Iowa State Board of Education

Executive Summary

March 28, 2019

Agenda Item: Morningside College Traditional Practitioner Preparation Program Approval

State Board Priority: Improving Teacher and Leader Preparation

State Board Role/Authority: The State Board of Education sets standards and approves practitioner preparation programs based on those standards. Iowa Code section 256.7(3) and 281 Iowa Administrative rule 79.5.

Presenter(s): Lawrence R. Bice, Administrative Consultant Bureau of Leading, Teaching, Learning Services

Attachment(s): One

Recommendation: It is recommended that the State Board award full approval to the Morningside College traditional practitioner preparation program through the next review scheduled for the 2024-2025 academic year.

Background: Morningside College provides a traditional practitioner preparation program on their Sioux City campus, in addition to online graduate endorsement coursework for in-service teachers. The Morningside program offers preparation in many elementary and secondary level endorsements. The attached report is a summary of the fall 2017 review of the Morningside College traditional practitioner preparation program under 281 Iowa Administrative Code chapter 79. The program has met all Chapter 79 standards without condition; therefore, the Department recommends the State Board grant full approval to the Morningside College traditional practitioner preparation program.

Morningside College Educator Preparation Programs IAC 281 Chapter 79

Team Report

Preliminary Review: August 30, 2017 Site Visit: October 29, 2017 through November 2, 2017

Final Report: January 12, 2018

Presented to the State Board of Education on March 28, 2019

Iowa Department of Education

Review Team Members:

Dr. Laura Kiernan, Drake University Dr. Timothy Van Soelen, Dordt College Dr. Paula Ganzeveld, Mount Mercy University Ms. Laura Heitritter, Northwestern College Dr. Gail Moorman Behrens, Upper Iowa University Dr. Rebecca Beckner, Iowa Wesleyan University Ms. Joanne Tubbs, Iowa Board of Educational Examiners Dr. Carole Richardson, Iowa Department of Education Dr. Lawrence Bice, Iowa Department of Education Mr. Matt Ludwig, Iowa Department of Education

In addition to all findings, this report provides a summary of resolutions of compliance concerns only. See the attached appendix (beginning on page 22) for the complete, unedited Morningside Program response to recommendations and concerns. Names have been redacted in compliance concerns. Note that a number of exhibits were provided by Morningside to support their response. These exhibits are not included in this report, but are available upon request.

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Background

Morningside College was founded on December 5, 1894, when a committee of fifteen ministers of the Northwest Iowa Conference of the Methodist Episcopal Church and twelve laypersons filed Articles of Incorporation. The College purchased the grounds and a single building (known today as Charles City College Hall) of the failing University of the Northwest, started in 1890 by Methodist ministers and local businessmen. Under President G.W. Carr, classes began at Morningside College in the fall of 1895.

Morningside grew from a high school academy with a few college students to the largest college in northwest Iowa under the leadership of its second president, Rev. Wilson Seeley Lewis. Lewis oversaw the completion in 1900 of the second campus building, today’s Lewis Hall, and began the college endowment before he was called to be Bishop to China.

In 1914, Charles City College merged with Morningside. A German Methodist Episcopal college founded in 1868 in Galena, Illinois, Charles City College had moved to Charles City, Iowa, in 1891.

Morningside College currently prepares teachers at both the undergraduate and graduate levels. Degrees offered are Bachelor of Arts, Bachelor of Science, Bachelor of Music Education, and Master of Arts in Teaching. Morningside does not offer initial teaching licensure programs at the graduate level. It does, however, offer a number of Iowa endorsement programs at the graduate level to enable persons possessing an initial teaching license the ability to add endorsable programs to their teaching license. Morningside College also offers one of two alternative teacher preparation programs in Iowa, an undergraduate teacher intern program for individuals who possess a baccalaureate degree in a content field and who want to become certified as a secondary teacher.

Morningside College implemented a unique program for delivering graduate programs to students at a distance, particularly in areas of Iowa where there was little or no access to graduate education. The College developed cooperative graduate programs with eight of the eleven Area Education Agencies (AEAs) in the state of Iowa through which teachers in those regions could earn specific graduate endorsements and degrees while continuing to teach in their home school districts.

The Morningside College undergraduate teacher education programs offer majors to prepare candidates to teach in the following areas: elementary education, K-8 Instructional Strategist I, 5-12 Instructional Strategist I, K-8 art, 5-12 art, K-8 music, 5-12 music, and 5-12 English, mathematics, history, Spanish, biology, chemistry, physics, and all science. In addition, candidates can earn endorsements in K-12 ESL, middle school, K-8 and 5-12 reading, and coaching.

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Acknowledgements

Team members would like to express their gratitude to the Morningside College community for their hospitality and assistance in facilitating the team’s work. The tasks associated with the review process necessitate intense focus by reviewers during a concentrated period of time. Everyone we encountered graciously responded to our questions and requests for materials. We interacted with a wide variety of individuals who demonstrated enthusiasm, professionalism, and dedication to this program.

The team expresses its appreciation for the work of all involved with a special thank you to those whose roles were integral in the success of this visit. Some of those people are:

John Reynders, President Dr. Bill Deeds, Provost Ron Jorgensen, Chief Financial Officer Dr. LuAnn Haase, Chair, Education Department Dr. Steve Gates, Chair of Graduate Education Dr. John Pinto, Institutional Assessment Joan Shaputis, Recommending Official Dr. Heath Weber, Associate Dean for Fine and Performing Arts Barb Chambers, Graduate Education Program

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GOVERNANCE AND RESOURCES

281—79.10(256) Governance and resources standard. Governance and resources adequately support the preparation of practitioner candidates to meet professional, state and institutional standards in accordance with the following provisions. 79.10(1) A clearly understood governance structure provides guidance and support for all educator preparation programs in the unit. 79.10(2) The professional education unit has primary responsibility for all educator preparation programs offered by the institution through any delivery model. 79.10(3) The unit’s conceptual framework establishes the shared vision for the unit and provides the foundation for all components of the educator preparation programs. 79.10(4) The unit demonstrates alignment of unit standards with current national professional standards for educator preparation. Teacher preparation must align with InTASC standards. Leadership preparation programs must align with ISSL standards. 79.10(5) The unit provides evidence of ongoing collaboration with appropriate stakeholders. There is an active advisory committee that is involved semiannually in providing input for program evaluation and continuous improvement. 79.10(6) When a unit is a part of a college or university, there is ongoing collaboration with the appropriate departments of the institution, especially regarding content knowledge. 79.10(7) The institution provides resources and support necessary for the delivery of quality preparation program(s). The resources and support include the following: a. Financial resources; facilities; appropriate educational materials, equipment and library services; and commitment to a work climate, policies, and faculty/staff assignments which promote/support best practices in teaching, scholarship and service; b. Resources to support professional development opportunities; c. Resources to support technological and instructional needs to enhance candidate learning; d. Resources to support quality clinical experiences for all educator candidates; and e. Commitment of sufficient administrative, clerical, and technical staff. 79.10(8) The unit has a clearly articulated appeals process, aligned with the institutional policy, for decisions impacting candidates. This process is communicated to all candidates and faculty. 79.10(9) The use of part-time faculty and graduate students in teaching roles is purposeful and is managed to ensure integrity, quality, and continuity of all programs. 79.10(10) Resources are equitable for all program components, regardless of delivery model or location.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Commendations/Strengths: • There are resources in place for faculty development for technology use and best practices for teaching online. Several faculty indicated there are professional development opportunities on campus, especially for faculty in their first 3 years.

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• Consistent evidence from multiple sources indicate Dr. LuAnn Haase is a significant resource within the Walker School of Education. • In the college-wide prioritization, the value of the School of Education programs was recognized. • Outreach efforts by library personnel include instruction sessions for undergraduate education students on such topics as citation of sources, research, and copyrights. Outreach efforts to graduate students have been extended to provide appropriate assistance and connections with available resources. • Engaged advisory committees for all three educator preparation programs enhance the unit and provide input for continuous improvement. • The leadership and work begun by Dr. John Pinto for graduate program oversight has been very important in improving the quality and reputation of graduate teacher endorsement programs. His plans for increasing the number of full time faculty in the graduate program, if enacted, will further improve the quality of the graduate program. • The institution illustrates commitment to the quality of the graduate program by creating the position of chair of the graduate department, and hiring Dr. Steve Gates to fill the position. • Collaboration between unit faculty and those in departments across the campus is strong and purposeful in efforts to enhance candidate preparation in content knowledge. • Collaboration between the School of Education and the music education department results in foundational courses in the music education department that meet the curriculum and teaching requirements of the both departments and differentiate for music education candidates.

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

1. 79.10(2) The team finds evidence that undergraduate adjunct faculty members who teach methods courses are not aware of a faculty evaluation process and have not been formally evaluated. The team recommends a plan be developed and implemented to provide supervision and evaluation of all adjunct faculty members.

Morningside Chapter 79 Review Final Report March 2019 5 environment. There is a distinct polarization among the faculty. The team recommends the institution examine the work climate for resolution of this disparity.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

1. 79.10(1) Evidence indicates a lack of a cohesive unit providing governance/oversight/quality to two traditional education programs (graduate and undergraduate). The two programs operate redundant endorsements, yet are separate and distinct in oversight, management and quality of delivery. The oversight of the graduate program is not comprehensive. The team requires the institution to evaluate and adjust the governance structure and human resources of the educator preparation programs to provide a clear and cohesive structure that will benefit the quality of preparation in all programs.

2. 79.10(2) The team finds evidence the unit does not exercise primary responsibility for the program. Evidence includes: a. Offering a Family Consumer Science (FCS) Career and Technical Education (CTE) course for an intern candidate when Morningside does not have an approved FCS program. b. Offering credit for the Iowa Principal Leadership Academy (IPLA) program when Morningside does not have an approved principal preparation program. The team requires the unit to examine their approved programs and develop policies to ensure that they no longer offer coursework for endorsements for which they do not have expertise or program approval.

3. 79.10(7) The team notes the presence of four full-time faculty members who have been hired to further advance the quality of the master’s degree foundational core of the Graduate Education program. No full-time faculty members have been hired to provide the same to the graduate endorsement content areas. The work of the Lead Academic Coordinator (LAC) and Assistant Academic Coordinator (AAC) positions provides a level of oversight over course delivery, however, the management of programming is also spread across the LAC/AAC positions, some of which may not have adequate expertise in an endorsement area in their purview. The team requires the institution to examine faculty resources and adjust to provide for oversight and advancement of endorsement programming.

Resolution of Concern #1: Morningside instituted a new governance structure on June 1, 2018. The new structure established the position of Dean of the School of Education, which reports directly to the provost. Under the dean are three departments, each with a Department Head, reporting directly to the dean. The departments are: undergraduate teacher preparation (Ch. 79), graduate teacher preparation (Ch. 79) and teacher intern department (Ch. 77). The additional positions are confirmed by the provost. The team considers this concern MET.

Resolution of Concern #2:

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Resolution of Concern #3: The institution has reorganized resources and changed policies. Morningside has added five FTE for instruction/oversight of specific content areas in the graduate program. Three additional FTE have been identified to be hired as resources are available. In the meantime, Morningside has hired qualified faculty to provide curriculum and teaching oversight in content areas in the graduate program. Based on the hiring to date, the shifting of resources and the adjusted policies now in place, the team considers this standard MET.

NOTE: The Iowa Department of Education consultants will conduct a follow up visit one year from the time of Board action to ensure plans were properly implemented.

Sources of Information:

Interviews with: President, Provost, Graduate Education Chair, Undergraduate Education Chair, Director of Teacher Intern Program, Graduate Education Faculty Members, Graduate Education Lead Academic Coordinators, Graduate Advisors, Chief Financial Officer, Educational Technology Support, Undergraduate Adjunct Faculty Members, Library Directors, Licensure Recommending Official, Graduate Committee

Review of: • Course syllabi • Institutional Report • Program Response to Review Team’s Initial Report • Visits to classrooms and discussions with students • 2017-2018 Graduate Catalog • Graduate FAQ’s • Graduate Committee meeting minutes

Final Recommendation: Met Not Met Or Met with Strength

DIVERSITY

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79.11(1) The institution and unit work to establish a climate that promotes and supports diversity. 79.11(2) The institution’s and unit’s plans, policies, and practices document their efforts in establishing and maintaining a diverse faculty and student body.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Commendations/Strengths: • The unit clearly understands and supports opportunities to engage with diverse students locally.

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

1. 79.11(2) The team found no evidence of recruitment efforts to increase diversity in the student body and faculty. The team recommends the unit examine recruitment plans to develop and implement a plan to increase diversity in students and faculty. The team further suggests the unit make efforts to increase diversity to mirror that of the northwest region of the state their program completers typically serve.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

None

Sources of Information:

Interviews with: President, Provost, Graduate Education Chair, Undergraduate Education Chair, Director of Teacher Intern Program, Graduate Education Faculty Members, Educational Technology Support, Undergraduate Adjunct Faculty Members, local administrators and cooperating teachers, advisory committee

Review of: • Course syllabi • Institutional Report • Program Response to Review Team’s Initial Report • Visits to classrooms and discussions with students • Department meeting minutes

Final Recommendation:

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Met Not Met Or Met with Strength

FACULTY

281—79.12(256) Faculty standard. Faculty qualifications and performance shall facilitate the professional development of practitioner candidates in accordance with the following provisions. 79.12(1) The unit defines the roles and requirements for faculty members by position. The unit describes how roles and requirements are determined. 79.12(2) The unit documents the alignment of teaching duties for each faculty member with that member’s preparation, knowledge, experiences and skills. 79.12(3) The unit holds faculty members accountable for teaching prowess. This accountability includes evaluation and indicators for continuous improvement. 79.12(4) The unit holds faculty members accountable for professional growth to meet the academic needs of the unit. 79.12(5) Faculty members collaborate with: a. Colleagues in the unit; b. Colleagues across the institution; c. Colleagues in PK-12 schools/agencies/learning settings. Faculty members engage in professional education and maintain ongoing involvement in activities in preschool and elementary, middle, or secondary schools. For faculty members engaged in teacher preparation, activities shall include at least 40 hours of teaching at the appropriate grade level(s) during a period not exceeding five years in duration.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Commendations/Strengths:

• Candidates describe advising as accurate and helpful, describing strong support from faculty members. Candidates describe supportive connections with faculty members. • Candidates, local educators and faculty articulate strong collaborative relationships between undergraduate faculty and LEAs. • Susie Lubbers, an experienced faculty member, recently successfully defended her doctoral dissertation.

