Speech Pathology
Approved 2007 (deactivated 2013)
BA Education of the Deaf and Hard of Hearing
The NSC chapter of the Council for Exceptional Children (CEC) began in Fall 2012 and promises to be a vehicle
to offer students diverse experiences in the professional world of special education.
National Student Speech Language Hearing Association (NSSLHA)
NSSLHA is the national organization for graduate and undergraduate students interested in the study of normal
and disordered human communication. Our chapter was officially recognized as a student group at NSC this
year. We are working on being recognized as an official chapter through the national organization. To that end,
we now have official bylaws.
The School of Education has accomplished a great deal since its modest beginnings in 2002. We look forward to
finding a permanent dean and moving ahead to be an exemplary teacher and SLP education school, building on
our relationships with our community partners and excelling in the use of technology and assessment.
Diversity
Student Organizations
Ev
t
Re
sp
t
Ins
ive
invited into the organization based on evidence of their scholarship.
Re
le
in education, was chartered in 2010 at Nevada State College. Members of KDP are
n
va
During the 2011 – 2012 school year, KDP members were active in promoting the
ruction
organization’s mission including a focus on literacy. NSC members collected over
SCHOOL OF EDUCATION
CANDIDATES
of successful fund-raising events were also held throughout the year.
y
nit
mu
om nt
C
e
d
an em
ily ngag
m
E
Fa
professional development session for student teachers to share hints about building a wiki portfolio. A number
Int
an ellec
d
t
C
rit ual C
ica u
l T rio
h
ink sity
ing
to teacher education students in the Fall regarding the needs of the school district. In February, KDP hosted a
Au
th
As part of the 2012 – 2013 KDP program, Superintendent of Clark County Public Schools Dwight Jones spoke
iences
pe r
Ex
ic
student who attended with a gift of a Dr. Seuss reading book.
Kappa Delta Pi 2010
Initiation Ceremony,
Nevada State College
ent
m
s
s
se
s
A
NSC
at the Historic 5th Street School, downtown Las Vegas. Additionally, KDP students
t
en
100 books and participated in the annual book giveaway event held in November
tutored elementary students during an afterschool program and provided each
al
on
ati logy
uc
Ed chno
Te
Alpha Zeta Gamma Chapter of Kappa Delta Pi (KDP), the international honor society
ulum
rric
u
C
s
on
ide
Pra ncecti Bas
ce ed
s
Kappa Delta Pi (KDP)
This spring, seven School of Education students were inducted into the organization. The group is advised by
Dr. Roberta Kaufman.
Ethical
Practices
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Charting Our Future
School of Education 2012 – 2013
VI. CONCEPTUAL FRAMEWORK
Relevant Curriculum
“A rigorous and relevant curriculum is one that is cognitively demanding and challenging to students as they
The School of Education’s mission is to prepare highly qualified, culturally responsive teachers and speech
apply the essential concepts and skills to real world, complex and open-ended situations.” (Iowa CORE)
language pathologists. This is accomplished through the use of responsive instruction provided in conjunction
with relevant curriculum, authentic experiences and on-going assessment. Effective pedagogy, state-of-the-art
We build our work based on the idea that relevant curriculum requires that students are immersed in authentic
technology, relevant clinical experiences, scholarly inquiry and community partnerships serve to shape
work, applying what they know while learning to solve complex problems. By integrating prior knowledge
our graduates into critical thinkers and passionate, ethical practitioners who contribute to a global,
and combining it with in-depth understanding of today’s issues, students will be able to express their creative
democratic society.
ideas and findings using effective communication techniques. In order to ensure the provision of relevant
curriculum, faculty works collaboratively with school personnel and community members. Local practitioners
Nevada’s need for relevant educational experiences, a culturally and linguistically diverse population, and
act as consultants in the development of curriculum, teach courses and provide onsite practicum experiences
dynamic workforce needs, drives the unit’s purpose. Located within the boundaries of the nation’s fifth largest
for students. The following attributes have been found when students are exposed to relevant curriculum,
school district, the unit serves constituents in both urban and rural settings with the goal of preparing effective
instruction and assessment:
educators and clinicians for the 21st century.
• Higher-order thinking is performed during the instructional process
Philosophy
• Deep understanding and mastery of critical concepts and skills are demonstrated
The SOE’s philosophy and practices are grounded in cognitive theory, particularly the constructivist philosophy
• Concepts and skills are applied to situations, issues and problems outside of
that learners play a key role in constructing new knowledge. Engaging students’ prior knowledge in conjunction
the classroom environment (Iowa CORE)
with opportunities for social interaction and authentic experiences are underpinnings of the unit’s philosophy
(Piaget, 1952; Vygotsky 1978). Faculty believe that those successfully completing our education and speech
John Dewey and other innovative thinkers have long espoused the idea that relevant curriculum is critical to
language pathology programs must integrate a passion for teaching children with the knowledge of
effective instruction. Dewey called for curriculum that provided critical and balanced knowledge of both the
relevant pedagogy, effective practice and ethical behavior to become lifelong learners dedicated to service
current culture and the individual student. “Schools should be places where the work students are asked to
to their students.
do [is] work worth doing,” (Darling-Hammond, 2006, p. 21).
