How do the unit’s governance system and resources contribute to adequately preparing candidates to meet professional, state, and institutional standards?

The Unit has the leadership, authority, and governance structure required for decision making and implementation of policy for the preparation of candidates to meet professional, state, and institutional standards. The professional education unit is headed by the dean of the School of Professional Studies, who has administrative responsibility for all programs that lead to Connecticut licensure or advanced educator preparation (Exhibit 6.4.b.1). The School of Professional Studies (SPS) and the Education and Educational Psychology Department (E&EP) which is located in the School of Professional Studies, are recognized by the Connecticut State Department of Education (CSDE) as the principal Unit for Western Connecticut State University, serving to coordinate the planning, delivery and operation of all of the university’s initial teacher preparation programs (i.e., BS Elementary, Health, Music, and Secondary Education), other school personnel programs (i.e., Intermediate Administrative and Supervision, School Counseling, EdD in Instructional Leadership), and advanced non-certification programs (i.e., M.S. in Education and M.S. in Music).

Within the framework of the Mission and Strategic Planning Goals of the university and the Board of Regents for Higher Education/Connecticut State Colleges and Universities, (CONNSCU) and other governing documents, the Dean of the School of Professional Studies serves as the chief academic officer of the School within the University, and reports to the Provost and Vice President of Academic Affairs. The Dean leads, administers, and manages the academic programs and faculty of the School to assure highquality and relevance of education for students in the School. The School’s Associate Dean, a full-time administrative position, also serves as the University’s designated Certification Officer and reports directly to the School Dean. The Dean’s support staff (i.e., Dean’s Administrative Assistant, Tk20 System Administrator, Instructional Design Coordinator, and part-time Secretary) report directly to the Dean.

The E&EP Department Chair also reports directly to the School Dean. The E&EP Program Coordinators, Coordinators of Student Teaching, Coordinators of Professional Development School Experiences, full-time non-tenured and tenured faculty, and part-time faculty (i.e., course instructors, clinical supervisors) report to the E&EP Department Chair. The E&EP Department’s Secretary reports to the Department Chair.

Policy in the Unit’s professional education programs falls within the framework of university policy, governance, and program planning procedures (Exhibit 6.4.b.4). Initiation of proposed curricular, procedural, or policy modifications begins at the program and department levels and then proceeds to the Educational Review Committee (ERC) for comprehensive review. The ERC is comprised of the E&EP Chair, faculty representatives from the E&EP Department’s Programs (i.e., B.S. Elementary Education, M.S. Education, M.S. Counselor Education-School Counseling, EdD in Instructional Leadership, Certificate Program in Intermediate Administration and Supervision), faculty representatives from the School of Arts and Sciences (i.e., Secondary Education Programs) faculty representatives from the School of Visual & Performing Arts (i.e., Music Education), and faculty representatives from the Health Education Program (located in the School of Professional Studies). The three School Deans or their designee (i.e., Assistant or Associate Deans) serve as ex-officio members of the ERC. The Unit provides important leadership during an ERC review by providing relevant information regarding CSDE Policies and Regulations and NCATE Standards, as they might affect the program approval process. The ERC assists in establishing continued compliance with existing state regulations and serves as a conduit for providing updates and proposed state-level policy recommendations. After receiving ERC approval, proposed curricular policy, courses, and new or modified programs are sent to one of two university bodies: the Committee on Undergraduate Curriculum & Academic Standards (CUCAS) or the Graduate Council. These governance bodies ensure compliance with established academic policies, standards, and procedures. Following approval by one of these university committees, the proposal is sent to the Provostfor administrative approval and implementation. If the proposal is for a new program or for major modification of an existing program, the proposal then requires Board of Regents (BOR) and Connecticut State Department of Education (CSDE) (new programs) approvals.