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

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visits in their first year by the department chair, as well as a third year evaluation. Evidence indicates this occurs inconsistently. The team recommends the unit examine policies and procedures and make adjustments in order to provide consistent, useful faculty evaluations.

2. 79.12(3) Graduate adjunct faculty are evaluated on how long it takes them to provide students with feedback, the amount of time they spend online, but these are not guarantees of quality teaching and learning. There is no clear evaluation of effectiveness of teaching and candidate learning. The team recommends the unit consider additional oversight for quality online instructional delivery and student engagement.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

1. 79.12(2) The team does not find evidence that all part time faculty members in the graduate program are qualified for their teaching assignments. In particular: • On faculty members’ teaching experience has been exclusively at faith-based schools, she has her MAT from Morningside, and is teaching a graduate level class on diversity. • One faculty member is supervising graduate ESL internships for both elementary and secondary, but has no evidence of teaching experience with ESL, and the bulk of her teaching experience is at the PreK-8th grade levels. The team requires the unit to document a clear policy and process for examination of all faculty qualifications aligned with teaching assignments.

2. 79.12(2) The LAC/AAC positions are designed to provide oversight for instruction in online courses in the graduate program. The persons in these positions are responsible to oversee instruction in a variety of courses in varied endorsement areas. Because of the distribution of oversight work, persons in LAC/AAC positions have oversight over content they are not qualified to teach. The team requires the unit to examine all faculty qualifications, including LAC/AAC, and develop a sustainable policy to ensure faculty have knowledge preparation and experience aligned with the teaching/oversight assignments.

Resolution of Concern #1: Morningside has reiterated a policy for ensuring qualified faculty. The policy articulates requirements for all faculty (full time and part time) to have knowledge, preparation and experience similar to that in the courses assigned. The team considers this standard MET.

Resolution of Concern #2: Morningside has changed their graduate program oversight structure to include the addition of a full time faculty member for program oversight, restructuring of the use of LAC positions, and designation of Lead Content Instructors (adjunct). Morningside documented these changes in their updated Graduate Programs in Education Faculty Handbook. The team considers this standard MET.

NOTE: The Iowa Department of Education consultants will conduct a follow up visit one year from the time of Board action to ensure plans were properly implemented.

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Sources of Information:

Interviews with: Provost, Graduate Education Chair, Undergraduate Education Chair, Graduate Education Faculty Members, Graduate Education Lead Academic Coordinators, Graduate Advisors, Undergraduate Adjunct Faculty Members, Graduate Committee

Review of: • Course syllabi • Faculty CVs and assignments • Institutional Report • Program Response to Review Team’s Initial Report • Visits to classrooms and discussions with students

Final Recommendation: Met Not Met Or Met with Strength

ASSESSMENT

281—79.13(256) Assessment system and unit evaluation standard. The unit’s assessment system shall appropriately monitor individual candidate performance and use that data in concert with other information to evaluate and improve the unit and its programs in accordance with the following provisions. 79.13(1) The unit has a clearly defined, cohesive assessment system. 79.13(2) The assessment system is based on unit standards. 79.13(3) The assessment system includes both individual candidate assessment and comprehensive unit assessment. 79.13(4) Candidate assessment includes clear criteria for: a. Entrance into the program (for teacher education, this includes testing described in Iowa Code section 256.16). b. Continuation in the program with clearly defined checkpoints/gates. c. Admission to clinical experiences (for teacher education, this includes specific criteria for admission to student teaching). d. Program completion (for teacher education, this includes testing described in Iowa Code section 256.16; see subrule 79.15(5) for required teacher candidate assessment). 79.13(5) Individual candidate assessment includes all of the following: a. Measures used for candidate assessment are fair, reliable, and valid. b. Candidates are assessed on their demonstration/attainment of unit standards. c. Multiple measures are used for assessment of the candidate on each unit standard. d. Candidates are assessed on unit standards at different developmental stages. e. Candidates are provided with formative feedback on their progress toward attainment of unit standards.

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f. Candidates use the provided formative assessment data to reflect upon and guide their development/growth toward attainment of unit standards. g. Candidates are assessed at the same level of performance across programs, regardless of the place or manner in which the program is delivered. 79.13(6) Comprehensive unit assessment includes all of the following: a. Individual candidate assessment data on unit standards, as described in subrule 79.13(5), are analyzed. b. The aggregated assessment data are analyzed to evaluate programs. c. Findings from the evaluation of aggregated assessment data are used to make program improvements. d. Evaluation data are shared with stakeholders. e. The collection, aggregation, analysis, and evaluation of assessment data described in this subrule take place on a regular cycle. 79.13(7) The unit shall conduct a survey of graduates and their employers to ensure that the graduates are well-prepared, and the data shall be used for program improvement. 79.13(8) The unit regularly reviews, evaluates, and revises the assessment system. 79.13(9) The unit annually reports to the department such data as is required by the state and federal governments.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Commendations/Strengths: • Current undergraduate students and recent graduates of the TEP indicated that the feedback received individually meaningful feedback from faculty. • Faculty state the progress being made in assessment system is providing useful information for candidate progress and program improvement. • The Morningside Teacher Education Program won the William C. Yockey Programmatic Assessment Award in November, 2016 for their work on revisions to their departmental assessment plan. • The team finds that the undergraduate program and the Assistant Dean of Performing Arts have worked together to align assignments and rubrics for music education majors, with specific portfolio requirements spelled out in the program assessment plan. • The unit has created common rubrics based on the INTASC standards. In related work, the unit has adopted Taskstream, allowing the unit to aggregate, examine and use data, for program improvement. • The team finds that the Taskstream Portfolio allows undergraduate students to view data about their progress from multiple sources.

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

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1. 79.13(5) The team finds evidence that undergraduate program formative assessment focuses primarily on knowledge, with little evaluation and feedback on observed skills in the practice of teaching. The team recommends the unit examine the assessment of candidates’ application of teaching skills and find ways to better inform candidates of their progress toward attainment of standards.

2. 79.13(1),(2) The team finds evidence that the oversight of the assessment system is inadequate for the complexity and size of the program. However, evidence also indicates there is a lack of a comprehensive system for evaluating candidate progress toward attainment of standards and examining program assessment data in a way that informs all aspects of the program. The team recommends the unit examine resources, policies and procedures for all candidate and program assessment and make adjustments to improve the system.

3. 79.13(5) The team finds that the unit is working to establish interrater reliability among full- time undergraduate faculty for specific assessments. The team recommends that an implementation plan be adopted for continued and enhanced training in use of the assessment instruments for adjunct instructors and cooperating teachers.

4. 79.13(5) The team finds evidence that the undergraduate program checkpoints are clear and well applied. Students and faculty have described the length of time between checkpoints 1 and 2 as too long to go without formal assessment. The team recommends the unit examine requirements for checkpoints and adjust as necessary to ensure candidates are well informed of their progress with adequate time to remediate concerns.

5. 79.13(5) The graduate and undergraduate programs offer programs of study for the same endorsements with little or no collaboration on curriculum and clinical experiences. The team recommends that the graduate and undergraduate programs increase collaboration on curriculum to take advantage of available expertise and provide consistent programming.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

1. 79.13(general): The team finds evidence that the undergraduate teacher education program and the graduate program are referenced as a unit, yet they do not function as such in terms of assessment. The team requires the unit and/or institution to examine governance and assessment structures to develop a coherent unit assessment system for quality, coherent assessment for all candidates and programs.

Resolution of Concern #1: Morningside has begun a work group to develop a strategic plan, which will in effect produce a clear conceptual framework and assessment system. The college has supported this work through resources for faculty and staff. Based on the work to date, the team considers this standard MET.

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NOTE: The Iowa Department of Education consultants will conduct a follow up visit one year from the time of Board action to ensure plans were properly implemented.

Sources of Information:

Interviews with: Undergraduate Teacher Education Program Chair, Director of Information Services, Technology Services Supervisor, Registrar, Institutional Assessment Director, Graduate Program Chair, Lead Academic Coordinator for Reading and other programs, Associate Dean for Performing Arts, Project Manager of Project Proficient, Teacher Advisory Council members (local principals, adjuncts, current candidates, alumni), Candidates, Unit Faculty Review of: • Course syllabi • Undergraduate and Graduate Assessment Plans • Minutes of Undergraduate and Graduate Assessment Meeting Minutes • Institutional Report • Program Response to Review Team’s Initial Report • Employer and Graduate Survey Results • Iowa DE Annual Reports Visits to classrooms and discussions with students Visits to clinical sites and discussions with cooperating teachers, administrators

Final Recommendation: Met Not Met Or Met with Strength

TEACHER EDUCATION CLINICAL

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79.14(4) Teacher candidates experience clinical practices in multiple settings that include diverse groups and diverse learning needs. 79.14(5) Teacher candidates admitted to a teacher preparation program must complete a minimum of 80 hours of pre-student teaching field experiences, with at least 10 hours occurring prior to acceptance into the program. 79.14(6) Pre-student teaching field experiences support learning in context and include all of the following: a. High-quality instructional programs for PK-12 students in a state-approved school or educational facility. b. Opportunities for teacher candidates to observe and be observed by others and to engage in discussion and reflection on clinical practice. c. The active engagement of teacher candidates in planning, instruction, and assessment. 79.14(7) The unit is responsible for ensuring that the student teaching experience for initial licensure: a. Includes a full-time experience for a minimum of 14 consecutive weeks in duration during the teacher candidate’s final year of the teacher preparation program. b. Takes place in the classroom of a cooperating teacher who is appropriately licensed in the subject area and grade level endorsement for which the teacher candidate is being prepared. c. Includes prescribed minimum expectations and responsibilities, including ethical behavior, for the teacher candidate. d. Involves the teacher candidate in communication and interaction with parents or guardians of students in the teacher candidate’s classroom. e. Requires the teacher candidate to become knowledgeable about the Iowa teaching standards and to experience a mock evaluation, which shall not be used as an assessment tool by the unit, performed by the cooperating teacher or a person who holds an Iowa evaluator license. f. Requires collaborative involvement of the teacher candidate, cooperating teacher, and college/university supervisor in candidate growth. This collaborative involvement includes biweekly supervisor observations with feedback. g. Requires the teacher candidate to bear primary responsibility for planning, instruction, and assessment within the classroom for a minimum of two weeks (ten school days). h. Includes a written evaluation procedure, after which the completed evaluation form is included in the teacher candidate’s permanent record. 79.14(8) The unit annually offers one or more workshops for cooperating teachers to define the objectives of the student teaching experience, review the responsibilities of the cooperating teacher, and provide the cooperating teacher other information and assistance the unit deems necessary. The duration of the workshop shall be equivalent to one day. 79.14(9) The institution enters into a written contract with the cooperating school or district providing clinical experiences, including field experiences and student teaching.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Commendations/Strengths:

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• Undergraduate clinical placements are made in diverse settings, with all aspects of placements well managed by the unit. • Undergraduate clinical placements are developmentally well sequenced and designed for candidates to progress in their practice and learning. • The undergraduate chair and faculty have developed and maintain strong and collaborative relationships with teachers and administrators in local schools. These relationships result in enhanced placement opportunities and effective candidate experiences. • The unit consistently and comprehensively evaluates cooperating teachers to ensure positive experiences for candidates in practica and student teaching placements. • All undergraduate candidates have a field experience with special education programs.

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

1. 79.14(4): Candidates in the undergraduate program described a lack of clear practice in differentiating lessons for diverse students, in particular students who are gifted and talented. The team recommends the unit examine the curriculum for learning in clinical experiences to ensure candidates are well prepared to meet the needs of diverse students.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

1. 79.14(1) The team finds evidence all teachers in the graduate programs are making their own placements. There are practicum agreements made with schools but there are no documented systems to ensure that each endorsement candidate is placed in an appropriate setting or with an appropriately licensed cooperating teacher. The team found no evidence that experiences are structured and managed to provide quality learning and practice. The team requires the unit to develop and implement policies and procedures to ensure clinical experiences are appropriate to meet the needs of earning an additional endorsement.

2. 79.14(3) The team found no evidence that the graduate program and P-12 school partners share responsibility for evaluating the graduate students’ achievement of unit standards. The team requires the unit to develop and implement structures to ensure collaborative evaluation of graduate student learning in clinical experiences.

Resolution of Concern #1: Morningside has made two significant changes to resolve this concern. First, they added the position of a placement specialist to provide oversight and ensure placements are correct and properly made with qualified cooperating teachers. Secondly, they have instituted polices for finding, approving and making clinical placements to ensure experiences are appropriate to meet the needs of earning an additional endorsement. The policies include mechanisms for communicating requirements for candidates and cooperating teachers. The team considers this standard MET.