The Candidate
NSC SOE instructors provide access to information, resources, experts and technology that will be needed in
Central to our conceptual framework are the candidates in teacher education or speech language pathology.
the completion of real-world, authentic tasks. We expect students to think critically (Bloom, 1956) and integrate
The candidates enter the program with intellect, a myriad of prior life experiences, a desire to serve children
knowledge with a developing passion for the education of children. Authentic and relevant curriculum includes
and ideas that provide a foundation for the type of practitioner they will become. Their professional growth
construction of knowledge, disciplined inquiry, and application of academic knowledge to address significant
is developed and strengthened through the knowledge and skills they acquire through four critical anchors
real world issues (Newmann, King & Carmichael, 2007).
provided by SOE’s teaching faculty. These anchors are relevant curriculum, responsive teaching authentic clinical
experiences, and assessment. By the completion of their program, candidates exhibit competencies in the use of
The Common Core State Standards, in conjunction with Nevada State Standards, are integrated throughout the
evidence-based practice, critical thinking and intellectual curiosity, family and community engagement, diversity,
curriculum. An effective teacher and speech language pathologist (SLP) represent and formulate the curricular
technological literacy and ethical practice. These competencies reflect the outcomes expected of those completing
content in a way that makes it comprehensible to others (Shulman, 1986). We will have been successful when
teacher preparation and speech language pathology programs at Nevada State College.
candidates who complete our programs become effective and passionate teachers and SLPs grounded in the
knowledge, content, and skills of their profession.
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Charting Our Future
School of Education 2012 – 2013
Responsive Instruction
Professional Competencies
“A way of making teaching decisions in which a student’s reaction to instruction directly shapes how future
As a result of the experience with relevant curriculum, responsive instruction, assessment and authentic
instruction is provided” (LD Online, 2010).
experiences candidates will have achieved the following professional competencies in the teacher education
and speech language pathology programs at Nevada State College:
In order for our students to become the best possible teachers and SLPs they must experience passionate,
creative and effective teaching during their training. Our shared meaning of ‘responsive instruction’ is a
• Evidence-based practices
recursive approach to teaching. It can only occur when a teacher understands how people learn and is attuned
• Diversity
to the needs of all learners. According to Donovan and Bransford (2005) there are three fundamental principles
• Educational technology
of learning. First, students come to the classroom with prior knowledge that must be addressed if teaching
• Intellectual curiosity and critical thinking
is to be effective. Second, students need to organize and use knowledge conceptually if they are to apply it
• Ethical practices
beyond the classroom. Third, students learn more effectively if they understand how they learn and how to
• Family and community engagement
manage their own learning. These three principles of learning are reinforced by cognitive research where a
metacognitive approach to instruction results in optimal learning (Case & Gunstone, 2002).
The professional competencies expected of candidates are aligned with course objectives and assessed
throughout the program. The professional competencies are used to assess the unit’s effectiveness.
Assessment
To ensure that those completing our programs are effective practitioners, assessment is an integral part of
Evidence-Based Practice
both our teacher preparation and speech language pathology programs. Shulman (1988) suggests the focus
According to Justice and Fey (2004), “Evidence Based Practice (EBP) emphasizes the systematic and deliberate
of assessment for teacher and speech language pathology candidates should be on formative feedback.
integration of science and craft, or alternatively, data and theory” (p.1). EBP involves a complex and ethical
Assessment must be integrated into all levels of instruction, curriculum and authentic experiences. Our
decision-making process based on a systematic review of research on instructional practice, standards of the
candidates must learn to use data to make informed instructional decisions, monitor student progress and
profession, and students/client characteristics. Evidence of the effectiveness of a program or practice should
modify and adjust instruction as needed.
be objective, valid, and reliable. Thus, EBP serves as a tool for integrating what is known about best practice,
effective pedagogy and common core standards. The use of EBP is a cornerstone in the conceptual framework
Authentic Experiences
for SOE. Its use extends beyond acknowledgment of content standards, effective teaching/clinical practice
The SOE faculty believes strongly in early and meaningful authentic clinical experiences for teacher and speech
and pedagogy, to include behavior/classroom management, appropriate engagement with families, and a
pathology candidates. Several studies have shown the benefits of teacher preparation that is directly linked to
commitment to ongoing learning. Teachers and clinicians who complete their programs at NSC will leave
practice (AACTE, 2010; Boyd, Grossman, Lankford, Loeb & Wyckoff, 2009; Grossman, 2010). Field experiences at
with the skills needed to be effective practitioners as they begin their careers and possess the skills needed to
NSC are closely aligned with curriculum and are purposefully embedded in targeted courses. Our candidates’
analyze and evaluate new materials and strategies. Our students will be lifelong learners, who are discerning
field experiences are in culturally diverse school settings and may include public, charter, magnet, and virtual
consumers of research, teaching strategies, materials and assessments.
schools. The SOE has partnership schools with the school district. Faculty teach on-site at the partnership schools
and are involved with the provision of professional development opportunities. Students complete their student
Diversity
teaching internships and field placements at our partnership schools and, on occasion, substitute at the schools.
The concepts of acceptance and respect are integral to teaching diverse learners. When teachers and SLPs
understand that each individual is unique and, in turn, develop lessons that differentiate instruction and
incorporate diverse personal qualities, then real learning occurs. Dimensions of student diversity include
race, ethnicity, language, gender, sexual orientation, socio-economic status, age, physical and cognitive
abilities, religious beliefs, or other ideologies. Instruction in the School of Education also emphasizes teaching
with, and involving pre-service teachers and SLPs in learning about, diverse pedagogies, technologies and
learning environments.
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Charting Our Future
School of Education 2012 – 2013
An effective practitioner provides a safe, positive and nurturing environment where students move beyond
Intellectual Curiosity and Critical Thinking
tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual
Intellectual curiosity is an individual’s pursuit of personally and professionally relevant interests (vonStrumm,
(Ball & Tyson, 2011). Students who interact with diverse peers in classrooms, treatment settings and across
2012). It serves as a means of extending an academic basis for knowledge and professional practice. Intellectual
campus are more open and better-prepared to participate in a heterogeneous and complex society (Gurin,
curiosity involves both study and reflection that results in change. Critical thinking is reasoned and reflective
Nagda & Lopez, 2004). Student academic and therapeutic progress increases when teachers and SLPs plan
thinking that guides one to do or believe (Ennis, 2011). The process of critical thinking includes the activation
instruction based on their knowledge of diverse cultural, physical, and cognitive characteristics of students in
of higher order skills involved in applying, analyzing, synthesizing, and evaluating information. Observation,
their classes (Ganadra, 2002). The SOE faculty strives to model what a democratic teaching environment and
experience, reflection, careful consideration and communication serve as conduits to critical thinking.
equitable learning opportunities for all students look like, so that our candidates will have the necessary tools
NSC teacher education and SLP candidates demonstrate intellectual curiosity when they incorporate use of
to create their own diverse classrooms and treatment settings with optimal learning environments for their
research-based practice, thoughtfully reflect on the effectiveness of their instruction and content knowledge,
diverse learners (Banks, 2009).
and take initiative to engage in deliberate and self-directed learning as a result of assessment.
