Encuesta a Egresados de la I.E.T la Chamba

Budget Allocation $6,534,816 $6,743,643 $6,898,286 $7,382,145 Enrollment 1541 1444 1526 1625 College of Business Budget Allocation $2,922,968 $3,427,346 $3,457,298 $3,780,599 Enrollment 979 956 948 826 College of Education Budget Allocation $3,027,295 $3,183,260 $3,173,170 $3,394,979 Enrollment 1196 1320 1377 1399 School of Nursing Budget Allocation $971,486 $975,935 $1,017,142 $1,132,168 Enrollment 185 256 268 367

Source: Enrollment – Institutional Research, Fall Data Budget – Office of the Provost

The budget adequately supports on-campus and clinical work essential for preparation of professional educators. Due to the recent rise in costs for travel and enhanced rigor in field experiences/clinical practice, the travel budget for the Office of Field Experiences was increased from $13,000 during 2005-2006 to $16,000 for the current academic year. Additionally, funds were also generated through a fee for all clinical practice candidates to help offset costs of travel for clinical faculty. This fee may be paid through regular tuition processes, including the use of financial aid.

The Office of the Provost has also supported faculty travel to conferences for numerous scholarly presentations and professional development opportunities and has funded campus-based

professional development activities. The Provost’s office has also provided financial support in meeting the need for a more diverse faculty by providing additional funds to enhance the salary of a minority faculty member be given an incentive for accepting a position within the unit, and supporting a minority instructor in the completion of a terminal degree.

The Delta Education Initiative federal grant of approximately $1,000,000 annually for a seven year period provided funding for numerous initiatives that have directly impacted the unit. The

full-time program for candidates in the MEd. in educational leadership has been provided with several significant scholarships and additional program faculty through this grant. With the knowledge that the grant would not provide the same funding for the 2006-07 academic year, the salaries of faculty paid through the grant are being absorbed by the University in a transitional plan to allow the program to be sustained.

The unit has also received grant monies in excess of $300,000 from the Mississippi Legislature, the Mississippi Department of Education, and the Mississippi Institutions of Higher Learning for the establishment of an E-Learning program that provides high schools with courses via

interactive video. Two fully licensed teachers offer Spanish classes to approximately 300 students in primarily Mississippi Delta high schools thrsough the E-Learning facility.

C. Element Three: Personnel

Workload policies, including on-line course delivery, allow faculty members to be effectively engaged in teaching, scholarship, assessment, advisement, collaborative work in P–12 schools, and service. Faculty members typically teach a 12 hour course load if they are undergraduate faculty, a 9 hour course load if they are graduate faculty, and alternating semesters of 9 and 12 hours if they teach in both undergraduate and graduate programs. With the advent of additional opportunities for faculty to teach on-line courses, Academic Council instituted a policy limiting the number of overload courses to two per semester. Additionally, both the unit and the

University have provided opportunities for creative, intensive scheduling such as intersession courses to provide faculty with more extensive blocks of time during the regular academic year in which to work on scholarly activity, program improvement, and professional development. Faculty schedules may be found in the documents room.

Supervision of candidates in clinical practice is typically limited to no more than 5-8 candidates per semester. Supervision loads of 5 or more candidates are counted in the course load

requirements of faculty. Consideration is also given to geographic placement when assigning faculty to supervise candidates.

In order to assure program coherence, quality, and integrity, part-time and adjunct faculty are carefully selected based on experience, expertise, and philosophical meshing with the conceptual framework of the unit. Both part-time and adjunct faculty are considered an important part of the unit and contribute to its success. Part-time faculty are normally half-time employees of the University and attend all regular meetings of the unit and division. They are included as

participants in the normal, ongoing communication linkages used with full-time faculty. Adjunct faculty are provided with an adjunct handbook and attend an adjunct training session to ensure their familiarity with unit operations, expectations, and support systems. Adjunct faculty are also provided with a full-time faculty member to assist in supporting the adjunct throughout the semester. Adjuncts are encouraged to participate in a range of unit activities. Both the part-time and adjunct faculty are evaluated by candidates and their divisions to ensure success of

candidates and program fidelity. No graduate assistants are used by the unit or university to teach classes except in rare emergency situations under the advisement of a full-time faculty member. The unit provides an adequate number of support personnel so that programs can prepare

candidates to meet standards. Each division of the unit has budgeted funds for a secretary who assists with normal clerical operations for the division chair. The offices of the Dean and the

