Of the SUNY Buffalo State

By-Laws of the SUNY Buffalo State Teacher Education Unit Professional Advisory Council

(TEU PAC)

Unit Operations

2007

TEU Conceptual Framework

By-Laws Revised Fall 2014 BY-LAWS – BUFFALO STATE TEACHER EDUCATION UNIT PROFESSIONAL ADVISORY COUNCIL

Mission

The mission of the teacher education faculty at SUNY Buffalo State is to prepare reflective facilitators of learning (initial programs) and accomplished reflective educators (advanced programs) to meet the challenge of teaching all learners in a complex, technological, global society. Teacher education faculty engage their collective expertise in teaching; scholarship and research; and service to the community, college, and profession. Faculty value and strive to cultivate a professional climate that promotes teaching excellence, intellectual vitality, and communication through collaboration across programs, among faculty, students, and the larger community.

The mission of the SUNY Buffalo State Professional Development Schools (PDS) Consortium aligns with the mission of teacher education and is aligned with current clinically-rich practices. The Professional Development Schools (PDS) partnership between the Teacher Education Unit at SUNY Buffalo State and participating schools and community services is a collaborative effort. The partnership is dedicated to college faculty, school administrators, practicing teachers and teacher candidates exploring effective practices to (1) cooperatively mentor teacher candidates and provide close connections to classroom practice; (2) promote shared professional development for all constituents; (3) impact student learning; and (4) research innovative and best educational practices.

The mission of the Teacher Education Unit Professional Advisory Council (TEUPAC) is to facilitate the highest quality teacher preparation for reflective facilitators of learning (initial programs) and accomplished reflective educators (advanced programs). Maximizing future learning for P-12 students is the guiding foundation in achieving that mission. TEUPAC will guide the PDS Consortium to meet the goals and support the core values of its teacher education programs. TEUPAC will act as the liaison between the Unit Head and the Consortium.

Core Values

The teacher education faculty believe that the optimal environment for teacher preparation is one in which university-based and school-based teacher educators collaborate closely on mutually identified and mutually beneficial outcomes designed to improve both the university and school settings.

The teacher education faculty both recognize and celebrate the diversity which characterizes American educational institutions. Furthermore, the faculty are unequivocally committed to preparing educators whose attitudes and professional expertise advance diversity and the diversification of the United State’s democratic society.

Teacher education faculty are committed to the following fundamental premises: (1) that all students can learn; (2) that all students have a right to learn to their greatest potential; and (3) that all students are entitled to an educational environment where teaching and learning are the most valued of all activities.

Buffalo State intends to build upon its strength in teacher education and its location in the second largest city in the state to play a leadership role in addressing the issues relative to the delivery of quality education in all settings. In support of this initiative, the college will:

 Focus on studying and assisting all schools, particularly those in high needs areas  Seek to recruit students with an interest in high needs settings  Develop curricula to focus on training for service in high needs settings  Provide continuing education and lifelong learning opportunities for teachers in the region.

Conceptual Framework for Teacher Education

Elements

The TEU conceptual framework forms a basis for all unit operations. The conceptual framework for professional education at Buffalo State reflects the commitment of all members of the professional education community to the preparation of knowledgeable and skilled educators. It is most significantly influenced by a strong commitment to issues of diversity, value for collaboration between college and public school personnel for the mutual renewal and improvement of each setting, and an educational environment which ensures success for all. These values, along with the identified array of knowledge, disposition, and skill outcomes that have been developed unit-wide--as well as those additional outcomes which have been developed by individual programs--constitute the basis for assessing individual candidate performance and for making judgments about overall program quality.

Unit Goals

The Teacher Education Unit goals directly reflect components of the conceptual framework:

Goal 1: Content - The professional educator will know the subject matter to be taught to P-12 learners.

Goal 2: Learner - The professional educator will understand P-12 learners’ socialization, growth and development; the learning process; reflection of teaching; and the establishment of a classroom climate that facilitates learning.

Goal 3: Pedagogy - The professional educator will attain an understanding of the strategies that candidates use to teach all learners.