School of Education pre-service teachers are exposed to a variety of learning environments through their
NSC candidates who exhibit critical thinking are actively engaged in applying, analyzing, synthesizing,
participation in the field observation hours that are built into many education classes as well as their student
and evaluating information. Critical thinking goes beyond subject matter. It guides teacher education and SLP
teaching experiences. Speech language pathology students are presented with a variety of opportunities to learn
candidates to think and behave in a manner that is supported by data with consideration for fairness
about diversity through classroom experiences, video presentations and their clinical practicum experience.
and empathy.
Educational Technology
Ethical Practice
According to the Association for Educational Communications and Technology (AECT), educational
Ethical practice is the professional integrity rooted in the standards of each learned society and is visible in the
technology is the study and ethical practice of facilitating learning and improving performance by creating,
actions and demeanor of the candidate. The SOE faculty believes that as candidates use effective pedagogy,
using and managing appropriate technological processes and resources (Januszewski & Molenda, 2007).
technology-enhanced instruction, and authentic experiences which promote scholarly inquiry, they must
The three learning theories associated most with educational technology are cognitivism, behaviorism, and
simultaneously show evidence of being grounded in ethical practice and a learned society’s expectations of
constructivism. Instructional methods are developed from learning theories in order to activate the learning
the teaching and therapeutic professions. Ethical practice at NSC is woven with the social justice theory of
process. Teachers’ use of technology for classroom instruction can make significant differences in improving
Paulo Freire, the culturally relevant pedagogy of Gloria Ladson-Billings, the equity frameworks of Geneva
perceived student outcomes (Grunwald and Associates, 2010). Research has shown that the effective use of
Gay and Sonya Nieto, and the ecological model of Uri Bronfenbrenner. Teacher education and SLP candidates
technology in the classroom can provide motivation, relevance, and a deeper understanding of information
demonstrate ethical practice when they hold high but realistic expectations for all learners and actively seek out
for students (Johnston & Cooley, 2001), reduce anxiety and promote confidence (Ertmer, 2005), and foster an
the potential of persons of all backgrounds. Ethical practice is inherent and intentional throughout the teacher
effective, constructivist learning environment (Seo, Templeton, & Pellegrino, 2008).
education and SLP preparation programs and in the community context. A measure of ethical practice means
candidates are expected to not only respect and protect the confidential information of individuals with whom
NSC faculty effectively integrates all aspects of technology in their instruction in order for their students to
they work but also to be an advocate for the social-emotional, intellectual, and physical well-being of their
engage in authentic learning experiences, collaboration, creativity, and innovation. The School of Education
students. Candidates have opportunity to operationalize ethical practice as they experience diversity in all forms
contains electronic SMART classrooms and an electronic Teaching and Learning Center. Ongoing training on
as enriching rather than dividing a community of learners. As such, ethical practice can be seen in the learning
technology is available to full-time and part-time faculty. Inclusive instructional technology, such as assistive
environment where candidates will promote learning that integrates socio-cultural and linguistic diversity, and
technology and augmented technology devices, are available to students and taught in selected courses.
incorporates anti-racist, gender-fair and -inclusive educational opportunities for all students. Evidence of ethical
practice is demonstrated in all communication with colleagues, students, and parents.
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Family and Community Engagement
VII. SIX SCHOOL LEARNING OUTCOMES
Family and community engagement is about building relationships that support the wellbeing of families,
a strong relationship between families and communities, and connections that provide a strong foundation
Emerging from the Conceptual Framework, written by a committee led by Elizabeth Meyerowitz, Lecturer,
for the learning and development of children (U.S. Department of Health and Human Services, 2011).
Speech and Language Pathology, including professors Lawrence Rudd, Kevin Graziano, Lori Navarrete, and
Fundamental to the theories that have guided research and practice in parent involvement is that engagement
Roberta Kaufman, were six school learning outcomes that form the basis of the proposed assessment system
is multi-dimensional and includes communication between families and schools, parent involvement in
for the School of Education.
education at school, and parent involvement at home (Comer, 1995; Grolnick & Slowiaczek, 1994). Student
achievement is positively correlated with family engagement (Epstein, 2001; Jeynes, 2005). NSC teacher
Upon graduation/program completion, candidates will show evidence of proficiency in the following areas:
education and speech language pathology candidates understand the family/school relationship to be a
purposeful, ongoing, reciprocal partnership. Teacher and SLP candidates examine ways in which schools
Intellectual Curiosity and Critical Thinking
might effectively engage families and how factors such as socio-economic status, culture, language, access,
Candidates will demonstrate individual and collegial pursuits of professionally relevant interests while using
among others, impact type of engagement. Schools should encourage family participation in decision-making
reasoned and reflective thinking.
related to their children’s education, and families should act as advocates for their children in the process.
Communication between school personnel and families needs to be reciprocal, in multiple forms and in the
Evidence-Based Practice
language preference of parents (Halgunseth, Peterson, Moodie, & Stark, 2009). Candidates will demonstrate the use of Evidence-Based Practices in their work by integrating research-based
methods, professional experiences, and the beliefs and needs of students and families into their classroom and
Research suggests there is a relationship between community involvement and school efficiency (Bray 2000;
therapeutic practices.
