Missouri Standard Report - Part C

MoSTEP Baseline Report Part C: TwoYear Institutions

Missouri Standards for Teacher Education Programs (MoSTEP)

Preliminary Teacher Education Program Baseline Report Guidelines

Submit by: July 15, 2004

SECTION I. General Program Characteristics

Using the MoSTEP Benchmarks for Preliminary Teacher Education Programs as a guide, respond briefly to the following prompts to prepare a Baseline Report for your program. Responses for most prompts are not anticipated to require more than one page.

Category A: Design of Preliminary Professional Education (Program and Curriculum Design, General Education, Content, Professional & Pedagogical Studies, Clinical Experiences) (MoSTEP Standards 1.1, 1.2, 2, & 3)

• Provide a general overview of your program, including the competencies addressed in the professional education courses.

Background Founded in 1987, St. Charles Community College serves St. Charles County , one of the fastest-growing counties in the country. SCC grew from 400 students in the summer of 1987 to almost 7000 students in the fall of 2004. Classes were held in rented space scattered throughout the county until 1992, when we moved into our new 135-acre campus, which has now grown to 222 acres. SCC is a public, comprehensive community college with more than 60 associate’s degree and certificate program pathways in the arts, business, and sciences as well as career/technical fields. SCC is an affordable, accredited, accessible learning environment providing life-changing opportunities for personal growth and professional success. Education is second only to business as the most common major declared by students enrolled in transfer programs. SCC has a core of 6 professional Education courses that culminate in a portfolio that demonstrates competence in the Mid-Preparation Benchmarks of the Missouri Statewide Teacher Education Program (MoSTEP) standards. In addition, SCC offers general education courses specifically designed for Education majors.

SCC Education Program

Students who plan to become teachers should complete the General Education 42-hour block (see attached schedule guide for specific General Education requirements for teacher certification) and Education core of 16 credit hours:

• EDU 210 Introduction to Classroom Teaching (3 credit hours)
• EDU 211 Foundations of Education (3 credit hours)
• EDU 220 Education Technology (3 credit hours)
• EDU 240 Teaching/Learning/Assessment (3 credit hours)
• EDU 290 Portfolio Assessment in Education (1 credit hour)
• One of: PSY 201 Child Psychology
• PSY 215 Adolescent Psychology
• PSY 210 Human Growth
• CDC 113 Human Growth and Development II
• Elementary majors may choose from the following additional courses. Students must check with the 4-year institutions to which they intend to transfer to verify transferability:
• EDU 225 Children’s Literature
• EDU 242 Art for Children
• EDU 244 Physical Education for the Elementary Schools
• EDU 246 Music for Children

Competencies

The SCC Education Program and its component courses address the competencies outlined in the Mid-Preparation Benchmarks of the MO-STEP standards. Competencies addressed in each course are identified in the grid on following pages.

Conceptual Framework

  Describe (by narrative and graphically, if possible) your program’s Conceptual Framework or how your program is in process of developing a well-articulated Conceptual Framework. (Attach a copy of the Conceptual Framework, if available.)

• Describe your program’s process for systematically reviewing your Conceptual Framework. (Note: may be addressed in Section 2 of this report)
• Describe your program’s field experiences, including types, when they occur, the purpose of each, how they ensure experiences with diverse learners, and how and by whom they are developed and assessed.
• Describe how you ensure that your students are well prepared to continue their professional teacher preparation at the 4-year college or university level.

Category B: Candidates in Preliminary Professional Education Composition, Quality and Competence of Student Body) (MoSTEP Standard 4)

• Describe your program’s recruitment, admission, and advising system, including the efforts to recruit a diverse candidate pool, a determination of when students are considered to be “admitted” to the program, and how formative assessment data are used within that system.

Welcome to Potential Teachers!!

You are in a great place to begin your preparation to become a teacher. Much of the first two years of a teacher’s preparation is General Education (Math, Science, English, History, Humanities, Technology), all of which can be taken at SCC. Also, we offer Professional Education courses (those specifically designed only for future teachers) that have been approved by the Missouri Department of Elementary and Secondary Education and transfer to 4-year colleges and universities throughout the state. You will find that most of the classes at SCC are much smaller than comparable classes in 4-year institutions.