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Resolution of Concern #2: Morningside has made changes to assessment strategies and documents for all courses. They have also updated policies for how candidates are evaluated. Morningside reduced the number of clinical experience placements to one placement at the end of the course of study, while keeping or expanding the total number of clinical experience hours required. Morningside has developed common rubrics to ensure collaborative assessment by the cooperating teacher and the Morningside course facilitator. The team considers this standard MET.

NOTE: The Iowa Department of Education consultants will conduct a follow up visit one year from the time of Board action to ensure plans were properly implemented.

Sources of Information:

Interviews with: Undergraduate Teacher Education Program Chair, Registrar, Institutional Assessment Director, Graduate Program Chair, Director of Graduate Education, Lead Academic Coordinator, Associate Dean for Performing Arts, Teacher Advisory Council members (local principals, adjuncts, current candidates, alumni), Candidates, Unit Faculty Review of: • Course syllabi • Undergraduate and Graduate Assessment Plans • Minutes of Undergraduate and Graduate Assessment Meeting Minutes • Institutional Report • Program Response to Review Team’s Initial Report Visits to classrooms and discussions with students Visits to clinical sites and discussions with cooperating teachers, administrators

Final Recommendation: Met Not Met Or Met with Strength

TEACHER EDUCATION KNOWLEDGE SKILLS AND DISPOSITIONS

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b. Students with disabilities. c. Students who are gifted and talented. d. English language learners. e. Students who may be at risk of not succeeding in school. 79.15(3) Each teacher candidate demonstrates knowledge about literacy and receives preparation in literacy. Each candidate also develops and demonstrates the ability to integrate reading strategies into content area coursework. Each teacher candidate in elementary education demonstrates knowledge related to the acquisition of literacy skills and receives preparation in a variety of instructional approaches to reading programs, including but not limited to reading recovery. 79.15(4) Each unit defines unit standards (aligned with InTASC standards) and embeds them in courses and field experiences. 79.15(5) Each teacher candidate exhibits competency in all of the following professional core curricula: a. Content/subject matter specialization. The teacher candidate demonstrates an understanding of the central concepts, tools of inquiry, and structure of the discipline(s) the candidate teaches and creates learning experiences that make these aspects of the subject matter meaningful for students. This specialization is evidenced by a completion of a 30-semester-hour teaching major which must minimally include the requirements for at least one of the basic endorsement areas, special education teaching endorsements, or secondary level occupational endorsements. The teacher candidate must either meet or exceed a score above the 25th percentile nationally on subject assessments designed by a nationally recognized testing service that measure pedagogy and knowledge of at least one subject area as approved by the director of the department of education, or the teacher candidate must meet or exceed the equivalent of a score above the 25th percentile nationally on an alternate assessment also approved by the director. The alternate assessment must be a valid and reliable subject-area-specific, performance-based assessment for preservice teacher candidates that is centered on student learning. Additionally, each elementary teacher candidate must also complete a field of specialization in a single discipline or a formal interdisciplinary program of at least 12 semester hours. b. Student learning. The teacher candidate demonstrates an understanding of human growth and development and of how students learn and participates in learning opportunities that support intellectual, career, social and personal development. c. Diverse learners. The teacher candidate demonstrates an understanding of how students differ in their approaches to learning and creates instructional opportunities that are equitable and adaptable to diverse learners. d. Instructional planning. The teacher candidate plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum models. e. Instructional strategies. The teacher candidate demonstrates an understanding of and an ability to use a variety of instructional strategies to encourage student development of critical and creative thinking, problem-solving, and performance skills. f. Learning environment/classroom management. The teacher candidate uses an understanding of individual and group motivation and behavior; creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation; maintains effective classroom management; and is prepared to address behaviors related to substance abuse and other high-risk behaviors. g. Communication. The teacher candidate uses knowledge of effective verbal, nonverbal, and

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media communication techniques, and other forms of symbolic representation, to foster active inquiry and collaboration and to support interaction in the classroom. h. Assessment. The teacher candidate understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social, and physical development of the student, and effectively uses both formative and summative assessment of students, including student achievement data, to determine appropriate instruction. i. Foundations, reflective practice and professional development. The teacher candidate develops knowledge of the social, historical, and philosophical foundations of education. The teacher candidate continually evaluates the effects of the candidate’s choices and actions on students, parents, and other professionals in the learning community; actively seeks out opportunities to grow professionally; and demonstrates an understanding of teachers as consumers of research and as researchers in the classroom. j. Collaboration, ethics and relationships. The teacher candidate fosters relationships with parents, school colleagues, and organizations in the larger community to support student learning and development; demonstrates an understanding of educational law and policy, ethics, and the profession of teaching, including the role of boards of education and education agencies; and demonstrates knowledge of and dispositions for cooperation with other educators, especially in collaborative/co-teaching as well as in other educational team situations. k. Technology. The teacher candidate effectively integrates technology into instruction to support student learning. l. Methods of teaching. Methods of teaching have an emphasis on the subject and grade-level endorsement desired. 79.15(6) Teacher candidates demonstrate competency in content coursework directly related to the Iowa core. 79.15(7) Each teacher candidate meets all requirements established by the board of educational examiners for any endorsement for which the candidate is recommended. 79.15(8) Programs shall submit curriculum exhibit sheets for approval by the board of educational examiners and the department.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Commendations/Strengths: • Students are knowledgeable of the conceptual framework and how it is integrated into their courses. • Course syllabi all contain a copy of the conceptual framework with connections to InTASC and Iowa Teaching Standards, the Morningside College Vision and Mission Statement, and then the School of Education Vision and Mission Statement. Many of the syllabi also have a full list of the Iowa Teaching Standard and InTASC standards. • For each course objective outlined in the syllabus there is a connection to InTASC, Iowa Teaching Standards, Iowa Core, how it will be taught or addressed (activity), and how it will be assessed. • Connections to the Iowa Core is a component of the Lesson Plan Rubric and Lesson Delivery Rubric that is evaluated in all of the methods courses.

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• Each graduate syllabus for endorsement courses include connections to the BoEE endorsement requirements. • The graduate syllabi and course interface (Moodle) are consistent for each course regardless of who is teaching it.

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

1. 79.15(2) The team finds evidence that instruction in meeting the needs of diverse learners is inconsistent. The team recommends the unit examine and adjust instruction for meeting the needs of diverse students to prepare candidates to meet the needs of all learners in both graduate and undergraduate programs.

2. 79.15(2) Current candidates and recent graduates provided a list of learning concepts they would like the program to enhance. The list includes: • How to manage and direct associates and their time. • Information on language acquisition and teaching English Language Learners. • Classroom management. • Would like more time to collaborate and co-teach with other teachers in their practicum experiences to experience and learn what works with struggling students. • Using technology for learning. The team recommends that the unit consider suggestions made by their candidates and program completers when making curricular adjustments.

3. 79.15(5) The team did not find evidence of the consistent use and preparation for national content standards (such as NCTM, NGSS). The team recommends the unit ensure candidates learn to use national content standards.

4. 79.15(5) The team found evidence that one course (EDUC 316) provides instruction in two content areas, social studies and science, and is aligned with only one field experience. The team is concerned that candidates may not receive adequate instruction and experience for two content fields. Evidence indicates the field experience may be only observational rather than participatory and that it may not provide practice opportunities in both science and social studies. The team recommends the unit examine learning and associated clinical experiences and make adjustments to ensure candidates are well prepared to teach all concepts within the endorsement.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

1. 79.15(8) Curriculum exhibits for both the graduate and undergraduate programs are not yet approved. The team requires all curriculum exhibits for all endorsements offered to be approved.

Resolution of Concern #1:

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All Morningside curriculum exhibits have been approved. The team considers this standard MET.

NOTE: The Iowa Department of Education consultants will conduct a follow up visit one year from the time of Board action to ensure plans were properly implemented.

Sources of Information: President, Provost, Graduate Education Chair, Undergraduate Education Chair, Director of Teacher Intern Program, Graduate Education Faculty Members, Graduate Education Lead Academic Coordinators, Graduate Advisors, Chief Financial Officer, Educational Technology Support, Undergraduate Adjunct Faculty Members, Library Directors, Licensure Recommending Official, Graduate Committee

Review of: • Course syllabi • Institutional Report • Program Response to Review Team’s Initial Report • 2017-2018 Graduate Catalog Visits to classrooms and discussions with students Visits to clinical sites and discussions with candidates, cooperating teachers, administrators

Final Recommendation: Met Not Met Or Met with Strength

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Appendix: Morningside Response to Team Report

Morningside College Educator Preparation Programs IAC 281 Chapter 79

Response to Team Report January 28, 2019

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Morningside College Educator Preparation Programs IAC 281 Chapter 79

Team Report

Preliminary Review: August 30, 2017 Site Visit: October 29, 2017 through November 2, 2017

Final Report: January 12, 2018

Presented to the State Board of Education on

Iowa Department of Education

Review Team Members:

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Acknowledgements

The team expresses its appreciation for the work of all involved with a special thank you to those whose roles were integral in the success of this visit. Some of those people are:

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GOVERNANCE AND RESOURCES

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Morningside Chapter 79 Review Final Report March 2019 25

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

1. 79.10(2) The team finds evidence that undergraduate adjunct faculty members who teach methods courses are not aware of an evaluation process and have not been formally evaluated. The team recommends a plan be developed and implemented to provide supervision and evaluation of all adjunct faculty members.

Response: Morningside College adjunct faculty members who teach the methods courses are considered faculty in the content area department. For example, the person who teaches the secondary math methods course is considered an adjunct faculty member in the Math Department, not the Education Department. Each of the adjunct faculty who teach methods courses should be evaluated by the chair of the respective department. As content specialists who have not been formally trained in K-12 pedagogy, most department chairs find it challenging to provide meaningful feedback to adjunct faculty who serve a different role within their departments than other adjuncts who only focus on the content. Consequently, evaluation of adjunct methods faculty has historically been avoided.

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Preliminary discussions have been held regarding the possibility of shifting the content methods courses to the Education Department. Department Chairs from the content areas have been open to this change. LuAnn Haase will work with the content area department heads and their faculty to further investigate the oversight of the content methods courses to the Education Department in the fall. If and when the courses are moved to the Education Department, the Education Department Head will evaluate the content methods adjunct faculty. If the courses are not moved to the Education Department, content department heads will be advised of their responsibility to evaluate the content methods faculty, just as they do with other faculty in their respective departments.

2. 79.10(7) The team finds there is a lack of oversight over assessment in the graduate program, including a lack of a position identified with responsibility and adequate capacity to oversee assessment. The team recommends the unit examine and adjust the resources needed for managing a cohesive assessment system for the graduate program. Response: The Graduate Education endorsement faculty and staff leaders have examined the oversight of its endorsement processes. Lead Academic Coordinators George Holland and Lynnette Green have primary responsibility for the oversight of all assessment activities in their respective program area responsibilities. The current assessment processes also include direct participation from the Assistant Academic Coordinators who serve as adjunct faculty in the respective program area. In addition, selected adjunct faculty who are teaching in the program also participate in assessment processes. The process itself was explained more comprehensively in the initial report and with related exhibits. 3. 79.10(7) Evidence indicates the graduate program is not providing the professional development necessary for a large number of adjunct faculty. Several adjunct faculty members indicated an unmet need for professional development for using the online delivery platform. The team recommends the unit examine and adjust PD opportunities and requirements for adjunct faculty members in the graduate program. Response: The Graduate Education Faculty Chair has reviewed the current opportunities for adjunct training and development. They were described in the initial report, which included the related exhibits. In summary, they include two, self-paced online training modules: Moodle 101 training for all new adjunct faculty and Moodle Boot Camp for all adjunct assigned for any course and template revisions (Refer to Exhibit 1: Moodle Boot Camp Introduction and Course Objectives, Exhibit 2: Moodle 101, Graduate Education Adjunct Training, and Exhibit 3: In the fall of 2017, the College also enrolled with Magna Publication, a national organization that serves the higher education community by producing online programs, newsletters, conferences and other products that support faculty and staff development. Each week, Graduate Education faculty member Dr. Kim Christopherson and Undergraduate Education faculty member Dr. Susie Lubbers facilitate notifications to all Morningside faculty on the “Monday Morning Mentor,” a 30- to 60-minute online seminar hosted by a variety of higher education leaders who address a specific topic on teaching and learning (https://www.magnapubs.com/about-us/). The series has been very popular with Graduate Education adjunct faculty. The retention rate of Graduate Education adjunct faculty (over 80%) suggests that adjunct faculty want to teach for the program

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and are highly motivated to receive professional development opportunities. In spite of recent success, Graduate Education believes that there can never be enough faculty and staff development.

4. 79.10(7) Interviews with individual faculty members in the undergraduate program illustrated passion about the work climate within the department. Some faculty members described a strong and supporting work environment and others described a negative work environment. There is a distinct polarization among the faculty. The team recommends the institution examine the work climate for resolution of this disparity.

Response: The change in undergraduate program faculty with a resignation and two retirements over the past year and, subsequently, the hire of three full-time faculty members (one who began in the fall of 2017 and two who will begin in the fall of 2018) provides the undergraduate program with an opportunity to build a more collaborative team. A social committee has been created and a focus to organize opportunities to celebrate the work of the program and increase collaboration and respect among its faculty has begun to be implemented.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

Response: Morningside College’s administration has been focused the creation of a new administrative structure for academic programs over the past academic year. The plans include transitioning to five major areas of academic programming, to include one that is dedicated to the Sharon Walker School of Education. The new structure, announced to the full faculty at the February 13, 2018, faculty meeting will become effective on June 1, 2018. Dr. LuAnn Haase has been named Dean of the Sharon Walker School of Education. She will oversee all teacher education programs: graduate, undergraduate, and Teacher Intern. She will continue to serve as the Director of the Teacher Intern Program, which is comparable to the duties of the other academic deans who also serve in additional leadership roles at the College. Janet Rohmiller will join Morningside College on July 1, assuming the duties of the Undergraduate Teacher Education Program Department Head and TEP faculty. Steven Gates and Barb Chambers will continue to serve as the Graduate Education Department Head (formerly named “Department Chair”) and Director, respectively. (Refer to Exhibit 4

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for a confirmation of this change in a memo from Provost Dr. William Deeds.) The new organizational structure follows.