Montemayor, 2000). Community engagement is the process of involving people with similar interests, special
interests, and/or geographic proximity to address issues related to quality of life of children, youth, and families
Family Engagement
(Minkler, et al, 1997). The process involves building partners and coalitions to increase resources in order to
Candidates will be able to apply skills that engage families in their children’s education while strengthening
impact change in a community. It is critical that teacher and SLP candidates understand the value of community
relationships among families, schools and communities.
partners in schools, initiate collaborations, and learn ways to leverage resources on behalf of students in their
classrooms and schools. NSC teacher and SLP candidates have various opportunities through coursework
Ethical Practice
and organizations to work with the community members to fund raise, raise awareness, volunteer, and/or
Candidates will conduct themselves with professional integrity and high ethical standards.
participate in mentoring activities. The experiences are a catalyst for future teachers and SLPs to lead their
own efforts in community engagement in their role as educators.
Educational Technology
Candidates will use contemporary and emerging technologies to enhance instruction, learning and communication.
Alignment to mission
The SOE’s professional competencies clearly reflect the mission of Nevada State College to provide quality
Diversity
educational, social, cultural, economic, and civic advancement for the citizens of Nevada. In both the College and
Candidates will apply skills that demonstrate their understanding of the complex dimensions of diversity.
the School missions, and SOE’s conceptual framework, the candidate is central to the purpose. In alignment with
the institution, the SOE addresses quality education through the integration of relevant curriculum, responsive
instruction, authentic experiences, and assessment. Diversity and technology are key elements of the required
curriculum. The result is a candidate who is prepared to enter the profession with a passion for students
integrated with knowledge, skills and competencies in evidence-based practice, diversity, ethical practice,
family and community engagement, intellectual curiosity and critical thinking, and technology literacies.
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VIII. THE PLANNING PROCESS
IX. STRATEGIC PLANS
The planning process was initiated in July 2012 with an online ‘course’ on planning for faculty to use to share
resources and begin discussions. The dean included a variety of documents for faculty review, which included
articles and data on enrollment, projected job openings in teacher education and speech language pathology,
and so forth. Faculty met over the Fall semester and crafted the mission statement, the vision statement,
and the School of Education motto. At the same time the faculty generated a draft set of plans for the next
three years. In November, the School of Education Advisory Council was convened and asked to review
the documents and to identify any additional issues/plans/ideas that they recommended for the School of
Education to consider. Similarly, the dean held small meetings with students, and part time faculty, all of
whom were asked to weigh in on the draft plans and related documents. She subsequently reported
these findings to the faculty who made revisions to the plans as they embarked on writing the Conceptual
Framework. A committee was identified chaired by Elizabeth Meyerowitz, SLP instructor. Members included
Professors Navarrete, Graziano, Kaufman, and Rudd. All faculty were frequently surveyed as drafts of the
conceptual framework were revised. The conceptual framework is a clear statement of what matters to the
School of Education and what theory, evidence, and values guide their work preparing teachers and speech
language pathologists. Emerging from the conceptual framework were six school learning outcomes which
are mediated by four processes: assessment, authentic experiences, relevant curriculum, and responsive
instruction.
Also coming from the Conceptual Framework were some imperatives to add to the strategic plans which were
subsequently modified and were agreed upon by the faculty subject to the final review by the SOE Advisory
Council which also reviewed and commented on the Conceptual Framework at its April 2, 2013 meeting.
Upon acceptance of the conceptual framework at an April 19, 2013 faculty meeting, the faculty drafted the
definitions of the six school learning outcomes and prepared rubrics to use to assess student proficiency in
the six areas forming the basis for the School of Education assessment process. The rubrics will be finalized
in August 2013 as the faculty embark upon revisions to all courses to conform to the assessment plan. We
finalized the strategic plans in April 2013.
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IX. STRATEGIC PLANS
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X. Appendices
Appendix A
Selected References for Strategic Planning
Arum, Richard and Josipa Roksa. (2011) Academically adrift. Chicago: The University of Chicago Press.
Chickering, Arthur W. Zelda F. Gamson. Seven Principles for Good Practice in Undergraduate Education.
A Summary. Accessed July 2012.
Collegiate Learning Assessment Tool (CLA) http://www.collegiatelearningassessment.org/
Conflicted: Faculty and Online Education 2012. IHE-BSRG-Conflict.pdf
“Future Work Skills 2020.” Institute for the Future for the University of Phoenix Research Institute.
http://cdn.theatlantic.com/static/front/docs/sponsored/phoenix/future_work_skills_2020.pdf
Kuh, George et al. Success in College. Creating Conditions that Matter. San Francisco: Jossey-Bass, 2005.
https://scholar.vt.edu/access/content/user/adevans/Public/DVDPortfolio/Samples/samples/training/track_d/
Introduction/Best%20Practices/Article%20-%207%20Principles%20of%20Good%20Practice%20in%20
Undergrad%20Ed.pdf
Richland, Lindsey E., Robert A. Bjork, Jason R. Finley, Marcia C. Linn. “Linking Cognitive Science to Education:
Generation and Interleaving Effects.”
“Shaping the Future: How Good Education Systems Can Be Great in the Decade Ahead”. McKinsey Report.
Singapore, July 9, 2009. http://www.mckinsey.com/locations/southeastasia/knowledge/Education_Roundtable.pdf
Appendix B
Discussion Questions for Planning
1. How can faculty craft a new institution that embraces the concept of access, is highly cost-effective,
ensures that students are learning what they need to know, and maintain the best features of faculty life?
How can we create a culture of learning? What undermines such a culture? How can we mobilize technology
to further our mission?
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Let us put aside the issue of grades, workload, etc., what can faculty do to teach more students better than we
towards common outcomes even when allowing for variation in approaches. Another challenge is the
are doing now? The future of higher education depends on the answer and faculty should be stepping to the
exceptional growth in the use of part time faculty and communication and oversight of their work.
plate lest administrators and outsiders make those decisions for us.
