2000-2010 Strategic Plan

Goal #2: Improve the Quality of Teaching and Learning in Schools and Other Educational Settings

Rationale: As a research institution, the College of Education must continue its leadership role in preparing teachers, researchers, and other educators for schools, institutions of higher education, and other educational settings. Our changing society demands highly-adaptive educators. We need educators who are prepared to work in diverse urban, rural, and suburban settings; with English speakers and speakers learning English; and with learners with a wide range of abilities and previous experiences. We need a more culturally diverse educational force, and we need to stem the tide of educator dropout and burnout.The COE is also actively engaged in the improvement of teaching and learning in higher education, community education, technical institutes, business and industry, health care, sports and recreation, and a myriad of other settings in which education occurs. Long range trends involving accelerating changes in diversity, technology, and global economic structures require educators in all these settings to be highly innovative and adaptive. We must take a multifaceted, interdisciplinary approach. This goal is central to becoming an Engaged College, to increasing the Impact of our Research, and to Leadership Development. Supportive of Institutional Goals 1, 2, and 4-8.

Objectives and Possible Strategic Actions

A. Address specific teacher shortages through vigorous recruitment and retention efforts and through the development of alternative teacher preparation programs.

Initiate recruitment strategies (e.g., on-campus summer programs and institutes) among middle/high schools, feeder colleges, and historically black colleges and universities to encourage African Americans, Hispanics, and members of other under-represented groups to enter teacher preparation programs.
Recruit and retain diverse faculty, staff, administrators, and students and actively build an inclusive college of education community that values diversity.
Expand distance-education opportunities and partnerships with schools, other colleges and universities, and state agencies for mentoring of preservice and inservice teachers.
Monitor supply and demand by field and develop strategies and incentives to encourage students to enter high-need fields.
Explore alternative models of teacher preparation, e.g., BSED programs beyond 120 hours, post-baccalaureate programs, and cross-disciplinary courses and programs.
Research and develop strategies to address teacher attrition issues including failure of newly certified teachers to enter the field and the high dropout rate during the first three years.
Develop first year induction and paid internship programs with partner organizations.

B. Enhance COE graduates' preparation to bring students from diverse backgrounds in a variety of demographic settings to high levels of achievement.

Increase our graduates' preparation to work in urban, rural, and low SES settings through focused campus courses, more varied field placements, and technological/distance education linkages.
Incorporate second-language, cross-cultural, and international experiences in preparation programs for teachers, school administrators, teacher educators, and other education professionals.
Develop, research, and teach strategies for learning about and addressing educational needs across cultural, socioeconomic, and linguistic communities.
Develop, research, and teach strategies for meeting the needs of students with special learning situations.
Align course content in teacher preparation programs with state and national professional association standards.
Conduct collaborative research on significant issues related to teaching and learning, family/school/community context; incorporate findings in preservice and inservice programs and allied fields (e.g., health promotion and behavior, counseling, educational leadership).
Develop and implement preservice and inservice teacher education initiatives that integrate information technology as a central element to support teaching and learning in culturally diverse settings.

C. Prepare COE graduates to work collaboratively with families, school personnel, community leaders, health care professionals, and members of the mass media to address social issues affecting education.

Incorporate cross-disciplinary community approaches to better prepare graduates to address serious health risks facing learners (e.g., lack of physical activity, balanced nutrition, and sleep; use of cigarettes, alcohol, and illegal drugs; high-risk sexual activity; depressive disorders and suicide; and physical and emotional violence).
Expand COE graduates' preparation to engage with families in creating communication and learning bridges among home, school, and community settings.
Increase COE graduates' preparation to design, implement, and utilize tutoring, mentoring, and counseling programs.
Prepare educational scholars to conduct original research in family/school/community contexts of education through new doctoral programs, such as a Ph.D. in cross-disciplinary programs with sociologists, psychologists, anthropologists, health professionals, social workers, and others.

Introduction

Goal #1
Goal #2
Goal #3
Goal #4
Goal #5

Appendix A
Appendix B
Appendix C
Appendix D
Appendix F
Appendix G