Goal 4: Technology - The professional educator uses technology as a vehicle for learners to acquire information, practice skills, use higher order thinking skills, and participate in collaborative projects. Goal 5: Reflection - The professional educator exhibits the ability to reflect and assess his/her own effectiveness, and to systematically make adjustments to improve and strengthen areas needing attention.

Goal 6: Dispositions - The professional educator demonstrates respect for learner differences, commitment to own personal growth, and engagement in short and long-term planning.

Goal 7: Diversity - The professional educator is aware of and sensitive to diversity issues and to use culturally and socially responsive pedagogy

BY-LAWS

ARTICLE I: Name

The name of this organization shall be the Teacher Education Unit Professional Advisory Council and shall be abbreviated as TEUPAC.

ARTICLE II: Mission

ARTICLE III: Goals

There are two primary goals for TEUPAC. The first goal is to review, reflect on, and as appropriate, contribute to information and data regarding unit operations and candidate performance to be communicated to the Consortium and to the Unit Head. The second goal is to collaborate and communicate with unit faculty, candidates, schools, and other stakeholders in order to effectively share informed ideas, suggestions, recommendations for improvement, and action plans which will improve all or any parts of the Teacher Education Unit, teacher education preparation, and the impact those programs have on P-12 learners.

ARTICLE IV: Objectives To accomplish the above stated goals, the Teacher Education Unit Professional Advisory Council holds the following membership responsibilities:

a) Review data and information provided by the unit and contribute additional information from the PDS Consortium to the unit b) Participate actively in discussions and decision-making; thereby guiding the unit and PDS Consortium to meet the goals of the mission statements c) Maintain up-to-date contact and collaboration with all constituents of the unit and the PDS Consortium e) Monitor and evaluate implemented recommendations.

In addition, the council will provide advice and feedback on matters related to teacher education curriculum and assessment. Nothing, however, in these bylaws, either explicit or implied, shall serve to limit the responsibility or authority of the academic schools or departments at Buffalo State, nor shall these bylaws in any way limit the responsibility or authority of the College Senate or other existing college governance structures. Furthermore, it shall be understood that the TEUPAC has no authority to engage in actions contrary to procedures or policies delineated in any formally approved collective bargaining agreement or approved as official college policy (e.g., published in the Directory of Policy Statements).

ARTICLE V: Membership

Section 1. PDS Consortium Membership

Members of the Professional Development Schools (PDS) Consortium are those schools and community agencies where the organization and SUNY Buffalo State personnel work in partnership to facilitate high levels of learning by all children. Members shall also include those institutions of higher education which are jointly registered with SUNY Buffalo State.

Section 2. TEUPAC Membership

The TEUPAC is defined as the working group of partners from SUNY Buffalo State and the PDS schools, as well as members from Jointly Registered Programs, and undergraduate and graduate teacher candidate representatives, as well as additional community partners.

The TEUPAC Co-Directors’ appointments are made by the School of Education (SOE) Dean in collaboration with the Deans of the Schools of Arts and Humanities, Natural and Social Sciences, and Professions with the intent to be representative of the various constituents in the Teacher Education Unit. These appointments may be suggested to the Unit Head by the current TEUPAC based on the member’s expertise and involvement in TEUPAC and PDS. The Co-Directors will furnish leadership for TEUPAC and the PDS Consortium and will act as a liaison, along with the Dean of the SOE, between the TEU and the Consortium. In conjunction with the TEUPAC membership, the Co-Directors will coordinate meetings and events and generally guide the overall direction of the PDS Consortium to meet the goals and core values of its mission. The term of office for the Co-Directors shall be continued based on the recommendation of the SUNY Buffalo State Teacher Education Unit Head. Ad hoc membership may include SUNY Buffalo State Deans, Associate Deans, CAEP Coordinator, Teacher Certification Officer, Center for Excellence in Urban and Rural Education (CEURE) Director, the Vice President for Pipeline Initiatives, and Department Chairs.

Sub-Section 1. Method of Selection for TEUPAC Membership

1) The SUNY Buffalo State faculty members will be nominated and voted into their position from their respective programs throughout the Teacher Education Unit.

2) The PDS School members will be nominated and voted into position by the PDS Consortium constituents.

3) Interested SUNY Buffalo State teacher candidates complete an application and interview process and are selected by the Co-Directors and current PDS teacher candidate representatives.

