Developing Visionary Leaders for Lifelong Learning

“Developing Visionary Leaders for Lifelong Learning”

The core of the Visionary Leader model was originally developed through workshops and faculty meetings during the academic years of 1990-1993. The original model, called “Developing Visionary Learners” was revisited in a series of Unit meetings during the 1997-98 academic year and reviewed for continued applicability. The model and its components were found to be effective and still representative of our mission. In the spring of 2003, another Unit faculty review was held to ascertain whether, after 10 years, the model was reflective of our Unit and its mission. In light of new National Council for Accreditation of Teacher Education (NCATE) 2000 standards and focus, and our new institutional strategic plan (Vision 2011), updates were made and details added.

Unit faculty met in the fall of 2003 to review the vision, mission, and conceptual framework. Subsequently, the Visionary Learner became the Visionary “Leader” in consideration of the characteristics of our region, and what is expected of teacher, principal and counselor candidates. As part of this review, each knowledge base component was thoroughly discussed and a decision was made to elevate the “leadership” component from the conceptual framework to the overall vision statement. Reaffirmation of the remaining components was by Unit consensus. In further discussions Unit faculty modified “critical thinking” to “thinking skills,” “technology” was added to “methodology”, and “diversity” was added to “human relations.” The conceptual framework for our model of “Developing Visionary Leaders for Lifelong Learning” now has seven components (listed alphabetically): Assessment, Communication, Human Relations/Diversity, Leadership, Methodology/Technology, Professionalism, and Thinking Skills.

The term “visionary,” in the context of our model, implies a forward looking, farseeing, positive, and open-minded approach to learning. The Education Unit at Chadron State College prepares candidates to provide visionary leadership within High Plains educational settings and to educational environments beyond this region. The model supports and compliments the Chadron State College vision and mission.

The model for “Developing Visionary Leaders for Life Long Learning” is depicted by three interlocking circles, each representing an interrelated area of the curriculum: General Studies, Specialty Studies, and Professional Studies. The General Studies curriculum is designed to provide candidates with a broad background in communication, composition, fine arts, global and social/cultural awareness, government, health/wellness, history, humanities, mathematics, physical activities, reason and values, and science. Specialty Studies are comprised of the content course work in each teaching endorsement area offered at Chadron State College. Professional Studies are those core education courses taught by Education Department faculty. These Professional Studies courses emphasize the pedagogical knowledge, skills, and dispositions candidates use to

1 effectively teach P-12 students. At the graduate (advanced) level, the “Visionary Leader” model continues to build on the pedagogical knowledge, skills, and dispositions developed for the candidate’s academic and professional career. The General Studies representing the core master’s program (research and inquiry); Specialty Studies covers the content necessary for the degree; and the Professional Studies encompasses the practical and field based learning’s demonstrated by the candidate.

The Professional Studies circle of the model embraces the seven components that make up the conceptual framework for the Unit. These components are: Assessment, Communication, Human Relations/Diversity, Methodology/Technology, Professionalism, Thinking Skills, and Leadership. These seven components are interwoven throughout the professional preparation programs and form the basis of the constructivist approach in preparing candidates to become Visionary Leaders. The seven components are introduced and developed within the first three years of the initial candidate’s educational program, and serve as the basis for each of the Unit’s Key Assessments. Advanced level candidates receive their introduction to the components during the EDCI 631, Introduction to Graduate Studies course. Following are the seven components of the Visionary Leader Model and their respective student outcome statements. Model Components and Candidate Outcomes The following sections list components of the Visionary Leader Model, with related outcomes expected of candidates upon successful program completion. Outcome statements are numbered under each component section, and reflected on the related matrix for candidate program outcomes in support of Standard 1. Supporting explanations and references follow each outcome statement. Outcomes reference both