As part of our strategic plan, in which we will, of course, speak of academic excellence, we will have to address
How can each faculty member teach more students more effectively?
2. With the plethora of information readily available using tools like phones, tablets, and computers, the role
of experts and information gatherers is being altered. That suggests that the individual seeking the information
has to form some judgments about the source and quality of the information. It also means that individuals and
groups create information, e.g., Wikipedia. What does this mean for our curricula? Our pedagogy? Should we
be focusing more/less attention on evaluation and assessment skills? On writing and technology skills as tools
for communicating ideas? How should we do this? What might you do differently in each course you teach?
3. The connectedness and access to so many resources afforded by the Internet is actually dependent on
individuals (and organizations) creating these resources and this access to others. According to Rainie
and Wellman (page 19) “Those primed to take advantage of this reality are the ones who are motivated to
share their stories and ideas and then invite conversation and feedback. Much of the activity by networked
individuals is aimed at gaining ways to offer trust and procure it online, and its basic value is growing because
networks* are so essential to people’s social success.”
Question: what does this mean for how we educate our students as future teachers/speech pathologists and
successful residents of the Internet world? this issue. What can we do that is distinctive to ensure that the part time faculty are serving our students well?
• Pedagogy
• Assessment
• Technology
• Content
• Access
6. From Academically Adrift:
Our findings suggest that high expectations for students and increased academic requirements in syllabi,
if coupled with rigorous grading standards that encourage students to spend more time studying, might
potentially yield significant payoffs in terms of undergraduate learning outcomes.
Coupled with the findings that reading 40 pages a week and writing 20 pages in a semester improve students’
performance on a test of critical thinking: What specific policies should SOE institute to promote student learning? What specific strategies should be
included in syllabi? How do you hold students to high expectations?
Each of these questions is critical to the way we think about our conceptual framework. How do we envision
schools of the future and how will we prepare our students for success in those environments?
*social networks include kin, friends, neighbors, associates and workmates--f2f and online
7. This report (see link below) has some very important information but also can help us think about designing
our own assessment system. One thought that occurs to me in this context is that we cannot relegate
assessment to a course or two. It has to be embedded in every course. Diversity cannot be left to a course or
4. “Moving among relationships and milieus, networked individuals can fashion their own complex identities
two alone but has to be a theme in most courses. As we design our assessment I think we will see interest and
depending on their passions, beliefs, lifestyles, professional associations, work interests, hobbies, or any
need to do some curriculum revision. This means that we really need to focus the plans for assessment in two
number of other person characteristics.” (Network, page 15)
degree programs, pilot them in the spring and during the spring the other programs can be working on their
courses and outcomes. http://www.nctq.org/p/publications/docs/assessment_report.pdf
How can this remarkable change in how we relate to others affect the design of classrooms (physically) and of
classroom management? Are there ways to think differently about these issues knowing how our students and
Appendix C
theirs will be interacting with others online—and for so much of their time? What assignments might we design
Narrative on the Data
for our students to capture this great change?
5. After reviewing George Kuh’s five clusters and Seven Principles for Good Practice in Undergraduate
Education Chickering and Gamson, the biggest challenge to our programs is ensuring curricula coherence.
One strategy is the ‘master syllabus’ so that all individuals teaching the same course are guiding students
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The data we review will help us understand ourselves in the context of Nevada and the nation. While in Vegas,
what happens here stays here, what happens in the world affects us all. So think broadly and deeply. Be upbeat
about our future. Think creatively and openly. The question is not whether we can accomplish a worthy idea, but
how we will do it.
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The following planning assumptions are important starting points:
9. Grading—look at the distribution of grades in SOE upper division courses and LAS and Nursing.
Is this a desired profile? What changes might we make, if any?
1. The economy will improve slowly.
10. Is there a population of potential teacher education students we have failed to reach out to?
2. NSC will have increased (slightly) revenue from the state.
If so, who are they and what might they be interested in?
3. Tuition will stay the same or grow VERY slowly.
4. We will have to continue to keep costs low and quality high.
Approximately 85% of our students get teaching jobs (anecdotal data). We need to collect accurate data on
5. Demand for teachers will remain steady.
placement. Give some thoughts to that. As you consider what you think we should be doing to increase access to
6. Relations with CCSD will continue to deepen.
careers in education through SOE at NSC, consider how we want to be distinctive and excellent:
7. We will be increasingly accountable to the state, to prospective students (and parents),
and to the federal government.
1. Programs
8. We will have to have a compelling value proposition to compete with other teacher education
2. Scheduling—course length; delivery format; time of day
programs (the conceptual framework will reflect this).
3. Individual and/or cohort programs
4. Location of offerings
In addition to the Nevada employment projections already included, there are two tables from the Nevada system
5. Role of online courses/programs
attached. One is College Continuation Rates (1). Note that there is about an 8% increase in the rate of college
6. Pedagogy
attendance (mostly in Nevada public institutions). As can be seen in the table entitled College Participation Rates
7. Grading
(2), more than 3,500 additional students attended NSHE colleges and universities from 2000 to 2010.
8. Organizational structure
9. Assessment—how does learning outcomes assessment impact enrollment?
Some questions to consider:
10. Technology
11. Increasing access and academic success for students from diverse backgrounds, focus on Hispanic/
1. Are there programs that we should not be continuing? Why? What is the comparative value of
Latino students
an Elementary Education B.A. compared with Elementary Education-Special Education or
12. Role of Sponsored Projects (grants) in SOE plans
Elementary Education-Bilingual?
13. New units within SOE, e.g., Parent-Family Center
2. Are there programs we should endeavor to strengthen in terms of enrollment, other?
14. New student groups
3. Is our general education core sufficiently robust as compared to other teacher education
schools/colleges?