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Morningside College Organizational Chart Academic Programs

President John Reynders

Provost William Deeds

LuAnn Haase, Dean Jackie Barber, Dean Provost William Deeds, Alden Stout, Associate Heath Weber, Dean Sharon Walker School of Nylen School of Nursing Provost and Dean of the Dean for Academic Affairs School of Fine & Education School of Professional and Dean of the School of Performing Arts Studies Arts & Sciences

LuAnn Haase, Director, Heath Weber, Dept. Head, Jackie Barber, Dept. Head, Teacher Intern Program Department of Accounting & Department of Department of Performing Graduate Nursing Business—Anne Power, Dept. Humanities—Leslie Arts

Steven Gates, Dept. Head, Head Werden, Dept. Head Mary Kovarna, Dept. Graduate Education Department of Applied Department of Natural Terri McGaffin, Dept. Head, Undergraduate Agriculture & Food Studies-- Sciences—Brian Head, Department of Art Nursing Barb Chambers, Director, Tom Paulsen, Dept. Head McFarland, Dept. Head Graduate Education Department of Mass Department of Social Communication—Dave Sciences—Jack Hill, Dept. Janet Rohmiller, Dept. Madsen, Dept. Head Head Head, Undergraduate Organizational Management Education Program, Online—Michelle Laughlin, Dept. Head

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2. 79.10(2) The team finds evidence the unit does not exercise primary responsibility for the program. Evidence includes: a. Offering an FCS CTE course for an intern candidate when Morningside does not have an approved FCS program. b. Offering credit for the IPLA principal program when Morningside does not have an approved principal preparation program. The team requires the unit to examine their approved programs and develop policies to ensure that they no longer offer coursework for endorsements for which they do not have expertise or program approval.

Response: The Graduate and Undergraduate Department Heads, Director of Graduate Education, Director of the Teacher Intern Program, and Recommending Official have been made aware that Morningside College may only offer coursework toward endorsements that has been approved by the Iowa Board of Educational Examiners. Dr. LuAnn Haase and Dr. John Pinto, Vice President for Graduate Programming and Assessment (retired), were informed of Morningside College’s partnership with the Iowa Principal Leadership Academy (IPLA) by Dr. Larry Bice in June 2017 and, subsequently, dissolved the partnership.

The Graduate Department has reviewed all existing agreements with partner organizations to verify that no other partnerships are in place that violate programming for Morningside College. Furthermore, the Graduate Department staff has improved its process for monitoring existing agreements and approving proposed new partnerships for any/all programming. This new process was given approval by the Graduate Committee at their meeting on October 18, 2017. The Graduate Committee implemented a bi-annual review of partnership agreements. During AY 2017-18, the Graduate Committee reviewed partnership agreements at their meetings on October 4, 2017, and April 30, 2018. (Refer to Exhibit 5 for minutes of the Graduate Committee on October 4, 2017, October 18, 2017, and April 30, 2018.)

3. 79.10(7) The team notes the presence of four full-time faculty members who have been hired to further advance the quality of the master’s degree foundational core of the Graduate Education program. No full-time faculty members have been hired to provide the same to the graduate endorsement content areas. The work of the LAC/ALAC positions provides a level of oversight over course delivery, however, the management of programming is also spread across the LAC/ALAC positions, some of which may not have adequate expertise in an endorsement area in their purview. The team requires the institution to examine faculty resources and adjust to provide for oversight and advancement of endorsement programming.

Response: Provost Deeds committed to a faculty search during the 2018-19 academic year for a full-time faculty member in Graduate Education for oversight of endorsement programs. At this time, the search committee and Dean of the School of Education have made a recommendation for employment to the Provost who, in turn, is in the process of negotiating employment with the candidate. Pending acceptance of employment, the new faculty member will hold a 12-month faculty position with a 24-credit teaching load to include oversight of the Instructional Strategist I curriculum and supervision and evaluation of adjunct faculty who teach courses in the

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Instructional Strategist I endorsement. Morningside College expects to continue to add full-time faculty as enrollment in the Graduate Education program increases.

The reorganization and transition to the new academic oversight model, implemented during the summer of 2017, has provided a governance model that provides clear oversight of curriculum and supervision of adjunct faculty. The Department Head and full-time graduate faculty serve as Lead Academic Coordinators along with two LACs who are employed at .75 FTE. Consistent hiring practices and supervision and evaluation processes of adjunct faculty have been put in writing in the newly created Graduate Programs in Education Faculty Handbook 2018-2019 on pages 5-6. (Exhibit 1.)

Close monitoring of instruction is a priority of the Graduate Education Programs. All faculty (adjunct and full-time) who teach the same course are required to use the syllabus and Moodle course template that was created by the curriculum team for the endorsement course. Due dates are updated in the syllabi and Moodle templates prior to the beginning of each term by the Assistant Academic Coordinators. No other changes are made to the course without approval by the Graduate Education Department Head after a recommendation by the curriculum committee which is led by the Lead Content Instructor, adjunct and/or full-time faculty who possess background knowledge and experience in the endorsement area, and the Lead Academic Coordinator.

Processes are in place for monitoring the instructional practices of each instructor in the Graduate Education Programs. With access to each instructor’s Moodle course, the Assistant Academic Coordinator periodically enters the course to collect data on such indicators as instructor feedback to students, grading, and instructor engagement/participation. The Assistant Academic Coordinator keeps the Lead Academic Coordinator apprised of any concerns throughout the term and, if concerns are present, the Lead Academic Coordinator consults with the instructor in an attempt to rectify concerns. The AAC completes the “Teaching Behaviors Rubric” (Exhibit 1, Appendix D) at the end of each term and submits this document to the Lead Academic Coordinator. Data gleaned from this tool is used in the Adjunct Faculty Evaluation by the Lead Academic Coordinator. The process for evaluation of adjunct faculty is described on pages 5-6 of the Graduate Programs in Education Faculty Handbook 2018-2019. (Exhibit 1)

The Morningside College Graduate Education Program agrees with the Team’s recommendation that those who lead curriculum revision must possess the background knowledge and experience in the respective endorsement area. Lead Content Instructors have been named to provide oversight and leadership in assessment and curriculum revision. Procedures for conducting programmatic assessment and curriculum revision are recorded in the Graduate Programs in Education Faculty Handbook 2018-2019 on pages 7-9. (Exhibit 1.) An assessment and curriculum review cycle has been created with clear processes that will be followed. The Dean of the School of Education and the Graduate Faculty Department Head will provide oversight of all assessment and curricular processes. College processes for the vetting of new and revised curriculum will continue to be followed, as described on page 8 of the Graduate Programs in Education Faculty Handbook 2018-2019.

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The Team has requested evidence that DF, Lead Content Instructor for the Instructional Strategist II: Intellectual Disabilities, has the appropriate faculty qualifications (knowledge, preparation, and experience) for the oversight of the endorsement. Dr. F’s updated CV is included with this response (Exhibit 2). In addition to her CV, further information regarding Dr. F’s qualifications follows:

Dr. F began her career working with students who had the most significant intellectual disabilities during her student teaching. In those days, there was no certification for this level of student as the law had not yet been written enabling students with severe needs to attend school. Her first teaching jobs were in state- and privately-run institutions where she taught students ages pre-school to adult. Her Ph.D. work included working with teachers in schools that served students with severe special needs although her dissertation focus was on administrative skills needed to work with teachers who taught students with the most severe disabilities.

When Dr. F moved to Iowa, she was told by the DE that she did not have the specific certification for students with severe disabilities (MD at the time) because her undergraduate student teaching did not specifically mention that (there was no such certification in Pennsylvania at the time that she was in college). F was eventually approved to do the work she was doing in Iowa since her Director of Special Education certificate covered all disabilities.

Since that time, the majority of her work has been focused on students with the most significant intellectual disabilities. She served as a school administrator in the Des Moines Public Schools from 1984 to 2011, where she worked with school staff, parents, teachers, other districts, and agencies to serve students with severe disabilities in special school and integrated settings. She trained and supervised the DMPS Brain Injury Team from 1994 to 2011.

From DMPS, F transitioned to working for Morningside College and with the Significant Disabilities State Leadership Team (SDSLT) facilitated by Emily Thatcher. Her connection with that work has kept her skills current and relevant for teachers obtaining the Instructional Strategist II: ID endorsement. F was one five people approved by the Iowa Department Education to teach the Compressed Program for teachers getting an Instructional Strategist II: ID endorsement through the sixteen-month special program offered by UNI, Upper Iowa, and Morningside College. While the SDSLT is no longer operating as an entity, F has remained involved in training and meeting with DE staff, and plans to be as involved as she is able to do so in the future.

The Team has also requested evidence that JN has the appropriate faculty qualifications (knowledge, preparation, and experience) for the oversight of the ESL endorsement. Although the Unit was prepared to provide evidence of Ms. N’s qualifications, N has requested to be released from this appointment for personal reasons.

Dr. TS has been appointed as the Lead Content Instructor for the ESL endorsement. Dr. S, a full- time faculty member in the Undergraduate Teacher Education Program, brings vast background in district and state leadership (Nebraska) in the areas of curriculum, instruction, assessment, and overall programming for English language learners. S led the creation of the undergraduate ESL endorsements at Morningside College and, previously, at Wayne State College (Nebraska) and

Morningside Chapter 79 Review Final Report March 2019 33 teaches many of the courses in the undergraduate Morningside ESL program. Her CV is included in Exhibit 3. S will lead the curriculum and assessment review for the ESL endorsement in Graduate Education during the spring and summer 2019 terms.

An organizational chart for endorsement curriculum and assessment oversight follows:

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Organizational Chart for Oversight of Endorsement Areas

LuAnn Haase, Dean, School of Education

Steve Gates, Faculty Department Head

ESL Middle School Reading Instructional Instructional Instructional STEM TAG Strategist I Strategist II Strategist II Tangela Beth Oolman George Holland BD/LD ID Jordan Gerald Brock Sylvester Steve McHugh Lead Content Lead Content Aaron Deris Dagney Fidler Menning Lead Content Lead Content Instructor Lead Content Lead Content Lead Content Instructor Lead Content Instructor Instructor Instructor Instructor Instructor Instructor

The table below summarizes the qualifications of the Lead Content Instructors.

Lead Content Instructor Summary of Qualifications Lead Content Endorsement Area P-12 Teaching Experience College Teaching Experience Education/Degrees Instructor (# years and positions) (# of years and positions) Tangela Sylvester ESL 27 years 11 years Wayne State College, ESL Elementary Principal, South Sioux Morningside College, Assistant Endorsement (2008) City CSD (NE) Professor of Education University of South Dakota, Ed.D. ESL & Migrant Program Director, Huron University, Education Chair (1991) District Coordinator for Civil Dakota Wesleyan University, Morningside College, M.A.T. Rights, Grants Manager, Chair and Division Head (1987) Assessment Co-coordinator, South Wayne State College, Assistant Wayne State College, B.A.E. Sioux City CSD, NE (16 years) Professor of Education (1980) Elementary Teacher, South Sioux City CSD, NE (10 years) Substitute Teacher (1 year) Beth Oolman Middle School 29 years 17 years M.S.-Southwest State University, Middle School English/Language Morningside College, Adjunct Education Arts and Social Studies Teacher Instructor B.A.-Augustana College, English and Secondary Education

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Buena Vista University, Adjunct A.A.-Austin Community College Instructor George Holland Reading 4 years 23 years Post Graduate Study-Northwestern Elementary Classroom Teacher Wayne State College State University, Reading Morningside College Administration 19 years Drake University M.S.E.-Wayne State College, Elementary Principal Loras College/St. Ambrose Elementary Administration & University Consortium for Elementary Education 17 years Educational Leadership B.S.-Minnesota State University, Director of Curriculum Services Elementary Education

Steve McHugh Instructional 2 years 8 years ABD-University of South Dakota, Strategist I Special Education Instructional Morningside College Educational Administration Strategist I Teacher ED.S-University of South Dakota, P-12 Principal/PK-12 Special 1 year Education Supervisor Endorsement Consulting Teacher/Instructional K-12 Talented and Gifted Coach Endorsement K-12 English as a Second 2 years Language Endorsement Instructional Coach/Math 5-8 Middle School Generalist Consultant Endorsement MAT-Morningside College, 5-12 12 years Instructional Strategist I High School Math Teacher B.S.-Morningside College, 5-12 Mathematics Aaron Derris Instructional 8 years 12 years Ph.D.-University of New Orleans, Strategist II BD/LD Special Education Teacher for Minnesota State University Special Education children with behavior and Grand Canyon University M.Ed.-University of New Orleans, learning disorders Morningside College Special Education Concordia University B.A.-University of New Orleans, Ashford University Psychology Northcentral University Valdosta State University University of New Orleans Dagney Fidler Instructional 26 years 26 years Ph.D.-University of Illinois at Strategist II ID School District Administrator Morningside College Urbana-Champaign, Special (Vice Principal, Supervisor of Drake University Education & Administration Occupational/Physical Therapists, M.S.-Drexel University, Human District Brain Injury Team, Behavior and Development