2 initial and advanced programs, noting differences in degree of sophistication and professional application. I. Assessment Successful candidates, whether from the initial or advanced program, will be able to design and assess learning activities (with sequential goals and objectives), utilizing the data collected from those assessment measures to make appropriate instructional and/or curricular decisions to improve student outcomes. To achieve these professional knowledge, skills and dispositions, Candidates will: 1. Provide a wide variety of assessments to promote student growth, as well as modifications for every student’s ability level. This KNOWLEDGE will be demonstrated in candidates being able to: - select and/or develop assessment methods appropriate for instructional decisions (Airasian, 2005). (KNOWLEDGE) - recognize unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information (Airasian, 2005). (KNOWLEDGE) - be skilled in developing valid pupil grading procedures which use student assessments (Airasian, 2005). (KNOWLEDGE) - be able to communicate assessment results to students, parents, lay audiences, and other educators (Airasian, 2005). (KNOWLEDGE) - develop strategies to involve students in assessing their own learning (Stiggins, 2001). (KNOWLEDGE) 2. Utilize formative and summative assessments to monitor student progress and to adjust instruction. These SKILLS will be demonstrated in candidates being able to: - administer, score, and interpret the results of both externally produced and teacher-produced assessment methods (Airasian, 2005). (SKILL) - select and/or develop assessment methods appropriate for instructional decisions (Airasian, 2005). (SKILL) - use assessment results for making academic/program decisions about students, teaching, curriculum, and/or school improvement (Airasian, 2005). (SKILL) - be skilled in developing valid pupil grading procedures which use student assessments (Airasian, 2005). (SKILL) - be able to communicate assessment results to students, parents, lay audiences, and other educators (Airasian, 2005). (SKILL) - develop strategies to involve students in assessing their own learning (Stiggins, 2001). (SKILL)

3 3. Value the opportunity to utilize varied assessment tools and data to make informed instructional and curricular decisions. This DISPOSITION will be observed in candidates behaviors, attitudes and beliefs as they:

- recognize unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information (Airasian, 2005). (DISPOSITION) - use assessment results for making academic/program decisions about students, teaching, curriculum, and/or school improvement (Airasian, 2005). (DISPOSITION)

II. Communication Teacher, counselor and administrator candidates, and other professional personnel need to be able to demonstrate and promote effective communication skills (with students and adults), while respecting diversity and engaging students in the learning enterprise through motivation and constructive learning applications. This ability to communicate is developed to meet the many demands for effective teaching-learning interactions by Visionary Leaders. To achieve these professional knowledge, skills, and dispositions, Candidates will: 1. Demonstrate an understanding of the effects of non-verbal communication, and listening and responding to others in an appropriate manner. This KNOWLEDGE will be demonstrated in candidates being able to: - know how to communicate clearly using listening, writing, speaking and media skills in a manner that is consistent and responsive to the specific audience. (KNOWLEDGE) - demonstrate the effective application of technology in communications with others in support of the teaching/learning process. (KNOWLEDGE) 2. Accept help and mentoring from others, and show value and respect for others. This SKILL will be demonstrated in candidates being able to:

- know how to communicate clearly using listening, writing, speaking and media skills in a manner that is consistent and responsive to the specific audience. ( SKILL) - demonstrate the effective application of technology in communications with others in support of the teaching/learning process. (SKILL) 3. Willingly consult with others and accepts constructive feedback in order to learn. This DISPOSITION will be observed in candidates behaviors, attitudes and beliefs as they:

- show appreciation and value in the opinions of others, and communicates clearly using listening, writing, speaking and media skills in a manner that is consistent and responsive to the specific audience. (DISPOSITION)

4 III. Human Relations/Diversity Successful candidates, whether from initial or advanced programs, will know, understand, and respect the value for developing and maintaining a physically inclusive and emotionally safe classroom environment conducive to effective learning, that encourages voicing student concerns, embraces elements of diversity, and exhibits an understanding of child growth and development.

To achieve these professional knowledge, skills, and dispositions, Candidates will: 1. Demonstrate a respect for diversity in all people and recognizes their own biases. This KNOWLEDGE will be demonstrated in candidates being able to: - work to meet the educational needs of all learners, within all classroom environments, in all educational leadership settings. (KNOWLEDGE) - exhibit knowledge of growth and development of students as it pertains to teaching in an inclusive environment. (KNOWLEDGE) - analyze bias and practices that impact learner success. (KNOWLEDGE) - challenge candidates to question, investigate, and develop their own conclusions about stereotypic societal views and perceptions. (KNOWLEDGE) 2. Work to resolve conflicts in positive ways, encourages group collaboration, problem solving and decision-making while respecting divergent opinions. - work to meet the educational needs of all learners, within all classroom environments, in all educational leadership settings. (SKILL) - exhibit knowledge of growth and development of students as it pertains to teaching in an inclusive environment. (SKILL) - infuse a multicultural dimension throughout their curriculum. (SKILL) - promote a learning environment/climate that embraces elements of diversity. (SKILL) - analyze bias and practices that impact learner success. (SKILL) - challenge candidates to question, investigate, and develop their own conclusions about stereotypic societal views and perceptions. ( SKILL) 3. Show willingness to model and exhibit tolerance for all persons and backgrounds, and fosters relationships with school colleagues, parents, and agencies of the larger community. This DISPOSITION will be observed in candidates behaviors, attitudes and beliefs as they: - work to meet the educational needs of all learners, within all classroom environments, in all educational leadership settings. (DISPOSITION) - exhibit knowledge of growth and development of students as it pertains to teaching in an inclusive environment. (DISPOSITION)