4. Are there under-represented groups which we should be recruiting?
5. Are some programs more diverse than others?
6. There are some high schools that send us more students than others. Do we know why? Should we
be doing more with these high schools? What about building ties with selected high schools for the
purposes of recruitment (but any ties lead to others)? Which? Why?
7. We all recognize the high proportion of classes taught by part time instructors. That will decrease this
year and next. Do we have a target metric for a suitable blend of full time and part time faculty. Is there
variation by program? The data do not show this, but do you know?
8. Review retention data. Is there information there that we need to know? What do we want to do,
if anything, about retention?
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Appendix D
SWOT Analysis
STRENGTHS (What are we good at)
WEAKNESSES (What are gaps in our ability to meet our mission?)
Course offerings
Many areas of transition administratively
Reputation
Lack of intra-college collaboration
Low cost
Too few full time faculty
Technology-rich
Missing disciplinary expertise full time faculty (e.g., elementary education, bilingual)
Qualified faculty and staff dedicated to SOE/NSC
Physically divided campus
Positive attitudes
High proportion of PTIs
Faculty have a sense of ownership of the SOE
Lack of reliable fiscal support and methods for self-sustaining growth
Diversity of faculty (backgrounds, experiences)
Low enrollment
Size
Limited facilities, e.g., lab, clinic, supplies
Small classes
No internal structure with program ownership and responsibility
No departments—allows for communication and collaboration
Lack of science education laboratory
SuperCourse in EDU 203
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OPPORTUNITIES (What external conditions, resources, might we capitalize on?)
Early Intervention programs (Early Childhood Education/Early Childhood Special Ed)
Become a Hispanic Serving Institution
Master's in Speech Pathology
Global faculty development opportunities
Faculty in residence opportunities
Dual language teacher preparation
Lab school
Family literacy
Clinic (Speech)
Child care center
Community partnerships
Social justice center of excellence
Autism programs
Partnerships with technology and related companies
Student learning communities
STEM Programs
Distance education
Capstone experience
Outreach
External funding
Deaf education
Service learning
Bilingual lab school
High school transition opportunities (enrollment)
Gifted education
School partnerships
Satellite programs
Offering courses off-site
International opportunities for students/faculty
Family engagement center
Cohort groups
Add student organizations
Pre-education majors core course learning communities
Collaboration with nursing
Additional SuperCourses
Collaboration with LAS
Closer collaboration with other schools at NSC
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THREATS (What could/might prevent us from accomplishing our mission?)
Maryjane Dorofachuk, Arts Learning Coordinator
Funding decreases
Nevada Arts Council
Sense of the lack of central administration support
assistance to artists, schools and community organizations applying for arts council grants and advocates for
Enrollment decline
Administrative change
Lack of science education laboratory to attract future science education faculty
Maryjane Dorofachuk currently coordinates the statewide Poetry Out Loud competition, provides technical
quality arts learning experiences and lifelong learning in the arts for all Nevadans. She has been working in
the field of arts and culture for two decades with experience in arts education, community arts development,
cultural tourism, public art, exhibitions, grants and non-profit administration. A graduate of the University of
Arizona, with a degree in Art History and Business Administration, Dorofachuk came to Las Vegas in 2006 and
began her work with the Nevada Arts Council as the Community Arts Development Associate. Prior to moving
to Las Vegas, she worked as the Community Arts Development Manager for the Tucson Pima Arts Council in
Appendix E
School of Education Advisory Council Members
Tucson, Arizona.
Jhone M. Ebert, Chief Technology Officer
Clark County School District, Technology & Information Systems Services Division
NEVADA STATE COLLEGE
Jhone M. Ebert enjoys her work in the fifth largest school district in the nation, the Clark County School District,
SCHOOL OF EDUCATION ADVISORY COUNCIL
in Las Vegas, NV. She is one of the first Chief Technology Officers in the nation to oversee two schools, the CCSD
Virtual High School and Academy for Individualized Study High School. Through her experience as an educator
David Bechtel, Principal
and as a parent, she understands the need to move student learning beyond the 8 am to 3 pm classroom
Clark County School District, Basic High School
environment. To accomplish this vision, she and her team have ensured that every CCSD school has Wi-Fi to
My name is David Bechtel, and I am a native of north Idaho. I earned my Bachelor’s Degree in history from the
improve access and allow students to use devices during classroom instruction. She led the restructuring of
College of Idaho, my education certification at Gonzaga University, and I continued my education at Northern
the Technology Division and is working with the school and business community to reach the Superintendent’s
Arizona University, earning a Master’s Degree in Educational Leadership.
vision of 100,000 students in blended and online learning by 2015. The team is also working with the Clark
County Board of School Trustees and the community to fully implement a bring-your-own-technology
I taught at Carson Middle School in Carson City, Nevada, for eight years, and coached at the middle and high
environment in CCSD schools. Recently, Ebert has been honored as the 2011 Tech Star in the Public Sector by
school levels during that time. In 1999, my wife and I moved from Carson City to Las Vegas, Nevada, where I
the Technology Business Alliance of Nevada and was recognized as one of 50 education innovators that have
taught social studies and was an assistant coach in basketball at Las Vegas High School for two years. I served
led the way and provided best-practice models to imitate by the Center for Digital Education. She led the CCSD
three more years at Las Vegas High School as a dean of students and an assistant principal, before moving to
to a first place ranking among large school districts in the Center for Digital Education’s 2010 Digital School
Pahrump Valley High School as the principal in 2004. In 2006, I became the principal of Findley Middle School,
Districts and was awarded the UNLV College of Sciences 2009 Math and Science Education Achievement Award.
serving at that school for two years. In 2008, I was appointed as the principal of Basic High School where I have
served for the past five years.