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Itinerant/Physical Disabilities, B.S.-Lesley College, Elementary Interagency Programs) and Special Education 9 years Special Education Teacher

Jordan Menning STEM 4 years 2 years Ed.S.-Southwest Minnesota State Elementary Classroom Teacher Morningside College adjunct University, Leadership/ instructor Principalship 5 years M.S.-Southwest Minnesota State Instructional Coach University, Education Education Consultant: Science and B.A.-Northwestern College, STEM Elementary Education

Jerry Brock TAG 13 years 9 years Post-Graduate-University of High School English, Speech, and Morningside College, TAG Northern Colorado, Psychology Drama Teacher courses and Learning K-12 Gifted and Talented Teacher M.A-University of Northern 24 years Colorado, Teaching the Gifted and Educational Services Consultant, Talented, K-12 TAG School Improvement Coordinator B.A.-University of Northern Iowa, Associate Director of Educational English/Speech Services

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Curriculum for all endorsements has been aligned to endorsement requirements. Endorsement requirements that are addressed in each course are noted in course syllabi. In addition, evidence of alignment of all endorsement requirements to graduate curriculum is found in the following exhibits: Exhibit 4: K-12 ESL Exhibit 5: 5-8 Middle School Exhibit 6: K-8 Reading Exhibit 7: 5-12 Reading Exhibit 8: K-8 STEM Exhibit 9: 5-8 STEM Exhibit 10: K-8 Instructional Strategist I Exhibit 11: 5-12 Instructional Strategist I Exhibit 12: K-12 Instructional Strategist II: Behavior Disorders/Learning Disabilities Exhibit 13: K-12 Instructional Strategist II: Intellectual Disabilities Exhibit 14: Special Education Consultant Exhibit 15: K-12 Talented and Gifted

Endorsement requirements as per IAC Chapters 13 and 14 are also assessed in appropriate graduate education courses. Evidence of current assessments aligned to requirements by course is found in the following exhibits: Exhibit 16: K-12 ESL Exhibit 17: 5-8 Middle School Exhibit 18: K-8 Reading Exhibit 19: 5-12 Reading Exhibit 20: K-8 & 5-8 STEM Exhibit 21: Special Education Exhibit 22: K-12 Talented and Gifted

Collaboration among faculty in each of the endorsement areas common to Morningside’s undergraduate and graduate programs continues to progress as per the “Strategic Plan for Unit Collaboration on Common Endorsement Assessments” document (Exhibit 23). In addition, as the Unit progresses through the endorsement curriculum and assessment cycle, posted on pages 7-8 of the Graduate Programs in Education Faculty Handbook 2018-2019 (Exhibit 1), assessments and the tools for assessment of each of the endorsement outcomes will be closely examined by each curriculum and assessment committee with further recommendation and implementation of revisions as necessary.

Requirements of the unit prior to State Board action:

Morningside College must provide documented evidence that they are resolving governance concerns #1 through #3 in such a way that will allow them to sustain compliance with Standard 79.10.

Sources of Information:

Interviews with:

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President, Provost, Graduate Education Chair, Undergraduate Education Chair, Director of Teacher Intern Program, Graduate Education Faculty Members, Graduate Education Lead Academic Coordinators, Graduate Advisors, Chief Financial Officer, Educational Technology Support, Undergraduate Adjunct Faculty Members, Library Directors, Licensure Recommending Official, Graduate Committee

Final Recommendation: Met Met Pending Not Met Or Conditions Met with Strength Noted

DIVERSITY

281—79.11(256) Diversity standard. The environment and experiences provided for practitioner candidates support candidate growth in knowledge, skills, and dispositions to help all students learn in accordance with the following provisions. 79.11(1) The institution and unit work to establish a climate that promotes and supports diversity. 79.11(2) The institution’s and unit’s plans, policies, and practices document their efforts in establishing and maintaining a diverse faculty and student body.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Commendations/Strengths: • The unit clearly understands and supports opportunities to engage with diverse students locally.

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

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make efforts to increase diversity to mirror that of the northwest region of the state their program completers typically serve.

Response: The Unit continues to work with the Office of Admissions to increase diversity in students at Morningside College to mirror that of our region. Faculty search committees also strive to increase the diversity of faculty at the college.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

None

Requirements of the unit prior to State Board action:

None

Sources of Information:

Review of: • Course syllabi • Institutional Report • Program Response to Review Team’s Initial Report • Visits to classrooms and discussions with students • Department meeting minutes

Final Recommendation: Met Met Pending Not Met Or Conditions Met with Strength Noted

FACULTY

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79.12(3) The unit holds faculty members accountable for teaching prowess. This accountability includes evaluation and indicators for continuous improvement. 79.12(4) The unit holds faculty members accountable for professional growth to meet the academic needs of the unit. 79.12(5) Faculty members collaborate with: a. Colleagues in the unit; b. Colleagues across the institution; c. Colleagues in PK-12 schools/agencies/learning settings. Faculty members engage in professional education and maintain ongoing involvement in activities in preschool and elementary, middle, or secondary schools. For faculty members engaged in teacher preparation, activities shall include at least 40 hours of teaching at the appropriate grade level(s) during a period not exceeding five years in duration.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Commendations/Strengths:

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

1. 79.12(3) The team found evidence that reviews of faculty prowess are not systematic and inconsistently applied. Students’ course evaluations and faculty self-reflection are the primary faculty evaluation measures. The faculty handbook indicates that faculty should have four class visits in their first year by the department chair, as well as a third year evaluation. Evidence indicates this occurs inconsistently. The team recommends the unit examine policies and procedures and make adjustments in order to provide consistent, useful faculty evaluations.

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Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

1. 79.12(2) The team does not find evidence that all part time faculty members in the graduate program are qualified for their teaching assignments. In particular: • AB’s teaching experience has been exclusively at faith-based schools, she has her MAT from Morningside, and is teaching a graduate level class on diversity. • KB is supervising graduate ESL internships for both elementary and secondary, but has no evidence of teaching experience with ESL, and the bulk of her teaching experience is at the PreK-8th grade levels. The team requires the unit to document a clear policy and process for examination of all faculty qualifications aligned with teaching assignments.

Response: This concern may be attributed to, perhaps, not finding among the many documents associated with the review, what the reviewers were looking for or understanding what was provided, rather than any lack of institutional oversight.

All adjunct faculty are qualified for teaching in their assigned program areas. The Unit has a clear policy supported by the “Morningside College Sharon Walker School of Education Graduate Program in Education Definition of Qualified Faculty” document (below) which guides in the screening of applications and approval of finalists for teaching assignments. This policy was revised and approved by the Graduate Committee in the fall of 2015.

The hiring procedures begin with the placement of the ad that includes criteria for meeting standards of qualification. The Definition of Qualified Faculty document (below) includes additional guidance for Lead Academic Coordinators during the screening and interviewing process. The procedure requires all Lead Academic Coordinators to forward their recommendations for hiring to the Department Head. Finalists are then subject to one more review by Sandra Van Drie-Yockey, Adjunct Faculty Support Coordinator, who reviews candidate’s transcripts before he/she is officially offered a teaching assignment and placed into the system.

A recent focus has been on the hiring of adjunct faculty with terminal degrees since the policy was implemented in the fall of 2015, resulting in a significant increase of adjunct faculty with terminal degrees. Faculty who no longer meet the criteria of the faculty hiring guide have been released from their teaching duties in the Graduate Education programs.

The inclusion of the vitas of AB and KB was an institutional error. They should not have been included in the list of current adjunct faculty and their files have since been deactivated. 1. AB has not taught for the Graduate Education Department since fall of 2016. 2. KB, who does hold an endorsement in ESL, has not taught for the Department since fall of 2016. It is correct that she has no direct experience teaching ESL. However, while Ms. B was serving at Morningside, she brought a wealth of ESL experience and knowledge to the ESL program with her extensive work in state-led or sponsored

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ESL initiatives, to include alignment of TESOL to NCLB standards. She also served in as the School Improvement/Title III consultant at AEA 8, working with the Storm Lake Community Schools, a national leader in the implementation of research-based second language learning practices.

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Morningside College Sharon Walker School of Education Graduate Program in Education Definition of Qualified Faculty The following table summarizes the key responsibilities and qualifications used by the Unit to screen and hire qualified faculty, full and part-time, for teaching assignments. The qualifications follow the guidelines recommended by the Higher Learning Commission, Criterion 3. Teaching and Learning: Quality, Resources, and Support.

Responsibilities Qualifications Full-time Graduate Faculty (Tenure • Engage in oversight of the curriculum, • Hold a terminal degree (Ph.D. or and Non-tenure) including development, Ed.D.) in education or closely related implementation, and assessment of field, student learning and program • Be academically prepared for the areas completion taught. • Teach with a high degree of • Have P-12 teaching experience proficiency as per Morningside relevant to the course, content, or College merit and P&T program area. standards/criteria • Possess experience with or knowledge • Serve as course leader for professional of teaching in online formats. core and/or other assigned courses • Engage in scholarly activities as per Morningside College merit and P&T standards/criteria • Participate in service to the College as per merit and P&T standards/criteria, serving on committees at the graduate and/or undergraduate levels Participate in professional development Part-Time Graduate Adjunct Faculty • Teach with a high degree of • Hold a terminal degree (Ph.D. or proficiency Ed.D.) in education or closely related • Provide feedback regarding course field. content, processes, and activities to the In lieu of the terminal degree: appropriate graduate faculty and/or • Hold an Ed. Specialist or Master’s staff degree in education or closely related field.

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• Communicate with campus staff and and/or faculty for guidance and updates • Be actively enrolled in a doctoral regarding Moodle, policies, student program at an accredited institution learning outcomes, curriculum and with the goal of an earned doctorate assessment degree. • Participate in virtual and/or on-site meetings as assigned • Have experience with or knowledge of • Participate in scholarly activities as teaching in online formats. per scholarship of teacher model • Possess knowledge, preparation, and guidelines P-12 experience relevant to the • Participate in professional program/course content. development • Be academically prepared for the areas taught.

Experience in the field required of faculty: Courses Taught Type of Experience Foundations Core: 502, 512, 522, 611 1) Ph.D. or Ed.D. in Education or closely related field. 2) Experience teaching graduate level courses and using online delivery formats strongly preferred. 3) Knowledge of research practices through graduate course work, prior teaching experience, and/or publication (required for research-sequenced courses). 4) K-12 teaching experience in general education or special field. 5) Excellent communication skills and ability to work independently. 6) Ability to work collaboratively on curriculum, course design, and content.

Foundations Core: 697, 698, 699 In addition to numbers (1) – (6) listed previously, 1) Knowledge of- and experience with – quantitative research methods as a researcher and/or teaching, 2) Knowledge of APA documentation and style standards, 3) Knowledge of or familiarity with P-12 classroom teacher researched-based projects.

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Methods courses required for any P-12 teaching experience or consultative experience congruent with the courses taught endorsement program Content courses required for the middle Master’s degree in the content field, teacher licensure in the content field, and P-12 school endorsement or STEM teaching experience in the content field endorsement Strand courses Professional experience congruent with the courses taught

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2. 79.12(2) The LAC/ALAC positions are designed to provide oversight for instruction in online courses in the graduate program. The persons in these positions are responsible to oversee instruction in a variety of courses in varied endorsement areas. Because of the distribution of oversight work, persons in LAC/ALAC positions have oversight over content they are not qualified to teach. The team requires the unit to examine all faculty qualifications, including LAC/ALAC, and develop a sustainable policy to ensure faculty have knowledge preparation and experience aligned with the teaching/oversight assignments.

Response: The Faculty Hiring Guide (“Definition of Qualified Faculty) has been used since the fall of 2015 to ensure that faculty possess the knowledge, preparation, and experience aligned with their teaching and oversight assignments.

A faculty search is currently underway for a full-time faculty member in Graduate Education for oversight of endorsement programs. The selected candidate will begin the position in the fall of 2019. Lead Content Instructors, adjunct faculty who possess background knowledge and experience in the endorsement area, have recently been identified to lead curriculum review and revision in each endorsement when the need for curriculum revision arises. The Lead Content Instructor will work with the Lead Academic Coordinator and the Graduate Education Department Head to assemble faculty with relevant content knowledge, preparation and experience to revise curriculum.

Online graduate education programming and delivery are very centralized processes, allowing faculty little discretion in course content. Moodle course template design is subject to meeting specific institutional and department standards for quality. Course revisions and new course development initiatives that receive approval by the LAC and Graduate Education Department Head must go through a process that requires further approval by the Graduate Faculty, the Graduate Committee, and, finally, the entire Morningside College Faculty. The College believes the appropriate checks and balances are in place to counter lack of content knowledge by any one LAC, AAC, or faculty member.

An organizational chart for oversight of curriculum in endorsements follows:

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Organizational Chart for Oversight of Curriculum in Endorsement Areas

Faculty Department Head Steve Gates

Endorsement Programs Faculty Member (New Fall 2019)

ESL Middle School Reading Special STEM TAG Education Joan Nielsen Beth Oolman George Holland Jordan Menning Gerald Brock Lead Content Lead Content Lead Content Lynnette Green Lead Content Lead Content Instructor Instructor Instructor/LAC Lead Content Instructor Instructor Instructor/LAC

The table below summarizes the qualifications of the Lead Content Instructors.