5 - infuse a multicultural dimension throughout their curriculum. (DISPOSITION) - demonstrate respect for all persons. (DISPOSITION) - promote a learning environment/climate that embraces elements of diversity. (DISPOSITION) - analyze bias and practices that impact learner success. (DISPOSITION) - challenge candidates to question, investigate, and develop their own conclusions about stereotypic societal views and perceptions. (DISPOSITION) IV Methodology/Technology Successful candidates, whether from initial or advanced programs, will embrace the value for planning and delivering teaching-learning activities that are consistent with identified learning objectives, ability level of students, while using a variety of instructional methodologies/strategies to prescribe for individual differences. To achieve these professional knowledge, skills and dispositions, Candidates will: 1. recognize the need for a variety of technology enhanced instructional strategies based on current research and best practice. - demonstrate knowledge of effective pedagogical methodologies and strategies. (KNOWLEDGE) - improve instruction based on reflective practice and research-based best practices. (KNOWLEDGE) - demonstrate the effective application of technology in communications with others in support of the teaching/learning process. (KNOWLEDGE) - plan and deliver instruction based upon knowledge of subject matter, the contextual backgrounds of students’ lives and interests, the community, and curricular goals. (KNOWLEDGE) 2. Utilize a variety of instructional methodologies and technologies to deliver lesson presentations. - demonstrate knowledge of effective pedagogical methodologies and strategies. (SKILL) - improve instruction based on reflective practice and research-based best practices. (SKILL) - demonstrate the effective application of technology in communications with others in support of the teaching/learning process. ( SKILL) - plan and deliver instruction based upon knowledge of subject matter, the contextual backgrounds of students’ lives and interests, the community, and curricular goals. (SKILL) 3. Demonstrate the active willingness to design, model and promote learning activities that are consistent with identified learning objectives.

6 - improve instruction based on reflective practice and research-based best practices. (DISPOSITION) - demonstrate the effective application of technology in communications with others in support of the teaching/learning process. (DISPOSITION) - plan and deliver instruction based upon knowledge of subject matter, the contextual backgrounds of students’ lives and interests, the community, and curricular goals. (DISPOSITION) The programs at Chadron State College strive to give candidates a variety of in- classroom and practicum exposures to different student learning approaches and behaviors as a basis for their philosophy and application of skills. Instructional strategies that have a high probability of enhancing student understanding and achievement for all students in all subject areas and grade levels are identified in the table below.

Table CF.1: Methodologies Affecting Student Learning Categories of Instructional Strategies/Methodologies Affecting Student Learning 1 Identifying Similarities and Differences- Analytical Reasoning 2 Summarizing and Note-taking- Discussion/Debate Strategies 3 Reinforcing Effort and Providing Recognition- Student Interests 4 Homework and Practice- Application/Engagement 5 Non-linguistic Representations- Visual/Sensory Methodologies 6 Cooperative Learning- Multiple Perspectives, Diversity 7 Set Objectives and Provide Feedback- Reflection/Assessment 8 Generating and Testing Hypothesis- Critical Thinking Skills 9 Questions, Cues and Advance Organizers- Facilitation/Coaching

With regard to Category #1, researchers found “Identifying Similarities and Differences” operations to be basic to human thought (Gentner & Markman, 1994). Category #2, “Summarizing and Note-taking” are two of the most powerful skills students can cultivate. They provide students with tools for identifying and understanding the most important aspects of what they are learning (Marzano, Pickering, Pollock, 2001). Category #3, “Reinforcing Effort and Providing Recognition”. Most students do not recognize the fact that the effort put into a task has a direct effect on their success relative to the task (Seligman, 1994) (Urdan, Midgley, & Anderman, 1998). Category #4, “Homework and Practice- Application/Engagement”. There is a direct relationship between the amount of time spent on homework and