External advisory boards (i.e., School Counseling, Elementary Education, Intermediate Administration and Supervision, EdD in Instructional Leadership), comprised of alumni, Unit faculty, and public school administrators and teachers meet two or more times a year to assist the Unit in continuous review and improvement of the educator preparation programs. Also, as of Spring 2013 the Western Educator Preparation Advisory Committee (WEPAC) was established consisting of local superintendents, the Dean and Associate Dean of the School of Professional Studies, the Department Chair, and unit faculty. The primary criterion for selection to these boards is commitment to the Unit’s mission of preparing highly qualified graduates with the knowledge, skills and dispositions for their respective professional education area.

Budgeting for the unit’s programs begins in early January, when the academic deans are asked by the Provost to submit their projected operating, equipment, and any special needs budgets for the forthcoming year. A similar University, annual budget process occurs within each of the other vice presidents’ areas. This process is designed to assure proportional and equitable distribution of funding throughout the university community, and that budget items are aligned with the University’s Strategic Planning Goals. Request for new full-time faculty and staff positions are submitted separately at a special meeting called by the Provost with the Deans, as well as funding for accreditation.

Faculty work loads are defined by the CSU-AAUP Collective Bargaining Agreement (5.4.c.1). With the exception of 12 month appointed faculty, the academic year is 2 semesters (17 maximum weeks per semester). Instructional load for full-time teaching faculty is a 12 credit load per semester where otherwise specified, and one class hour of lecture equals 1 load credit. Faculty credit loads for teaching undergraduate and graduate level courses are the same. Student teaching supervisors are credited 1 load credit for each two students supervised (e.g., 2 credits for supervising 4 candidates, 3 credits for supervising 6 candidates). Faculty supervising doctoral dissertation research receive one load credit a semester for each dissertation supervised.

A 12 month, full-time secretary provides direct support to the Unit’s Education Department. The SPS Dean’s Office staff provides additional support to the Unit (e.g., compiling public school agreements). The SPS’s Assistant Dean completes all candidates’ certification paperwork, maintains files on program completers, and completes the initial review of prospective student transcripts for the Unit’s Masters of Arts in Teaching Program, and the second degree programs in professional education. The SPS Dean supports faculty requests for additional professional travel, speaker honorarium funds, and undergraduate student research assistants.

E & EP faculty and departmental offices are located in the WCSU Westside Campus’ Classroom Building to support teaching and learning. All full-time faculty have single offices and part-time faculty share office space. Additionally there are two large, two way viewing rooms on the fifth floor dedicated to the Unit for viewing M.S. Counselor Education and M.S. Education Reading practicum sessions. The Unit’s main office has a copy and fax machine, and adequate locked storage space for candidates’ records. Classrooms, library and media center facilities are equipped with standard projection, speakers, VCR/DVD instructor stations (with SmartBoard capability), laptop connectivity, access to file shares and myriad software.

Of the two WCSU Libraries, the Midtown Haas Library, houses the Unit’s collections enabling the reflective educator to analyze and evaluate their knowledge and practice in terms of the theory, research, and experiences in the classroom. Library resources include an extensive collection of print, media and online 24/7 resources in education, educational psychology, and the social and behavioral sciences. Services provided by library faculty liaison assigned to the Unit include library and literacy instruction, reference and research support.

Information Technology and Innovation  works collaboratively with the Unit, (and all campus constituencies) to provide a technological and information technology environment to support all programs. Faculty integrate technology in multiple ways throughout their work with candidates, modeling the use of technology and providing opportunities for candidates to practice its use while teaching. The Education Unit uses the Tk20 Assessment System . The Data Manager oversees the reporting and aggregating of data across educator programs and provides support to faculty on its use. The Tk20 Assessment System guides work with candidates, informs program revisions, and provides opportunities for faculty to reflect on teaching and learning. Media Services  offers a wide range of facilities and services: instructional design for creation of digital media, professional quality video and multimedia productions, viewing rooms, distribution of media equipment to classrooms and for special events/meetings.