Lead Content Instructor Summary of Qualifications Lead Content Endorsement Area P-12 Teaching Experience College Teaching Experience Education/Degrees Instructor (# years and positions) (# of years and positions) Joan Nielsen ESL 27 years 19 years Ed.S.-Drake University, Elementary Classroom Teacher Morningside College, Full-time Educational Administration Curriculum Director undergraduate TEP faculty M.S.-Drake University, School-to-Career Director Morningside College, Project Elementary Administration Manager (Project Proficient, ESL B.A.-Upper Iowa University, Grant) Elementary Education/English Morningside College, Project Director (Project Unlimited Proficiency, ESL Grant) Beth Oolman Middle School 29 years 17 years M.S.-Southwest State University, Middle School English/Language Morningside College, Adjunct Education Arts and Social Studies Teacher Instructor B.A.-Augustana College, English Buena Vista University, Adjunct and Secondary Education Instructor A.A.-Austin Community College

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George Holland Reading 4 years 23 years Post Graduate Study-Northwestern Elementary Classroom Teacher Wayne State College State University, Reading Morningside College Administration 19 years Drake University M.S.E.-Wayne State College, Elementary Principal Loras College/St. Ambrose Elementary Administration & University Consortium for Elementary Education 17 years Educational Leadership B.S.-Minnesota State University, Director of Curriculum Services Elementary Education

Lynnette Green Special Education 27 years 22 years Ed.S.-Drake University, Itinerant Teacher of the Deaf and Truman State, Instructor Educational Administration Hard of Hearing Buena Vista University, Instructor M.A.-Drake University, Effective Morningside College, Adjunct Teaching 11 years Instructor B.A.-Augustana College, Special Education Consultant Elementary Education/Deaf Education Jordan Menning STEM 4 years Ed.S.-Southwest Minnesota State Elementary Classroom Teacher University, Leadership/ Principalship 5 years M.S.-Southwest Minnesota State Instructional Coach University, Education Education Consultant: Science and B.A.-Northwestern College, STEM Elementary Education

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Requirements of the unit prior to State Board action:

Morningside College must provide documented evidence that they are resolving faculty concerns #1 and #2 in such a way that will allow them to sustain compliance with Standard 79.12.

Sources of Information:

Review of: • Course syllabi • Faculty CVs and assignments • Institutional Report • Program Response to Review Team’s Initial Report • Visits to classrooms and discussions with students

Final Recommendation: Met Met Pending Not Met Or Conditions Met with Strength Noted

ASSESSMENT

281—79.13(256) Assessment system and unit evaluation standard. The unit’s assessment system shall appropriately monitor individual candidate performance and use that data in concert with other information to evaluate and improve the unit and its programs in accordance with the following provisions. 79.13(1) The unit has a clearly defined, cohesive assessment system. 79.13(2) The assessment system is based on unit standards. 79.13(3) The assessment system includes both individual candidate assessment and comprehensive unit assessment. 79.13(4) Candidate assessment includes clear criteria for: a. Entrance into the program (for teacher education, this includes testing described in Iowa Code section 256.16). b. Continuation in the program with clearly defined checkpoints/gates. c. Admission to clinical experiences (for teacher education, this includes specific criteria for admission to student teaching). d. Program completion (for teacher education, this includes testing described in Iowa Code section 256.16; see subrule 79.15(5) for required teacher candidate assessment). 79.13(5) Individual candidate assessment includes all of the following: a. Measures used for candidate assessment are fair, reliable, and valid. b. Candidates are assessed on their demonstration/attainment of unit standards. Morningside Chapter 79 Review Final Report Draft - December 2017 50

c. Multiple measures are used for assessment of the candidate on each unit standard. d. Candidates are assessed on unit standards at different developmental stages. e. Candidates are provided with formative feedback on their progress toward attainment of unit standards. f. Candidates use the provided formative assessment data to reflect upon and guide their development/growth toward attainment of unit standards. g. Candidates are assessed at the same level of performance across programs, regardless of the place or manner in which the program is delivered. 79.13(6) Comprehensive unit assessment includes all of the following: a. Individual candidate assessment data on unit standards, as described in subrule 79.13(5), are analyzed. b. The aggregated assessment data are analyzed to evaluate programs. c. Findings from the evaluation of aggregated assessment data are used to make program improvements. d. Evaluation data are shared with stakeholders. e. The collection, aggregation, analysis, and evaluation of assessment data described in this subrule take place on a regular cycle. 79.13(7) The unit shall conduct a survey of graduates and their employers to ensure that the graduates are well-prepared, and the data shall be used for program improvement. 79.13(8) The unit regularly reviews, evaluates, and revises the assessment system. 79.13(9) The unit annually reports to the department such data as is required by the state and federal governments.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

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Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

3. 79.13(5) The team finds that the unit is working to establish interrater reliability among full-time undergraduate faculty for specific assessments. The team recommends that an implementation plan be adopted for continued and enhanced training in use of the assessment instruments for adjunct instructors and cooperating teachers.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

Response: At this time, due to availability of resources and faculty qualifications, no full-time endorsement faculty member is teaching both graduate and undergraduate coursework. While graduate and

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undergraduate endorsement curricula share the same set of endorsement standards, they do not share the same curriculum. The Graduate Education endorsement programming contains graduate level rigor tailored to its student population, students who currently hold teaching licenses and full-time teaching positions (95%). All undergraduate students are progressing through a teacher preparation program that leads to initial licensure.

These fundamental differences require some variations in how each conducts its assessment work. Nevertheless, the Unit recognizes the value of intentional collaboration of assessment processes among graduate and undergraduate faculty in the four common endorsement programs: Special Education Instructional Strategist I (K-8 and 5-12), Reading (K-8 and 5-12), ESL, and Middle School. Since receipt of the Department of Education Accreditation Team Preliminary Report, the Unit has taken the following actions: 1. Department Heads met in January to review the Report findings and to explore strategies to respond to the concern. The result was the creation of an initial planning document that identified major tasks, goals, and outcomes. 2. The DE Team Accreditation Report results were discussed at the January 30, 2018, Unit meeting, and the initial planning document, “Work Groups and Strategies to Achieve Goals of the Alignment: Working Draft” (Exhibit 7) was briefly shared with graduate and undergraduate faculty. The initial planning document was shared via Google Docs to solicit feedback from all Unit faculty. (Refer to Exhibit 8, Unit Meeting Minutes, January 30, 2018.) 3. Based on faculty feedback given via the Google Doc from January 31 to February 16, the Department Heads drafted a detailed plan, “Strategic Plan for Collaboration on Assessment Processes between Graduate and Undergraduate Education Endorsement Programs: Special Education, Reading, Middle School, and ESL” (Exhibit 9) to respond to the Accreditation Team’s concern that governance and assessment structures should be more coherent to ensure quality, coherent assessment for all candidates and programs. 4. The “Strategic Plan for Collaboration on Assessment Processes between Graduate and Undergraduate Education Endorsement Programs: Special Education, Reading, Middle School, and ESL” was presented to Unit members as a draft (shared Google Doc) at the February 22, 2018, Unit meeting, and additional feedback was invited by the Department Heads. (Refer to Exhibit 10, Unit Meeting Minutes, February 22, 2018.) 5. The Department Heads formed a steering committee which met on March 27, 2018, to review the “Strategic Plan for Collaboration on Assessment Processes” and define the role of the Steering Committee. (Refer to Exhibit 11, Steering Committee Minutes of March 27, 2018.) 6. The Steering Committee met again on April 10, 2018, to review and revise the documents, “Agenda for the Endorsement Teams Assessment Collaboration” (Exhibit 12) and “Graduate and Undergraduate Endorsement Program Assessment Alignment: Work Groups and Strategies to Achieve Goals of the Alignment (Exhibit 13). Refer to Exhibit 14, Steering Committee Minutes, April 10, 2018. 7. The Department Heads updated the Provost on their progress and sought his support for resources to pay stipends to faculty for summer meetings and workshops, travel reimbursement and stipends to graduate adjunct faculty, and other needs on April 10, 2018. 8. Unit faculty met on April 26, 2018. Gates reviewed the Strategic Plan for Evidence of Unit Collaboration and discuss ensued. Endorsement Teams to include leaders were identified and

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given direction to begin their work during the upcoming summer and fall. (Refer to Exhibit 15, Unit Meeting Minutes, April 26, 2018.) 9. The Undergraduate Reading Endorsement Team met for a full day on June 15, 2018, with the purpose of aligning the outcomes from Chapter 13 to undergraduate courses and assessments. The minutes of the June 15, 2018, meeting are included in Exhibit 16. 10. The Steering Committee met on June 26, 2018, to finalize the Strategic Plan for Unit Collaboration on Common Assessments (Exhibit 17) to include objectives, team members, leadership of each endorsement team, timelines, and dates of completion for initial work. The Committee added an objective for each endorsement that includes an annual review of each endorsement area to continue the cycle of improvement. (Refer to Exhibit 18 for minutes of the Steering Committee Meeting on June 26, 2018.)

Requirements of the unit prior to State Board action:

Morningside College must provide documented evidence that they are resolving assessment concern #1 in such a way that will allow them to sustain compliance with Standard 79.13.

Sources of Information:

Final Recommendation: Met Met Pending Not Met Or Conditions Met with Strength Noted

TEACHER EDUCATION CLINICAL

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281—79.14(256) Teacher preparation clinical practice standard. The unit and its school partners shall provide field experiences and student teaching opportunities that assist candidates in becoming successful teachers in accordance with the following provisions. 79.14(1) The unit ensures that clinical experiences occurring in all locations are well-sequenced, supervised by appropriately qualified personnel, monitored by the unit, and integrated into the unit standards. These expectations are shared with teacher candidates, college/university supervisors, and cooperating teachers. 79.14(2) PK-12 school partners and the unit share responsibility for selecting, preparing, evaluating, supporting, and retaining both: a. High‐quality college/university supervisors, and b. High-quality cooperating teachers. 79.14(3) Cooperating teachers and college/university supervisors share responsibility for evaluating the teacher candidates’ achievement of unit standards. Clinical experiences are structured to have multiple performance‐based assessments at key points within the program to demonstrate candidates’ attainment of unit standards. 79.14(4) Teacher candidates experience clinical practices in multiple settings that include diverse groups and diverse learning needs. 79.14(5) Teacher candidates admitted to a teacher preparation program must complete a minimum of 80 hours of pre-student teaching field experiences, with at least 10 hours occurring prior to acceptance into the program. 79.14(6) Pre-student teaching field experiences support learning in context and include all of the following: a. High-quality instructional programs for PK-12 students in a state-approved school or educational facility. b. Opportunities for teacher candidates to observe and be observed by others and to engage in discussion and reflection on clinical practice. c. The active engagement of teacher candidates in planning, instruction, and assessment. 79.14(7) The unit is responsible for ensuring that the student teaching experience for initial licensure: a. Includes a full-time experience for a minimum of 14 consecutive weeks in duration during the teacher candidate’s final year of the teacher preparation program. b. Takes place in the classroom of a cooperating teacher who is appropriately licensed in the subject area and grade level endorsement for which the teacher candidate is being prepared. c. Includes prescribed minimum expectations and responsibilities, including ethical behavior, for the teacher candidate. d. Involves the teacher candidate in communication and interaction with parents or guardians of students in the teacher candidate’s classroom. e. Requires the teacher candidate to become knowledgeable about the Iowa teaching standards and to experience a mock evaluation, which shall not be used as an assessment tool by the unit, performed by the cooperating teacher or a person who holds an Iowa evaluator license. f. Requires collaborative involvement of the teacher candidate, cooperating teacher, and college/university supervisor in candidate growth. This collaborative involvement includes biweekly supervisor observations with feedback. g. Requires the teacher candidate to bear primary responsibility for planning, instruction, and assessment within the classroom for a minimum of two weeks (ten school days).

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h. Includes a written evaluation procedure, after which the completed evaluation form is included in the teacher candidate’s permanent record. 79.14(8) The unit annually offers one or more workshops for cooperating teachers to define the objectives of the student teaching experience, review the responsibilities of the cooperating teacher, and provide the cooperating teacher other information and assistance the unit deems necessary. The duration of the workshop shall be equivalent to one day. 79.14(9) The institution enters into a written contract with the cooperating school or district providing clinical experiences, including field experiences and student teaching.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Commendations/Strengths:

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

1. 79.14(1) The team finds evidence all teachers in the graduate programs are making their own placements. There are practicum agreements made with schools but there are no documented systems to ensure that each endorsement candidate is placed in an appropriate setting or with an appropriately licensed cooperating teacher. The team found no evidence that experiences are structured managed to provide quality learning and practice. The team Morningside Chapter 79 Review Final Report Draft - December 2017 56

requires the unit to develop and implement policies and procedures to ensure clinical experiences are appropriate to meet the needs of earning an additional endorsement.

Response: The Graduate Program in Education is committed to improving its oversight of clinical experiences for licensed practitioners. Over the course of the spring 2018 term, practices for making placements to include the procedures outlined were developed and recorded in the Graduate Program in Education: Internship, Field Experience Handbook, pages 5-7. (Refer to Exhibit 19: Graduate Program in Education: Internship, Field Experience Handbook, 2018-19.) Implementation of the new procedures commenced on June 15, 2018 to prepare for fall 2018 placements.

The Student Internship, Field Experience, and Practicum Placement Specialist, a newly created position which began on June 1, 2018, works through the entire clinical placement process with each Endorsement Candidate, as described in the Graduate Program in Education: Internship, Field Experience Handbook, 2018-19, pages 5-7.) Refer to Exhibit 20: Job Description, Student Internship, Field Experience, and Practicum Placement Specialist.

The Graduate Program in Education Internship, Field Experience, and Practicum Handbook is posted on the Morningside College website. Endorsement Candidates, Collaborating Teachers, and College Course Facilitators are referred to the website for communication of the procedures. To view the handbook with live links that provide additional information for the Endorsement Candidate, Collaborating Teacher, and Course Facilitators to include the forms, go to https://www.morningside.edu/graduate-online- programs/graduate-program-in-education/courses/approval-only-courses/.