7 student achievement, at the secondary grade levels (Keith, 1982). Skill learning commonly takes on a specific form and requires a fair amount of practice (Anderson, 1995). Category #5, “Non-linguistic Representations- Visual/Tactile- Sensory Methodologies” postulates that knowledge is stored in two forms – a linguistic form and an imagery form. The imagery form is expressed in mental pictures or even physical sensations such as smell, taste, touch, kinesthetic association and sound (Richardson, 1983). Category #6, organizing students into “Cooperative Learning” groups has a powerful effect on learning, regardless of whether groups compete with one another (Marzano, Pickering, Pollock, 2001). Category #7, “Set Objectives and Provide Feedback” provides direction for learning. Mager, (1962) explained that effective instructional objectives contain the following three defining characteristics: performance expectations, conditions for success, and criterion for acceptable performance. Category # 8, “Generating and Testing Hypothesis”, by definition, the process involves the application of knowledge. It is something we do quite naturally in many situations (Koedinger & Tabachneck, 1994). Research has shown the power of asking students to explain the principles they are working from, the hypothesis they generate from these principles, and why their hypothesis makes sense. Lavoie, 1999). Category # 9, “Questions, Cues and Advance Organizers”. Educational researchers have shown that the activation of prior knowledge is critical to learning of all types. Our background knowledge can influence what we perceive (Brewer & Treyens 1981).

V. Professionalism Successful candidates, whether from initial or advanced programs, will demonstrate conduct befitting a professional educator, to include the following behaviors: regular self-reflection, positive ethical behavior, respectful attitude, proper mode of dress, effective classroom management skills, appropriate knowledge of subject matter, and seeks opportunity to grow professionally. To achieve these professional knowledge, skills, and dispositions, Candidates will: 1. Demonstrate depth of content knowledge and subject matter, work to expand their own educational philosophy, and develop a set of sophisticated beliefs about teaching and learning. - practice from a specific set of professional values related to their leadership role, modeling integrity and commitment to their field. (KNOWLEDGE) - successfully develop knowledge of essential content area (Specialty Studies) and General Studies curricular concepts, and the appropriate

8 skills and dispositions to effectively impart this knowledge. (KNOWLEDGE) - use professional knowledge, skills, and dispositions when working with students, guardians, peers, administrators, and community members. (KNOWLEDGE) - demonstrate acceptable ethical behavior and continually reflect on the effects of their choices and actions on others. (KNOWLEDGE) -actively seek opportunities to grow as professional educators. (KNOWLEDGE)

2. Project a professional image in proper dress, conduct, attendance, punctuality and work ethic. - successfully develop knowledge of essential content area (Specialty Studies) and General Studies curricular concepts, and the appropriate skills and dispositions to effectively impart this knowledge. ( SKILL) - use professional knowledge, skills, and dispositions when working with students, guardians, peers, administrators, and community members. (SKILL) - demonstrate acceptable ethical behavior and continually reflect on the effects of their choices and actions on others. (SKILL) 3. Demonstrate the active willingness to model self-reflection, positive ethical behaviors, respectful attitude, and to take personal responsibility for their own professional development. - practice from a specific set of professional values related to their leadership role, modeling integrity and commitment to their field. (DISPOSITION) - successfully develop knowledge of essential content area (Specialty Studies) and General Studies curricular concepts, and the appropriate skills and dispositions to effectively impart this knowledge. (DISPOSITION) - use professional knowledge, skills, and dispositions when working with students, guardians, peers, administrators, and community members. (DISPOSITION) - demonstrate acceptable ethical behavior and continually reflect on the effects of their choices and actions on others. (DISPOSITION) -actively seek opportunities to grow as professional educators. (DISPOSITION)

VI. Thinking Skills Thinking skills apply to all subjects and to student learning at all levels. Candidates at all levels evaluate and assess information, conclusions, and points of view, and demonstrate/model these behaviors to P-12 students. They work will promote activities that elicit critical thought beyond recall and comprehension. They need to think

9 beneath the surface, to be logical, and fair. To achieve these professional knowledge, skills, and dispositions, Candidates will: 1. demonstrate personal responsibility for their learning and work diligently to learn from the internship experiences. - improve instruction based on reflection, practice and research-based best practices. (KNOWLEDGE) - formulate and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. (KNOWLEDGE)