Rosemary Flores, Executive Director
Family Leadership Initiative
Ms. Rosemary Flores is co-founder and Executive Director of the non-profit 501(c) 3 organization, Family
Leadership Initiative. She has overseen parental engagement programming in 10 schools and has developed
the FLY-Zone youth service-learning project in Southern Nevada. She is the small business owner of Bilingual
Consulting Services and has done outreach work such as facilitating community conversations for Nevada
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Charting Our Future
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Community Foundation and being a work-skills language instructor for supervisors and hotel workers at the
MGM Grand Hotel & Casino.
Ms. Flores holds a Bachelor of Science degree from the University of Nevada, Reno in Secondary Education.
She’s a 2004 fellow of the National Hispana Leadership Institute and received the Executive Program Certificate
from JFK’s School of Government at Harvard University. Ms. Flores also received her Public Innovator Coach
Certificate from the Harwood Institute.
Ms. Flores’ service to community includes being President of East Valley Family Services, a member and VicePresident of the Block Grant Commission and member of the Family Resource Centers’ Governing Board.
She served as a Board Member of the Latin Chamber of Commerce and chaired the Latino Youth Leadership
Conference. Currently, she’s serving on CCSD’s ELL Task Force.
Sherrie Gahn, Principal
Clark County School District, Whitney Elementary School
Sherrie Gahn was born in North Carolina and raised in the projects in Buffalo, New York. She is married with
two grown sons. She has been an educator for 30 years; during that time she taught for 19 years and has
served as an administrator for 11 years. Ms. Gahn has been at Whitney Elementary as principal for nine years.
She was on the Ellen DeGeneres show nine times last school year talking about the needs of her school. In
addition, she has been on CNN, CBS news, BBC, Germany TV, Denmark TV, French TV and Japan TV talking
about wraparound services, which include but are not limited to providing food, clothes, medical, dental,
vision, rent, utility assistance, monthly birthday club, GED, weekly state unemployment, Job Connect services,
bus passes, holiday dinners, holiday gifts, and meals and parenting classes. All of these services are provided
in order to ensure student stability and learning can be accomplished. Last year, she opened up Community
Center (Village of Hope) in September, 2011. This center assists students and their entire family with a safe place
off the streets. It includes case management and wrap-around services, as well as tutoring and enrichment
opportunities during the evenings, weekends, and summers for the most severe students who we fear may not
make it through junior high and high school.
Regina E. Goings, M.Ed., M.S., CCC-SLP, Director
Clark County School District, Speech/Audiology Services
Regina E. Goings is the Director of Speech-Language Therapy and Audiology Services for the Clark County School
District in Las Vegas, Nevada. She is responsible for planning, organizing, and supervision of district-wide services.
She is a consultant to other professionals on successful management of programs, new employee support,
supervision and evaluation, generational savvy, hard conversations, staff development activities, mentorship, and
effective collaboration.
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Gayle Hornaday, MLS, MPA
Asst. Director, Henderson Public Library
I grew up in central Illinois, and received my MLS degree from the University of Illinois-Champaign-Urbana
in 1977. Since then I have enjoyed a career in public librarianship for over thirty years. I worked as a reference
librarian in Winnemucca, NV, and Findlay, OH, as well as in the Milwaukee area, before coming to Nevada.
I have been the Assistant Director of Henderson Libraries since 1996, having started here as a reference librarian
in 1994. During this time Henderson Libraries has grown along with the city population, and public library
usage has increased by ten times and more. I have gained significant experience in hiring and guiding staff
through the growth and development of our boom period, as well as through the necessary reductions caused
by the more recent economic downturn. The integration of technology into library operations and services has
been an exciting part of my career. I currently manage the selection and purchase of e-books, databases, and
other electronic products and services for the library.
I earned a Master’s degree in Public Administration from UNLV in 2004, and am a 2007 graduate of Leadership
Henderson. I have been married for 33 years, and have two adult children who are also working in the Las
Vegas area.
Roberta Kaufman, Ed.D., Assistant Professor
Nevada State College
Dr. Roberta Kaufman is an assistant professor in the School of Education at Nevada State College where she
teaches courses on inclusion, autism, and other special education topics. Prior to coming to NSC she was
associate professor and Dean in the College of Education at Concordia University; Executive Director at the
Center for Excellence Across Disciplines at Huron University, Huron, SD; faculty at The University of South
Dakota, Vermillion, SD; and The University of Saint Thomas, St. Paul, MN.
Her research and grant initiatives include the design and implementation of a mentoring program for
individuals hired to work with students with disabilities in a very diverse urban school district, and the
development of a university-school district partnership to train under-represented populations to become
teachers. Dr. Kaufman has co-authored a book, Powerful Practices for High-performing Special Educators,
is a Fulbright scholar, and travels nationally and internationally to present at conferences.
Andy Kuniyuki, Ph.D., Dean, School of Liberal Arts and Sciences
Nevada State College
Dr. Andy Kuniyuki currently serves as the Dean of Liberal Arts and Sciences and a faculty member in biology.
He received his B.S. in biology from the University of Hawaii and his Ph.D. in genetics from the University of
California. Dr. Kuniyuki’s belief that Biology is preeminent began with his study of the Hawaiian Drosophila and
continued with his many research endeavors employing monoclonal antibody, tissue culture, oligonucleotide
and immunodiagnostic technologies.
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Charting Our Future
School of Education 2012 – 2013
Dr. Kuniyuki’s passion for teaching took him deep within the cell blocks of San Quentin Prison where he taught
genetics to a captured audience while completing his doctorate at Berkeley. This reinforced his curiosity
and expanded into the idea of consciousness as an emergent biological process with wisdom as a special
phenotype. Dr. Kuniyuki invites students to join him in this journey.
Meg Murray, Ph.D.
Downtown Development Project, Education Team
Meg joined the Downtown Project in April 2012 after spending four years as the Director of Business
Development and Interim Head of School at Montessori Visions Academy. Meg has both an education and
entrepreneurial background. Meg is a member of the Downtown Projects Education Team.