Response: The Graduate Program has taken a number of steps to more intentionally share responsibility for evaluating the graduate students’ achievements of the unit standards throughout clinical experiences from February to June 2018.

Regarding the quality of learning and practice, Dr. Steve Gates, Graduate Head, and endorsement Lead Academic Coordinators (LACs), Lynnette Green and George Holland, began the review of this concern in relation to current practices in February 2018. Lead Academic Coordinator, Lynnette Green, completed a review of the current assessments of Special Education clinical experiences and shared plans with Dr. Steve Gates on April 12, 2018, for making the necessary revisions. All four Special Education Internship courses were identified as needing revisions to their rubrics used for assessing candidates.

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Also on April 12, 2018, LAC George Holland and Department Head Dr. Steve Gates reviewed plans for making course revisions in ESL, TAG, Middle School, and Reading that would be made in late spring and early summer 2018 to gain approval no later than the fall 2018 term.

During the following month (May 2018), the first draft of the Graduate Program in Education Internship, Field Experience, and Practicum Handbook was created to include rubrics used to assess Special Education Endorsement Candidates.

Work on the rubrics continued through the first part of June 2018. The revised rubrics/assessment forms were revised to apply to all endorsement areas offered in Graduate Education. All new internship, field experience, and practicum placement processes became effective on June 15, 2018, so that full implementation occurred beginning with the fall 2018 term. During September 2018, assessment processes were further defined in handbook to specify the responsibilities of the endorsement candidate, the collaborating teacher, and the course facilitator/college instructor. Procedures were recorded in the handbook with more clarity (p. 8) and forms and rubrics were added (pages 23-29). These collaborative evaluation processes will be implemented during the spring 2019 term. Candidate assessment data will be reviewed to guide decision-making as Morningside College continues to refine practicum, field experience, and internship processes and outcomes of the clinical experiences.

During this same time, February-June 2018, Lead Academic Coordinators Lynnette Green and George Holland worked with Dr. Steve Gates, Graduate Education Department Head, to revise the internship, field experience, and practicum requirements for each of the endorsements. Revisions to the courses in each endorsement area were made to include a stand-alone practicum, field experience, or internship course (aligning the language from Iowa Administrative Code, Chapters 13 and 14 to Morningside courses) to accomplish the following outcomes: 1. More clearly define the role of the Collaborating Teacher to improve the quality of the mentoring relationship between the Collaborating Teacher and the Endorsement Candidate. 2. Define required activities to insure quality supervision of the Endorsement Candidate by the Collaborating Teacher and the Morningside College Course Facilitator. 3. Define common assessment checklists and rubrics that will be used in all endorsement coursework with practicums, field experiences, and internships beginning with the fall 2018 term. These checklists and/or rubrics will be completed by the Collaborating Teacher and the Morningside Course Facilitator to ensure collaborative evaluation of each Endorsement Candidate’s learning in clinical experiences and achievement of unit standards.

During the review of the ESL, Middle School, Reading, STEM, and TAG endorsements, Dr. Gates and the Lead Academic Coordinators concluded that, to provide field experiences, internships and practicums that were of higher quality with requirements to include more meaningful activities and collaborative supervision between the collaborating teacher (in the K-12 field) and the course facilitator (college instructor), a reduction of the number of field experiences that included duplication of similar experiences would be implemented through the elimination of current courses and the creation of one internship, field experience, or practicum course for each endorsement area. It was concluded that the number of hours should not be reduced in the new courses. The new courses will be offered for the first time in the fall 2018 term.

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ESL Endorsement Review of English as a Second Language (ESL) courses with internships confirmed that ESL Endorsement Candidates who have not student taught at each level (elementary and secondary) must complete a teaching practicum at the appropriate level of the new endorsement. For example, currently practicing elementary teachers who wish to add the K-12 ESL endorsement must complete practicum hours at the secondary level.

Current Courses: Two courses are currently offered to meet Morningside’s requirements for an internship at the opposite level of the Endorsement Candidate’s current licensure. EDUC 730: K-8 ESL Internship and EDUC 731: 5-12 ESL Internship are offered as three-credit courses that require 75 hours of logged internship hours to include 30 hours at the opposite grade level span in which the Endorsement Candidate is currently teaching and 45 hours to include multiple activities at a variety of grade levels. There is no requirement as to number of hours that must be logged as direct work with students. New Course: A new course, EDUC 732: K-12 Internship (3 credits), has been developed to replace EDUC 730: K-8 ESL Internship and EDUC 731: 5-12 Internship. The course description follows:

This course is designed for endorsement candidate to reflect on learnings from previous ESL courses through professional learning communities. Content includes philosophy, programming/curriculum, student needs and assets, formative and summative assessment, best practices for teaching English to ESL students, cultural competence, advocacy, policies, and appropriate practices.

The culminating experience shall include a 75-hour internship within an ESL setting to enhance the learned skills and knowledge base. Thirty of the 75 hours must be in the opposite grade cluster; i.e., K-8 must do 30 hours in 5-12 and vice versa. Those currently employed as a K-12 teacher will work with the course facilitator to make arrangements as appropriate. Endorsement candidates will either tutor or observe students in the 30-hour field experience. The remaining 45 hours will be selected from a pre-approved checklist identified in the Moodle course.

The internship will also provide the endorsement candidate with a teaching experience that includes working with a Collaborating Teacher who will guide, mentor, and model best instructional practices in the classroom. The Collaborating Teacher has the appropriate license and will provide an assessment of the work done by the endorsement candidate.

To demonstrate academic rigor, the educator will create a portfolio. Directions for the portfolio are in the Moodle course. Enrollment is by permission of the Graduate Office only. This course is offered during the fall and spring terms.

Middle School Endorsement Review of Middle School courses with practicums revealed that there was unnecessary repetition of similar experiences and that Iowa Administrative Code requires a field experience rather than a Morningside Chapter 79 Review Final Report Draft - December 2017 59

practicum. Consequently, the Middle School endorsement will remove practicum expectations from two courses and add a new field experience course. Although the new courses will be offered beginning in the fall 2018, all Middle School endorsement candidates will begin meeting the field experience requirements with completion of this new course by the summer 2019 term.

Current Courses: Two courses, EDUC 460G: Growth & Development for the Middle Level Student (3 credits) and 817: Middle School Curriculum and Methods (3 credits) included 15 hours of practicum in each course for a total of 30 hours. The practicum hours in EDUC 460G could include settings outside a school classroom where middle school students are participating in activities with the purpose of observation of developmental characteristics of this age group to include cognitive, social, and emotional development.

New Courses: EDUC 816 (revised EDUC 460G): Growth & Development for the Middle Level Student has been reduced from three to two credits with the elimination of the practicum.

EDUC 818: Middle School Field Experience, a one-credit course, has been developed to provide Middle School Endorsement Candidates with a more focused, supervised experience that includes 30 hours of field experience in a middle school classroom. The course description follows:

This course is designed for endorsement candidate to gain an in-depth understanding of the 21st century middle school, as well as pertinent factors being faced by today’s adolescents and educators. The course will also serve as a field experience component to culminate recent course experiences utilizing practical applications and procedures. Topics will include school climate, advisory, advocacy, and affective, education, as well as student assessment and evaluation.

The culminating experience shall include a 30-hour field experience within a middle school setting to enhance the learned skills and knowledge base. The Field Experience will also provide the endorsement candidate with a teaching experience that includes working with a Collaborating Teacher; who will guide, mentor, and model best instructional practices in the classroom. The Collaborating Teacher has the appropriate license and will provide an assessment of the work done by the endorsement candidate.

To demonstrate academic rigor, the educator will engage in multiple field placement assignments (walkthrough, interview, self-reflection journals, self-reflection video). The field experience assignments will consist of collecting data from multiple resources and personnel via observation, professional discussion, and personal/professional reflection, connecting theory to best practice. In addition, the educator will collaborate and share his or her ideas regarding such findings within various reflective discussion boards, building a Professional Learning Community (PLC), from which to gain and build upon real-world experience.

This course is offered during the second half of the fall and spring terms. Enrollment is by permission of the Graduate Office only.

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Reading Endorsement Review of Reading courses with practicums revealed significant and unnecessary repetition of similar experiences in four different courses. Candidates were not required to complete all 50 hours in direct contact with students. It was decided to revise the current courses so that a practicum is no longer required and add a new course that would require 50 hours of practicum. All Reading endorsement candidates will meet the new practicum requirements beginning in the summer 2019 term.

Current Courses: EDUC 762: Diagnostic Teaching of Reading and Practicum (20 hours), EDUC 764: Literacy for Grades K-4 and Practicum for the K-8 Reading Endorsement or EDUC 766: Literacy for Grades 9- 12 and Practicum for the 5-12 Reading Endorsement (15 hours), and EDUC 765: Literacy for Grades 5-8 and Practicum (15 hours) for a total of 50 practicum hours.

• Redesigned and renamed course EDUC 762: Diagnostic Teaching of Reading and Practicum to EDUC 762: Diagnostic Teaching of Reading. • Redesigned and renamed course EDUC 764: Literacy for Grades K-4 and Practicum to EDUC 764: Literacy for Grades K-4. • Redesigned and renamed course EDUC 765: Literacy for Grades 5-8 and Practicum to EDUC 765: Literacy for Grades 5-8. • Redesigned and renamed course EDUC 766: Literacy for Grades 9-12 and Practicum to EDUC 766: Literacy for Grades 9-12.

New Courses: K-8 Reading Endorsement candidates will take EDUC 771: K-8 Reading & Writing Assessment and Practicum (3 credits) to replace EDUC 760: Reading Assessment. The course description follows: This course is designed for Endorsement Candidates to gain an in-depth application of the reading and writing assessments used in the K-8 classroom setting. Topics will include research-based strategies, classroom accommodations, designing instruction, classroom environment, assessment, and data analysis.

The course shall include a 50-hour practicum to enhance the learned skills and knowledge base. The Field Experience will also provide the Endorsement Candidate with a teaching experience that includes working with a Collaborating Teacher who will guide, mentor, and model best instructional practices in the classroom. The approved Collaborating Teacher must hold the K-8 Reading endorsement on their Iowa teaching license and will provide an assessment of the work done by the Endorsement Candidate.

To demonstrate academic rigor, the educator will maintain a log and create a reflection paper. Guidelines are in the Moodle course.

This course is offered during the fall and spring terms. Enrollment is dependent on placement approval.

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5-12 Reading Endorsement candidates will take EDUC 772: 5-12 Reading & Writing Assessment and Practicum (3 credits) to replace EDUC 760: Reading Assessment. The course description follows: This course is designed for Endorsement Candidates to gain an in-depth application of the reading and writing assessments used in the 5-12 classroom setting. Topics will include research-based strategies, classroom accommodations, designing instruction, classroom environment, assessment, and data analysis.

The course shall include a 50-hour practicum to enhance the learned skills and knowledge base. The Field Experience will also provide the Endorsement Candidate with a teaching experience that includes working with a Collaborating Teacher who will guide, mentor, and model best instructional practices in the classroom. The approved Collaborating Teacher must hold the 5-12 Reading endorsement on their Iowa teaching license and will provide an assessment of the work done by the Endorsement Candidate.

To demonstrate academic rigor, the educator will maintain a log and create a reflection paper. Guidelines are in the Moodle course. This course is offered during the fall and spring terms. Enrollment is dependent on placement approval.

K-8 Science, Technology, Engineering, and Math (STEM) and 5-8 STEM Endorsements Review of Science, Technology, Engineering, & Mathematics (STEM) courses with capstones revealed that state standards require a field experience rather than a capstone. Consequently, the STEM endorsements removed capstone expectations from one course and created a new field experience course with a minimum of 30 hours. All STEM endorsement candidates will begin meeting the field experience requirements by the summer 2019 term.

New Course: EDUC 843: STEM Field Experience (1 credit). The course description follows:

This course is designed for Endorsement Candidate who wish to receive an endorsement in either K-8 STEM or 5-8 STEM. It is the final course in the endorsement series. During this course, educators will synthesize their learning from EDUC 840: STEM Engineering & Technological Design for the Educator (3 credits), EDUC 841: STEM Curriculum Development (3 credits), and EDUC 842: STEM Materials and Methods (3 credits) in preparation for teaching Science, Technology, Engineering, and Mathematics and leading extra-curricular STEM activities.

The culminating 30-hour field experience shall include a choice of: Completing a STEM research experience, Participating in a STEM internship at a STEM business or informal education organization, or Leading a STEM extracurricular activity.

The Field Experience will also provide the Endorsement Candidate with a teaching experience that includes working with a Collaborating Teacher; who will guide, mentor, and model best instructional practices in the classroom. The approved Collaborating Teacher

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must hold a STEM endorsement on their Iowa teaching license and will provide an assessment of the work done by the Endorsement Candidate.

To demonstrate academic rigor, the educator will create a reflection video. Guidelines are in the Moodle course. This course is offered during the second half of the fall, spring, and summer terms. Enrollment is dependent on placement approval.

Talented and Gifted (TAG) Endorsement The only change to the TAG endorsement is renaming the course EDUC 582: Internship: Gifted to EDUC 582: Practicum: Talented and Gifted to use the same language as found in Iowa Administrative Code 282, 13.28(24). The 50-hour “internship” requirement is now a 50-hour “practicum” requirement. The course description for EDUC 582: Practicum: Talented and Gifted follows: This course is designed for Endorsement Candidates to apply learning from the three core TAG courses. The course will also serve as a field experience component to culminate recent course experiences utilizing practical applications and procedures. Topics will include program goals, curriculum planning, collaboration, and parent collaboration.