2. Utilize a variety of critical thinking and decision-making strategies to promote learning. - improve instruction based on reflection, practice and research-based best practices. (SKILL) formulate and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. (SKILL) 3. Show value for the use of skills and knowledge to promote inquiry, critical analysis, and subject knowledge synthesis within all students. - improve instruction based on reflection, practice and research-based best practices. (DISPOSITION) - formulate and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. (DISPOSITION)

Summary of Candidate Outcomes In applying the seven components of the Visionary Leader model with their associated outcomes, candidates meet the professional standards for the Nebraska Department of Education and National Council for Accreditation of Teacher Education in preparing educators and other professional school personnel for initial and advanced programs. Candidate Assessment and Gateways The Education Unit’s focus is grounded in producing Visionary Leaders who stimulate and inspire the students they serve as they enter the world of the future, while preparing our candidates to succeed in the changing educational world. Our efforts are measured and evaluated in order to gauge success. Assessment-informed decisions are made which constantly guide our learning-centered programs. To provide this information, assessment is undertaken through multiple means and at various points in each program. Data gathered is purposeful, collected in a structured manner, and analyzed. Results are then applied to desired outcomes in order to measure success, find strengths and weaknesses, identify individual challenges, and find ways to meet

10 candidate needs. Candidate learning, faculty development, and program effectiveness are all examined through assessment. Our assessment system is structured to align with state, regional, and national standards. In the Chadron State College Education Unit, candidates are led in a student- centered learning focus. In classrooms and in practice, they experience the range and variety of tools that can help them determine what students learn and how to reflect on results to evaluate individual student progress and needs. Effective educators need an ongoing process providing consistent feedback and a multifaceted selection of measurement tools in order to understand, adjust, and guide. Evaluation and assessment, as well as feedback they provide, allow candidates to have “vision” into their own progress. This insight enables them to make decisions regarding modifications in their programs that will aid them in successfully reaching their goals. Faculty in the Education Unit provide models for candidates through their use and application of assessment. Candidates’ accountability for their own progress and for their students’ learning is a concept that becomes familiar through the use of assessment. As the candidate is exposed to assessment of their own progress, they begin to understand how different methods and tools can produce different kinds of information. Important in learning the use of assessment is the identification and development of classroom assessments designed with an understanding of specific needs, users, and contexts (Airasian, 2000; Roschewski, 2003). Important aspects of assessment are validity and reliability. Candidates learn about sampling strategies that accurately reflect student learning and how to develop assessment plans that include both formative and summative measures (Creighton, 2001; Scherer, 2003). Recognizing and controlling for sources of bias in assessment are paramount to producing valid data. An important aspect in the application of assessment is to understand strategies for controlling and eliminating bias along with the disposition that values equality and fairness (Airasian, 2000). Ultimately, the goal of assessment is to evaluate and apply the data gathered for purposes of growth and improvement. Faculty and candidates learn to utilize data in making decisions at all levels of the educational system (Creighton, 2001). Candidates gain knowledge and skills of statistical concepts and in the interpretation of data, along with application of the assessment tools. Candidates learn skills to help them utilize the information to improve student learning at all levels. Their practice helps them to understand the process of accurately interpreting and applying data to instructional planning, program evaluation, and, especially in the case of other school professionals, to school and program improvement (Scherer, 2003). The Education Unit’s assessment system is an on-going process, always under review for ways to affect improved candidate learning success. We examine methods for strengthening our curriculum, examining the evaluation and comprehension of data, ever watchful for opportunities to achieve excellence. Assessment is designed to engage candidates in the process of their own professional development through simulations and authentic classroom experiences,

11 coupled with coursework and reflective portfolios as evidence of preparation to enter the profession. It allows candidates the ownership of their achievements and provides a path for development of shared understanding of dispositions, knowledge, and skills. Assessment, as an integral component of learning, is a shared and continuous process, bringing the Unit faculty and candidates together with our participating P-12 school partners. Further detail of the gateways and key assessments are presented in table of key assessments, assessment plans and gateway tables located within the Rule 20 document. These tables depict the initial and advanced program gateways, assessments, and feedback processes. Summary Our vision was chosen to guide current and future Unit faculty, Unit candidates, and the future students of Unit candidates to function confidently and effectively in a world environment of rapid change. It is based, to a great extent, on the constructivist learning model that emphasizes shared responsibilities in the teaching/learning process and supports the needs of all learners as individuals. “Developing Visionary Leaders for Lifelong Learning” is the goal of the Education Unit at Chadron State College.