Director of Field Experiences also each have a secretarial support person. Additionally, work study students and graduate students assist with some clerical and research-related activities. The unit provides adequate resources and opportunities for professional development of faculty, including training in the use of technology. Faculty have been provided funds through the Dean’s budget, each division budget, the Provost’s budget, and grant funds. The DELTA Grant currently being implemented will provide over $100,000 for professional development activities within the unit and P-12 partner schools. Table 37 below summarizes funds spent on professional development activities for the past three years.

Table 37

Professional Development Funds for 2003-2006 ALLOCATION OF FUNDS FOR PROFESSIONAL DEVELOPMENT

FY2003-2004 FY2004-2005 FY2005-2006

Division Budgets $29,800.00 $12,875.00 $16,600.00 Dean’s Budget $34,491.00 $13,921.00 $14,582.00 Provost’s Budget $2,510.30 $8,496.34 $8,678.31 Grant Budgets $10,105.00 $8,112.00 $16,609.00

Yearly Totals $76,906.30 $43,404.34 $56,469.31

D. Element Four: Unit Facilities

The unit has adequate campus and school facilities to support candidates in meeting standards. Most educator preparation programs are housed in Ewing Hall, home of the College of

Education. The Division of Health, Physical Education, and Recreation is in the Wyatt Building adjacent to the Natatorium and Gymnasium for greater ease of demonstrations, practice, and observation of specific skills. The Center for Teaching and Learning is also located in Ewing Hall and provides support services and technology for candidates, faculty, and community partners. Ewing Hall is currently undergoing renovation of its heating and cooling system with painting and other aesthetic improvements having taken place in the 2003-2004 and 2004-2005 academic years. Student-centered furniture configuration in public spaces and student artwork of various types have also been located throughout the building to further enhance the

environment.

The facilities support faculty and candidate use of information technology throughout all aspects of each program. Two “smart” classrooms have been added to Ewing Hall with “smart” carts provided for Wyatt Hall and within several divisions in Ewing for faculty instructional use. Plans are to construct additional “smart” classrooms as funds allow. The “smart” technology allows faculty and candidates to access the Internet and present information using PowerPoint within any classroom setting. Portable “labs” are also available for faculty classroom instruction while the instructional lab in the Center for Teaching and Learning is also available to faculty for instructional use. Computers for faculty and staff within the College of Education were replaced by the University in the 2005-2006 academic year and new copiers were provided for each unit in August, 2006. Additionally, the Counselor Education laboratory provides a clinical setting for candidates and utilizes cameras and other recording equipment to provide feedback to candidates on their counseling skills. All technology is serviced through the joint endeavors of the staff of the Center for Teaching and Learning and the Office of Information Technology. Partner school

and community facilities generally have technology available for field experience or clinical practice, but TekPaks are also available for student teacher use during their clinical practice semester. TekPaks include cameras, laptops, projectors and other technology for utilization by candidates in the field. The unit currently possesses eight TekPaks with plans to continue to expand the number available for candidate use. Evidence demonstrating use of technology may be found in the documents room.

E. Element Five: Unit Resources including Technology

The unit allocates resources across programs to prepare candidates to meet standards for their fields. While state funds have been somewhat limited in the last six years, the University and unit have used a variety of funding sources to ensure that each program functions effectively. Targeted grant funds, specified legislative line item funding, use of grant administrative funds, and university reserves have provided the opportunity to upgrade computers, support the

assessment management system, and allow faculty numerous professional development activities including conference participation. Other support has been provided to ensure appropriate faculty loads, candidate skills support, and opportunities for research activities.

