DRAFT Info in Italics Will Be Removed in Final Version

PTEAC Minutes Thursday, October 20, 2016 1104 KC 3:00 PM

Present: Armstrong, Campbell, Cimitile, Coffey, Evans (recorder), Gibbs, Helder, Kanpol, King, P. Lancaster, McDonell, Owens, Rybzinski, Tutt, White, Zwart

I. Welcome (Barry Kanpol)

A. Brief introduction, academic background discussed

B. Brief introductions from PTEAC members

II. CAEP Request for CLAS Data (Caryn King)

A. Handout prepared that wasn’t on the agenda

B. CAEP is being very specific about the way they need data presented/commented on

i. It would be beneficial for CLAS Faculty to prepare plans on how these data

will be collected/reported

ii. Alignment of InTASC data with SPA data

a. Data in addition to the InTASC data will not need to be collected

b. CAEP deal with InTASC data, not SPA data

C. Across all COE programs, we need aggregated data on each student by InTASC

standards

i. Disaggregated data for each program will also need to be presented

ii. Programs that will require disaggregated data

a. Elementary Programs

- Language Arts, Social Studies, Integrated Science, Math

b. Secondary Programs - Biology, Chemistry, Earth/Space Science, English, French,

German, History, Latin, Math, Music, Physical Education,

Physics, Social Studies, Spanish, and Visual Arts

iii. Initial report is due June 2018

D. Discussion on how we gather data on InTASC standard 1, aggregated across 3 cycles

(each time a course is offered = 1 cycle) for EACH program, and data needs to be disaggregated by EACH program

i. Comparison between education majors and non-education majors within

each program

a. There is no difference between the teaching track candidates and

non-teaching track candidates in, for example, Integrated Science

ii. Considerations of reasonable approaches to gather comparative data

a. What is it that we are supposed to be comparing?

- Content knowledge of preservice teachers to the content

knowledge of non-education majors, within a program

b. Folks who aren’t going to be future teachers may not provide

adequate content knowledge comparisons

c. GPA mean for the whole class v. mean for education majors is one

comparison point

iii. What would be the desired outcome for our teacher candidates?

a. Gathering data on students by program

b. Collection of information so people can study it and make

generalizations about it E. PPE in 330, 331, 430, and 431 lists the InTASC standards for all admitted COE students

i. COE can provide PPE data within the content area

F. Evidence of both Elementary and Secondary candidates ability to teach content in P-

12 classrooms

i. Are Elementary teachers being placed with content specialists?

a. Not necessarily

ii. One measure in this area is already collected by cooperating teachers and

field coordinators

a. We have been collecting this information

G. Caryn King expressed a desire to work more collaboratively with CLAS content faculty to present adequate data to show students’ content knowledge

i. Preponderance of the evidence required

ii. MTTC scores is one measure, but it is not enough

iii. Requesting additional measures within the content areas

iv. What do CLAS content faculty need to do for Elementary students?

a. CAEP is silent when it comes to the matter of content people

reviewing the content knowledge of Elementary students

v. CAEP requires measures across time

a. GPA- Are our candidate’s grades higher, lower, similar to, etc. than

other candidates going into a particular program (content area)?

b. Portfolio

c. Developmental Arc on second portfolio d. Suggestion that the content faculty also review student portfolios

and have the CLAS content faculty also review the portfolio?

e. Suggestion that students save their feedback from their content

major faculty and include these artifacts in their portfolios

- Documentation of the use of technology with children is really

good evidence to be documented

- Example includes the student’s use of the Elmo

- Documentation cannot merely be reporting; CAEP wants

evidence

- Particular requirements could be embedded in syllabi

- Coupled with evidence: Of so many in this class, this many

students were proficient using this technology with a diverse

group of students

f. Inclusion of a pre and post measure to indicate how much the

children of the classroom have learned during their content area

experiences pre-COE admission will also help demonstrate a

preponderance of evidence over time

H. Discussion on creating a meaningful data collection process

i. Using a framework for National Board Certification as a platform for data

collection in these areas

I. State Proposed Teacher Education Changes

i. Potential elimination of the teachable minor requirement for those seeking

secondary certification

ii. GVSU requires the teachable minor iii. Do we see value in the minor requirement?

a. We need our candidates to teach in multiple areas in order for many

of them to get interviews – Middle School Principal perspective

b. Our students will be competing with all of the alternative

certification programs coming into the state

iv. Data that shows who is being hired and what are their qualifications, this

would help us show the value in keeping the teachable minor at GVSU

a. We do not want to base this on anecdotal evidence

v. Elimination of the teachable minor requirement could have a strong negative

impact on CLAS curriculum and enrollment

a. Can we survey the Principal’s Advisory Board to find out who they

are seeking to interview/hire?

b. We need to not just say we are continuing the minor without

evidence

- What is best in preparing our students?

- Time to graduation tuition, etc. matters

- We should not just keep our current format of teachable

major/minor without solid evidence

c. Could we also survey/benchmark other TPIs to find out how they may

react to the potential elimination of the teachable minor?

III. Course and Program Changes (Paula Lancaster)

A. Teacher Education, Social Foundations, and Special Education faculty have been

working on a 200 level course on how teachers teach, how learners learn

i. 3 credit course; 200 level ii. We would like to offer this course as a general education offering

iii. Orientation/introduction to the profession

a. Fills a programmatic gap

B. Seeking feedback and concern from CLAS faculty

i. Will it be required/prerequisite for any other COE courses?

a. It would be required for COE students

ii. Potential impact in CLAS content majors/minors

a. It would add 3 credits to Social Studies majors

iii. As a general education course it would need to be inclusive for all students

iv. Is there another way to rearrange the other requirements within the

Education major?

a. This is where we started, but we didn’t consider the additional 3

credits for Social Studies majors

b. Willingness to reconsider where this can fit in the Education program

and/or where this can fit as a general education course

c. This may change based on potential (likely) core guidelines from the

- This may prove an opportunity for us to look critically at our

programs and restructure in response to the State

v. Could the number of credits be reduced?

IV. Announcements

A. MACTE persuaded the Michigan Department of Education to lower the cut off score

on the writing ACT to accept a score of 22 as the equivalent as the PRE writing portion

i. All three content areas now have an ACT equivalent cut off score of 22 ii. Communicating the change to all Education students to ensure that we

communicate this effectively with their students

B. Standards Revision Committee work will begin looking at Elementary Certification on

October 27, 2016

C. MDE Credentials and Stakeholder Survey

i. Kevin Tutt will forward to Shawn Evans for distribution

D. NY Times Opinion Article on Help Teachers before they get to Class

E. Glenda Eikenberry has retired as the Director of Administrative Services; Casey

Thelenwood has been named her replacement

i. Please include her on any curriculum proposals

F. Close to funding for Advantage Math 380 course during the spring/summer

G. November 3-4 Michigan Association of School Psychologists Conference hosted at

the Eberhard Center

H. COE has received a sum of money to conduct research between traditional and

charter schools

V. Adjourned