Currently, Meg is heading up the research and design phase for the first of several private schools planned.
The curriculum being designed for the Early Childhood Center will be innovative and reflect both the neurolearning and positive psychology research. Meg has been working with content experts all over the world to
design the school system planned for the revitalization of downtown Las Vegas.
Meg Nigro, Director
Clark County School District, Employee Onboarding & Development Department
Prior to teaching 4th grade in Clark County School District (CCSD), Meg Nigro taught special education in New
Jersey and middle school in South Carolina. She became a Teacher on Special Assignment in CCSD providing
professional development on literacy to various District stakeholders. She was responsible for executing a
federal grant aimed at intervention for struggling readers in grades 3 – 5 and presented the intervention model
at the International Reading Association Conference.
Later she was appointed assistant principal and served at two elementary schools in the CCSD. She next
assumed Director of Recruitment and Teacher Licensure position in the CCSD Human Resources Division and
is currently Director of Teacher Development in the CCSD Human Resources Division where among other
responsibilities oversees the school-college partnerships. Throughout her tenure with CCSD, she served
on a multitude of task forces with varied stakeholders. Meg earned her B.A. in Elementary Education from
Springfield College in Springfield, Massachusetts and her M.A. in Educational Leadership from UNLV.
Daniel Tafoya, Coordinator
Clark County School District, Office of Charter Schools
Latin Chamber of Commerce
Daniel Tafoya hails from Albuquerque, New Mexico. He joined the United States Air Force in 1986 where he served
for approximately 12 years as a non-commissioned officer earning the rank of Master Technical Instructor.
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In 1998, he left the USAF and went to work for the State of Nevada University and Community College
System where he served in several positions in his 5 year tenure; Operation Manager, Assistant Director for
Telecommunication Services, Director of Government Affairs and Special Events and the Director of Strategic
Planning. In addition, he also served in the capacity as a paid lobbyist during the state’s legislative sessions.
He currently is employed with the Clark County School District and has served in the capacity of the District’s
Management Process System Coordinator. While at the school district, Daniel has developed various
publications and training courses concerning the implementation of ISO 9001:2000. At present, Daniel oversees
the CCSD Office of Charter Schools.
In addition, Daniel has served on the Board of Directors for the Nevada Latin Chamber Of Commerce for
the past 10 years and is co-editor-in-chief of the Comunicación quarterly magazine. He also is Chairman for
the Latin Chamber’s Education and Career Day Youth Scholarship Program and past Chairman for the Public
Relations committee.
Daniel was recognized as the Latin Chamber’s 2006 non-profit public servant of the year recipient. He has also
received the 2012 Charter School Support award, the 2012 City Impact Journalism Award, and the 2012 University
of Las Vegas Nevada Prestigious Summer Advanced Gifted Academy Directors award for 2012. Daniel possesses
two Associates of Science degrees from the Community College of the Air Force, a Bachelors of Science Degree in
Educational and Organizational Technologies from UNLV, a Masters of Arts in Organizational Management and a
Master’s of Science Degree in Quality Assurance from the California State University.
Daniel currently resides in Las Vegas, Nevada and is married to Bonnie Tafoya who serves as a family nurse
practitioner and has two children Daniel Jr. 15 and Sara 9. Aside from his community involvement and political
activism Daniel’s hobbies include volunteer coaching youth soccer, teaching and practicing martial arts.
Jose A. Vazquez Jr.
Alexander Dawson School
K-4 Spanish World Language
NSC School of Education alumnus
Jose Vazquez was born in Oakland, CA and lived there for the first fourteen years of his life. He moved to
Las Vegas and has been here for seven years. Mr. Vazquez attended Valley High School where he received an
opportunity to get a head start on his career. He joined the Student to Teacher Enlistment Project Undergraduate
Program (STEP-UP) which allowed him to take college courses while still in high school. He briefly attended the
College of Southern Nevada, but the college that really made a difference in his life was Nevada State College. Mr.
Vazquez graduated with the class of 2011 which was followed by teaching 5th and 4th grades within the Clark County
School District. He is currently working as a Spanish World Language Teacher with Alexander Dawson School.
41
Charting Our Future
School of Education 2012 – 2013
Kelly Walls (2012 – 2013)
approximately 30 part-time faculty, and 25 staff in the ECE lab. The degrees all have 2 + 2 transfer agreements
NSC School of Education student
with all of Nevada’s public institutions and most of the private four-year teacher education programs in Nevada.
Speech Language Pathology Program
Kelly Walls is a 37-year-old returning college student. She graduated from Saddleback College in 1995 with
Education: Ed.D., University of Nevada Las Vegas, 1997, Education, Ed. M., University Nevada Las Vegas, Special
an AA in Liberal Arts. She settled into a career involving auto finance which allowed her to work in cities like
Education 1993. B.A., Psychology, Southern Utah University, 1976.
St. Louis, MO, White Plains, NY, Foothill Ranch, CA and Plano, TX over the past 10 years (which is was good
thing, because she LOVES to travel). After working as a manager with Capital One Auto Finance, the company
Appendix F
was forced to downsize due to the economic downturn in 2008. It was then that she decided that working in
Conceptual Framework References
business was not for her and she began to research other career opportunities that might be available.
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In 2007, her nephew was diagnosed with Autism after being nonverbal his first 3 years of life. Her passion and
desire to help educate children, especially those impacted by autism, is a cause near and dear to her heart.
Banks, J.A. (2009). Multicultural education: Issues and perspectives. Hoboken, NJ: John Wiley & Sons.
This passion alone served as her inspiration to return to school and finish her education that she had started so
long ago. In researching ways she could directly impact and help children like her nephew she came across the
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so easy to return to school. Everyone at the college, especially administration and faculty members helped and
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her name and knew exactly why she was there—they are just as committed to her education as she is.
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School of Education 2012 – 2013
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