We have an excellent faculty in both General Education and rofessional Education; our future teachers are very successful when they transfer from SCC to 4-year institutions, and our advisors would be delighted to help you design a course schedule that will prepare you for such a transfer.

For more information, please call Dr. Joyce Lindstrom, Education Program Coordinator, at 636-922-8344, or see the academic advisors in ACAD 1202.

Questions to Ask Yourself to Help You Decide if You Want to Become a Teacher

• Do I love children enough to spend most of every day with them?
• Do I like to think of creative ways of communicating to children?
• Am I willing to allow the students the joy of discovery – not telling them all I know, but letting them figure some of it out, either alone or in groups?
• Am I willing to explore various classroom management techniques so I can create an appropriate learning atmosphere for my students?
• Am I willing to be a team player with other teachers and the building administrators?
• Am I willing to continue my education during summers or evenings to continually improve myself and my teaching?
• Am I willing to communicate what I am teaching to children to parents, administrators, and other constituents?

Education Courses Offered at SCC

EDU 210 Introduction to Classroom Teaching 3

Prerequisites: MAT 120 or ASMNT A121 and ENG 096 or ASMNT W100. Introduction to contemporary professional issues and approaches to teaching through readings, in-class discussions, and extensive observation/ participation in local classrooms. Exploratory course that provides opportunities to determine interest and aptitude for pursuing educational profession. Two hours in class and three hours of observation/participation weekly.

EDU 211 Foundations of Education 3

Introduction to profession of teaching. Explores historical and contemporary understanding of American educational theory and practice.

EDU 220 Educational Technology 3

Prerequisite: ENG 096 or ASSMT ENG 101

Introduction to computer systems and applications. Topics include computer system components, data retrieval and storage techniques, operating systems, device characteristics, computer ethics, and the use of computer in support of teaching and learning. Course meets the AA General Education requirement for computer literacy.

EDU 225 Literature for Children 3

Study of children’s literature from preschool to eighth grade, with best forms of literature for children and to develop standards of judgment in selection of reading materials for children. Recommended for elementary education majors.

EDU 240 Teaching, Learning, and Assessment 3

This course will introduce preservice teachers to theories and their associated educational practices in the fields of learning, classroom management, and assessment.

EDU 242 Art for Children 3

Experience in teaching techniques of various appropriate media of visual arts and uses in elementary and middle school curricula.

EDU 244 Physical Education for Elementary Grades 3

For education majors. Understanding of child’s total development with special emphasis on physical motor development. Overview of play, movement activities, teaching techniques, discipline, and working with individual differences.

EDU 246 Music for Children 3

For elementary education majors with no previous musical training. Introduction to methods to teach music through singing, playing the piano and other simple instruments, and rhythmic response to music.

Emphasizes creative nature of music, with introduction to materials functional in classroom setting.

EDU 290 Portfolio Assessment in Education 1

Preservice teachers will compile a portfolio of observations, descriptions, and reflections upon their studies in professional education as required by the Missouri Department of Elementary and Secondary Education mid-preparation benchmarks of the MOSTEP Standards. Student portfolios will be presented to the 4-year school to which the student transfers, and copies will be retained by the SCCCC Education program as assessment evidence for accrediting bodies.

MAT 201 Structure of Math Systems I 3

Prerequisite: Grade of C or better in MAT 160 or ASMNT MAT 180. For potential elementary teachers. Topics include sets, logic, number bases, systems of numeration, system of whole numbers, systems of integers, system of rational numbers, development of real number system, field properties, algorithms for whole numbers, and terminology of mathematics. Fall.

MAT 202 Structure of Math Systems II 3

Prerequisite: Grade of C or better in MAT 201. Intuitive study of elementary geometry, including constructions, congruence, similarity, motion geometry, tessellation, and deductive theory of geometry. Study of measurement, including area and volumes. Introduction to concepts of probability and statistics. Spring.

PSY 201 Child Psychology 3

Prerequisite: PSY 101. Study of human development from conception to adolescence, emphasizing both current and historical approaches to research and theory, genetic and environmental influences on development, and sequence and timing of physical, mental, and personality development throughout years of childhood.