The Roberts-LaForge Library functions as the primary library for the University, and, thus, the unit. The library houses a well-chosen collection of books, periodicals, and government documents, and provides an expanding number of technological resources to support all DSU academic programs. The Instructional Resource Center (IRC) is also located within the library as a well-organized separate section dedicated to educator preparation programs. The IRC has 52,529 holdings including videos, state adopted textbooks, music, educational software and other instructional materials to provide support to candidates and faculty. Additionally, a satellite library has been established at the Greenville Higher Education Center to support the elementary education program at that site.

Funds are provided annually for specific library/IRC purchases related to the unit’s educator preparation programs. Feedback on specific needs and current research from faculty and candidates provides guidance in selection of books, periodicals, and other items for the library collection. Extensive databases are available for candidates and faculty to use both on the primary campus and at the Greenville Higher Education Center.

The use of TaskStream as the web-based data collection/management tool for the assessment system has been supported through funds provided by the unit and university. Training and support staff are continuing elements recognized as essential for success of this aspect of the assessment system. One full time coordinator and eight student “Tech Fellows” provide support for candidates and faculty alike and assist candidates in successfully demonstrating appropriate technology skills as outlined in the unit conceptual framework and assessment system.

Federally funded programs through the Delta Education Initiative (DEI) grant and the Developing and Enhancing Leaders and Teachers for Achievement (DELTA) grant have consistently supported the function and purpose of the unit. The Delta Education Initiative has provided scholarships, materials, clinical faculty, technology, professional development, and other resources to allow a continuing positive impact on teacher and administrator preparation programs. The DELTA grant has expanded the scope of DEI to include a Teacher Retention

Initiative and Literacy Laboratory designed to impact Delta schools. DEI funds have been in excess of $6.5 million dollars over the last seven years, while the DELTA grant first received funding of $2.5 in the current academic year. Additional grants and state legislative

appropriations will be sought to assist in the sustainability of both of these initiatives.

Chart 17 below contains a listing of acronyms used within the Institutional Report.

Chart 17

Acronyms used by Professional Organizations and Delta State University

AACTE American Association of Colleges for Teacher Education ACEI Association for Childhood Education International ACT American College Testing

Adv Advanced AED Administration

ART Art Education

BIO Biology Education

CACREP Council for Accreditation of Counseling and Related Education Programs CCE Center for Credentialing and Education

CEAC College of Education Academic Council CEC Council for Exceptional Children

CED Curriculum for Counselor Education

CED Counselor Education

CEL Curriculum for Elementary Education

CF Conceptual Framework

CIS Computer Information Systems

CML Curriculum for Media/Library COE College of Education

CPCE Counselor Preparation Comprehensive Exam

CRD Curriculum for Reading

CSP Curriculum for Special Populations CUR Curriculum

DAAIS Delta Area Association for Improvement of Schools DEI Delta Education Initiative

DELTA Developing and Enhancing Leaders and Teachers for Achievement

DSU Delta State University

EdD Doctor of Education

EDL Educational Leadership

EdS Educational Specialist

ELCC Educational Leadership Constituent Council

ENG English Education

EPY Educational Psychology

ETS Educational Testing Service

HSE Health Safety Education IHL Institutions of Higher Learning

INTASC Interstate New Teacher Assessment and Support Consortium IRC Instructional Resource Center

ISLLC Interstate School Leaders Licensure Consortium ISLLC Interstate

ITP Initial Teacher Preparation MAT Master of Arts in Teaching

MAT Math Education

MDE Mississippi Department of Education MEd Master of Education

MUS Music Education

NASAD National Association of Schools of Art and Design NASM National Association of Schools of Music

NASPE National Association for Sports and Physical Education NBTPS National Board of Professional Teacher Standards NCATE National Council for Accreditation of Teacher Education NCE National Counselor Exam

NCSS National Council for the Social Sciences NCTE National Council of Teachers of English NCTM National Council of Teachers of Mathematics NSTA National Science Teachers Association PER Physical Education and Recreation PSY Psychology

SACS Southern Association of Colleges and Schools SAT Scholastic Aptitude Test

SLLA School Leaders Licensure Assessment

SSC Social Sciences

STAI Student Teacher Appraisal Instrument

STEP Standards-Based Teacher Education Program SUP Supervision

TEC Teacher Education Council TWS Teacher Work Sample