4) Community representatives will be selected upon recommendation of TEUPAC.

Sub-Section 2 . Voting Privileges for TEUPAC Membership

All members of the Teacher Education Unit Professional Advisory Council have equal privileges as full voting members who may participate in all discussions, bring forward motions for unit action plans, and vote on decisions as needed.

Sub-Section 3. Term of Appointment for TEUPAC Membership

Members will have a term of three years, with staggered terms except for teacher candidates who will serve three consecutive semesters.

Sub-Section 4. Roles for TEUPAC Membership

The Co-Directors will serve at the pleasure of the SOE Dean and Unit Head. The responsibilities of the Co-Directors shall be to a) oversee organization and governance of the TEUPAC; b) ensure the dissemination of information to all TEUPAC and PDS Consortium members; c) serve as a liaison while facilitating communications among all current and potential constituents in the Teacher Education Unit and PDS Consortium; d) create TEUPAC and PDS Consortium meeting agendas and preside at all meetings f) transmit recommendations of TEUPAC to appropriate groups; (g) ensure the accuracy and prompt distribution of meeting minutes and other information; (h) oversee the agreement, voucher, and mini-grant processes for PDS sites; (i) oversee communication to teacher candidates; and (j) supervise the PDS website.

The members of TEUPAC will be expected to attend PDS Consortium meetings, TEUPAC meetings, and the annual PDS Retreat. These members will actively participate in supporting the goals and core values of the mission statement. Section 3: Liaison Committee Membership A Liaison Committee consists of the Principal (or designee), the Liaison Committee Coordinator, additional mentor teachers as determined by the school, and the university faculty member(s) involved with the school. The Committee may also include a teacher candidate representative. Each PDS is expected to have a liaison committee.

Sub-Section 1: Method of Selection for Liaison Committee

1.) Each PDS school site determines its own Liaison Committee membership according to the guidelines outlined above. 2.) Each Teacher Education Unit program/department assigns a faculty member to a particular school site to serve on the Liaison Committee.

Sub-Section 2: Term of Appointment for Liaison Committee

1.) Members of the Liaison Committee serve at the pleasure of the School Leader and the Teacher Education Programs

Sub-Section 3: Roles of Liaison Committee

The Liaison Committee assists in the coordination of activities relative to teacher education and school renewal. The Liaison Committee is assigned responsibility for disseminating the concerns, decisions and/or actions of the TEUPAC and of their specific PDS staff within their own school; assists in the identification of teacher education resource persons in the school or district; participates in scheduling teacher candidates in the school; and contributes to the development of PDS and TEUPAC goals.

ARTICLE VI: - Meetings TEUPAC will meet at least twice each semester and at least twice each summer. Dates of TEUPAC and Consortium meetings will be announced in the college Daily Bulletin at the beginning of each academic semester and on the PDS website. Meetings will be called and scheduled by the Co-Directors, with the agenda being established collaboratively. Meeting announcements and agendas should be distributed to TEUPAC members at least 10 days in advance of meetings. Minutes from previous meetings will also be provided at each meeting. Article VII: Terms of PDS Agreement Partners will adhere to signed agreements which highlight attendance at meetings and other responsibilities as noted in agreement. Faculty will fulfill the professional development responsibilities outlined in the agreement. Buffalo State will support the PDS according to the details of each stage agreement. In addition, PDS partners may apply for a SUNY Buffalo State PDS mini-grant to support action research based on the needs of the P-12 learners. Those partners who receive PDS Action Research Project Mini Grants must present their research at the PDS Annual Retreat. ARTICLE VIII: Amendments

Any member of the TEUPAC may prepare/present a proposed amendment to the by-laws. Proposed amendments to the TEUPAC By-laws must be presented first to the TEUPAC for review. Adoption of amendments to by-laws requires a simple majority of the eligible voting membership of TEUPAC. Once approved by TEUPAC, the proposed amendment(s) must then be presented to the PDS Consortium and approval is based on a simple majority. Once approved by TEUPAC and the PDS Consortium, the proposed amendment(s) may then be communicated to the Dean of the School of Education, the Teacher Education Council and Unit Head.