PSY 215 Adolescent Psychology 3

Prerequisite: PSY 101. Introduction to physical, mental, personality and social developments unique to adolescence. Focus mainly on factors influencing normal development, but some abnormal behaviors discussed. Biological, psychological, cultural and historical perspectives considered.

• Describe your program’s efforts to acquire feedback on its graduates, who transfer to Missouri 4-year colleges.

SCC uses both the National Student Clearing House and CBHE databases to track its student cohort populations who transfer to a Missouri four-year college.  CBHE provides annual files pertaining to enrollment, term and completions.  The clearing house provides sequenced transfer data.  In the near future the clearing house may also provide degree completion data.

Category C: Professional Education Faculty (Faculty Qualifications, Faculty Composition and Professional Assignments, Faculty development, Quality of Instruction) (MoSTEP Standard 5)

• Describe your program’s/institution’s efforts to attract and retain a diverse faculty.
• Describe how professional education faculty is actively engaged in the professional community and the ways that your program supports faculty involvement in the professional community.
• Describe how your program/institution supports and promotes on‑going faculty development.
• Describe your program’s efforts to ensure quality teaching that is consistent with your conceptual framework and research-based best practice.

 Category D: Professional Education Governance, Resources, and Community (Governance, Organization, Authority, Professional Community, Resources for Operating Program ) (MoSTEP Standards 6, 7, & 8)

• Describe briefly or provide an organizational chart(s) to illustrate governance and relevant relationships affecting the preliminary teacher education program within the college (and department, as appropriate).
• Describe how your program is in the process of establishing a professional community to improve curriculum and to improve the quality of education within your community. NOTE: Professional community is defined as including, at a minimum, teacher educators (those responsible within the institution for subject-area content, and those responsible for pedagogy), PK-12 schools, and representatives of the 4-year institutions that receive your students.
• Describe how the level of funding for your preliminary teacher education program compares with other programs on your campus.
• Describe the extent to which your preliminary teacher education program teaches and/or incorporates instructional technology.

SECTION II. Description (Narrative) of Formative and Summative Student and Post-Graduate Performance Assessment System (3-4 pages; reference data from Appendix 2 in narrative). Required topics for description:

• How have benchmarks and rubrics been aligned with those of the state? (Provide copies of benchmarks and rubrics if they are different from those published by the state.)

• What methods and instruments are used to assess the students’ development from admission through completion of your preliminary teacher education program and after they have transferred to a 4 year institution to complete their teacher education program?
• If student portfolios are a component of student assessment, describe how they are developed and scored.
• Instrument(s) created for surveying graduates and the institutions to which they transfer should be articulated with the Missouri Mid-Preparation Benchmarks for Preservice Teachers.
• How is assessment information being used in such areas as advising, promotion through the program, and program evaluation?
• What have you learned from student assessment data? If available, what trends are you seeing in the data?

SECTION III. Projected Goals for the Coming Year (1-2 pages)

Identify and discuss briefly any goals, projects, and other innovations that your program intends to undertake in the up-coming year. Include specific rationale for the approach you have chosen, and any performance criteria you have established to monitor progress and/or determine their success.

  SECTION IV: Required Appendices (Note: Appendices should be as brief as possible.):

• Conceptual Framework Document.
• Curriculum Matrices
• Listing of subject knowledge courses based on institution’s general education requirements for the Associate of Arts Degree (MoSTEP 1.1)
• Include only the general education courses prescribed for preliminary teacher education students.
• Matrix of professional education courses based on Missouri Mid-Preparation Benchmarks and Performance Indicators for Beginning Teachers (MoSTEP 1.2)
• Include syllabi containing learning objectives articulated with the MoSTEP benchmarks.
• Samples of Student Assessments and blank copies of Surveys
• Student Assessment Data Tables, including but not limited to C-BASE scores and follow-up surveys of graduates and their receiving institutions; programs may include other data as desired and appropriate.

• Articulation Agreements: List all of the 4-year colleges and universities with which your preliminary teacher education program has developed specific articulation agreements, and for each agreement list the courses that are accepted in transfer.

Note: Programs may submit additional appendices to report any information felt to be particularly important to its efforts.

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