The culminating experience shall include a 50-hour practicum: at least 25 hours of direct teaching or interacting directly with identified K-12 TAG students; and at least 25 more hours of working directly with identified K-12 TAG students or observing/shadowing/assisting an endorsed K-12 TAG teacher as they work directly with identified K-12 TAG students. The practicum will also provide the Endorsement Candidate with a teaching experience that includes working with a Collaborating Teacher who will guide, mentor, and model best instructional practices in the classroom. The approved Collaborating Teacher must hold the K-12 TAG endorsement on their Iowa teaching license and will provide an assessment of the work done by the Endorsement Candidate.

To demonstrate academic rigor, the educator will complete a final reflection paper. Guidelines are in the Moodle course. This course is offered during the fall and spring terms. Enrollment is dependent on placement approval.

Requirements of the unit prior to State Board action:

Morningside College must provide documented evidence that they are resolving clinical concerns #1 and #2 in such a way that will allow them to sustain compliance with Standard 79.14.

Sources of Information:

• Course syllabi • Undergraduate and Graduate Assessment Plans • Minutes of Undergraduate and Graduate Assessment Meeting Minutes • Institutional Report • Program Response to Review Team’s Initial Report Visits to classrooms and discussions with students Visits to clinical sites and discussions with cooperating teachers, administrators

Final Recommendation: Met Met Pending Not Met Or Conditions Met with Strength Noted

TEACHER EDUCATION CURRICULUM (Knowledge, Skills, and Dispositions)

281—79.15(256) Teacher candidate knowledge, skills and dispositions standard. Teacher candidates demonstrate the content, pedagogical, and professional knowledge, skills and dispositions necessary to help all students learn in accordance with the following provisions. 79.15(1) Each teacher candidate demonstrates the acquisition of a core of liberal arts knowledge including but not limited to English composition, mathematics, natural sciences, social sciences, and humanities. 79.15(2) Each teacher candidate receives dedicated coursework related to the study of human relations, cultural competency, and diverse learners, such that the candidate is prepared to work with students from diverse groups, as defined in rule 281—79.2(256). The unit shall provide evidence that teacher candidates develop the ability to meet the needs of all learners, including: a. Students from diverse ethnic, racial and socioeconomic backgrounds. b. Students with disabilities. c. Students who are gifted and talented. d. English language learners. e. Students who may be at risk of not succeeding in school. 79.15(3) Each teacher candidate demonstrates knowledge about literacy and receives preparation in literacy. Each candidate also develops and demonstrates the ability to integrate reading strategies into content area coursework. Each teacher candidate in elementary education demonstrates knowledge related to the acquisition of literacy skills and receives preparation in a variety of instructional approaches to reading programs, including but not limited to reading recovery. 79.15(4) Each unit defines unit standards (aligned with InTASC standards) and embeds them in courses and field experiences. 79.15(5) Each teacher candidate exhibits competency in all of the following professional core curricula: a. Content/subject matter specialization. The teacher candidate demonstrates an understanding of the central concepts, tools of inquiry, and structure of the discipline(s) the candidate teaches and creates learning experiences that make these aspects of the subject matter meaningful for students. This specialization is evidenced by a completion of a 30-semester-hour teaching major which must minimally include the requirements for at least one of the basic endorsement areas, special education teaching endorsements, or secondary level occupational endorsements. The teacher candidate must either meet or exceed a score above the 25th percentile nationally on subject Morningside Chapter 79 Review Final Report Draft - December 2017 64

assessments designed by a nationally recognized testing service that measure pedagogy and knowledge of at least one subject area as approved by the director of the department of education, or the teacher candidate must meet or exceed the equivalent of a score above the 25th percentile nationally on an alternate assessment also approved by the director. The alternate assessment must be a valid and reliable subject-area-specific, performance-based assessment for preservice teacher candidates that is centered on student learning. Additionally, each elementary teacher candidate must also complete a field of specialization in a single discipline or a formal interdisciplinary program of at least 12 semester hours. b. Student learning. The teacher candidate demonstrates an understanding of human growth and development and of how students learn and participates in learning opportunities that support intellectual, career, social and personal development. c. Diverse learners. The teacher candidate demonstrates an understanding of how students differ in their approaches to learning and creates instructional opportunities that are equitable and adaptable to diverse learners. d. Instructional planning. The teacher candidate plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum models. e. Instructional strategies. The teacher candidate demonstrates an understanding of and an ability to use a variety of instructional strategies to encourage student development of critical and creative thinking, problem-solving, and performance skills. f. Learning environment/classroom management. The teacher candidate uses an understanding of individual and group motivation and behavior; creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation; maintains effective classroom management; and is prepared to address behaviors related to substance abuse and other high-risk behaviors. g. Communication. The teacher candidate uses knowledge of effective verbal, nonverbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry and collaboration and to support interaction in the classroom. h. Assessment. The teacher candidate understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social, and physical development of the student, and effectively uses both formative and summative assessment of students, including student achievement data, to determine appropriate instruction. i. Foundations, reflective practice and professional development. The teacher candidate develops knowledge of the social, historical, and philosophical foundations of education. The teacher candidate continually evaluates the effects of the candidate’s choices and actions on students, parents, and other professionals in the learning community; actively seeks out opportunities to grow professionally; and demonstrates an understanding of teachers as consumers of research and as researchers in the classroom. j. Collaboration, ethics and relationships. The teacher candidate fosters relationships with parents, school colleagues, and organizations in the larger community to support student learning and development; demonstrates an understanding of educational law and policy, ethics, and the profession of teaching, including the role of boards of education and education agencies; and demonstrates knowledge of and dispositions for cooperation with other educators, especially in collaborative/co-teaching as well as in other educational team situations. k. Technology. The teacher candidate effectively integrates technology into instruction to support student learning. l. Methods of teaching. Methods of teaching have an emphasis on the subject and grade-level

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endorsement desired. 79.15(6) Teacher candidates demonstrate competency in content coursework directly related to the Iowa core. 79.15(7) Each teacher candidate meets all requirements established by the board of educational examiners for any endorsement for which the candidate is recommended. 79.15(8) Programs shall submit curriculum exhibit sheets for approval by the board of educational examiners and the department.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Commendations/Strengths: • Students are knowledgeable of the conceptual framework and how it is integrated into their courses. • Course syllabi all contain a copy of the conceptual framework with connections to InTASC and Iowa Teaching Standards, the Morningside College Vision and Mission Statement, and then the School of Education Vision and Mission Statement. Many of the syllabi also have a full list of the Iowa Teaching Standard and InTASC standards. • For each course objective outlined in the syllabus there is a connection to InTASC, Iowa Teaching Standards, Iowa Code, how it will be taught or addressed (activity), and how it will be assessed. • Connections to the Iowa Core is a component of the Lesson Plan Rubric and Lesson Delivery Rubric that is evaluated in all of the methods courses. • Each graduate syllabus for endorsement courses include connections to the BoEE endorsement requirements. • The graduate syllabi and course interface (Moodle) are consistent for each course regardless of who is teaching it.

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

2. 79.15(2) Current candidates and recent graduates provided a list of learning concepts they would like the program to enhance. The list includes: • How to manage and direct associates and their time. • Information on language acquisition and teaching English Language Learners. • Classroom management. • Would like more time to collaborate and co-teach with other teachers in their practicum experiences to experience and learn what works with struggling students. Morningside Chapter 79 Review Final Report Draft - December 2017 66

• Using technology for learning. The team recommends that the unit consider suggestions made by their candidates and program completers when making curricular adjustments.

4. 79.15(5) The team found evidence that one course (EDUC 316) provides instruction in two content areas, social studies and science, and is aligned with only one field experience. The team is concern that candidates may not receive adequate instruction and experience for two content fields. Evidence indicates the field experience may be only observational rather than participatory and that it may not provide practice opportunities in both science and social studies. The team recommends the unit to examine learning and associated clinical experiences and make adjustments to ensure candidates are well prepared to teach all concepts within the endorsement.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

2. 79.15(8) Curriculum exhibits for both the graduate and undergraduate programs are not yet approved. The team requires all curriculum exhibits for all endorsements offered to be approved.

Response: Curriculum exhibits for all endorsements, graduate and undergraduate, have been approved.

Requirements of the unit prior to State Board action:

Morningside College must obtain approval of curriculum exhibits for all endorsements offered.

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Final Recommendation: Met Met Pending Not Met Or Conditions Met with Strength Noted

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Iowa State Board of Education

Executive Summary

March 28, 2019

Agenda Item: Morningside College Alternative Licensure Practitioner Preparation Program Approval

State Board Priority: Improving Teacher and Leader Preparation

Presenter(s): Lawrence R. Bice, Administrative Consultant Bureau of Leading, Teaching, Learning Services

Attachment(s): One

Recommendation: It is recommended that the State Board award full approval to the Morningside College alternative licensure practitioner preparation program through the next review scheduled for the 2024-2025 academic year.

Background: Morningside College provides an alternative licensure (intern) practitioner preparation program on their Sioux City campus, augmented with online coursework. The Morningside intern program offers preparation in almost all secondary level endorsements. The attached report is a summary of the fall 2017 review of the Morningside College alternative licensure practitioner preparation program

under 281 Iowa Administrative Code chapter 77. The program has met all Chapter 77 standards without condition; therefore, the Department recommends the State Board grant full approval to the Morningside College alternative licensure practitioner preparation program.

Morningside College Teacher Intern Program IAC 281 Chapter 77 Team Report

Preliminary Review: August 30, 2017 Site Visit: October 29, 2017 through November 2, 2017

Final Report: January 12, 2018

Presented to the State Board of Education on March 28, 2019

Iowa Department of Education

Review Team Members:

In addition to all findings, this report provides a summary of resolutions of compliance concerns only. See the attached appendix (beginning on page 19) for the complete, unedited Morningside Teacher Intern Program response to recommendations and concerns. Names have been redacted in compliance concerns.

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Background In 2002, The State Board approved initial rules for Alternative Licensure programs. The rules were designed to provide a pathway to teacher licensure that is faster than traditional programs and is designed for working adults who possess a degree and experience in a teaching field. The pathway, using a yearlong internship, was designed to alleviate shortages of teachers in hard to place content areas. Several years later, the Iowa Department of Education offered grants to support institutions in developing an intern program. In the fall of 2008, the Morningside College Education Department received a Department of Education Teacher Intern Program grant in the amount of $53,000. The Morningside College Teacher Intern Program was developed in response to the shortage of secondary teachers in particular content areas in the state of Iowa. Although the most sought after candidates possess expertise in Iowa Department of Education identified shortage areas, candidates who have preparation in other content areas are often admitted to the program since “shortage” areas have been identified locally. The Morningside Teacher Intern Program is a two-year program delivered in a hybrid format. During year one of the program, Teacher Interns complete sixteen credit hours of pedagogy through online learning and attendance at face-to-face classes on the Morningside College campus during one weekend per month from August through July. In addition, candidates complete eighty contact hours of field experience in a middle school and/or high school, working with secondary students under the supervision of a master teacher. Interns secure a teaching position in an Iowa middle school or high school for the following academic year (year two of the program) and obtain a Teacher Intern license. During year two of the program, Interns participate in two four-hour seminars to support their growth during the first year of teaching which meets in a face-to-face format on one Saturday every month in additional to an online component. Interns also complete four additional credits of coursework delivered in an online format. Twenty-eight credit hours are earned during the two-year program. The content and scope of the program is aligned to the Iowa Teaching Standards, InTASC Standards, and the teacher education professional core.

Coursework includes classroom management; instructional planning and strategies; student learning (including diverse learners and exceptional learners); assessment; collaboration, ethics, and relationships; educational technology; foundations of education; communication; integration of reading strategies; and adolescent development.

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Acknowledgements Team members would like to express their gratitude to the Morningside College community for their hospitality and assistance in facilitating the team’s work. The tasks associated with the review process necessitate intense focus by reviewers during a concentrated period of time. Everyone we encountered graciously responded to our questions and requests for materials. We interacted with a wide variety of individuals who demonstrated enthusiasm, professionalism, and dedication to this program. The team expresses its appreciation for the work of all involved with a special thank you to those whose roles were integral in the success of this visit. Some of those people are:

John Reynders, President Dr. Bill Deeds, Provost Ron Jorgensen, Chief Financial Officer Dr. LuAnn Haase, Chair, Education Department Larry Peterson, Instructor, Intern Program

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GOVERNANCE AND RESOURCES

281—77.8(256) Governance and resources standard. Governance and resources adequately support the preparation of teacher intern candidates to meet professional, state and institutional standards. As a component of the program, the institution shall work collaboratively with the local school district(s) or AEA. 77.8(1) The institution shall have a clearly understood governance structure that serves as a basis to provide guidance and support for the teacher intern preparation program. 77.8(2) The institution’s responsibilities shall include but not be limited to: a. Establishing a teacher intern leadership team that will provide oversight of the program; b. Providing appropriate resources to ensure a quality program; and c. Submitting a recommendation by the authorized official of the program to the BOEE for a teacher intern license after the teacher intern candidate’s completion of the coursework and competencies as outlined in the program of study in subrule 77.10(3). 77.8(3) The leadership team’s responsibilities include: a. Establishing the conceptual framework to provide the foundation for all components of the program; b. Screening and selecting teacher intern candidates; c. Establishing an advisory team to provide guidance to the teacher intern preparation program annually for program evaluation and continuous improvement. The advisory team shall include institutional personnel, including program faculty, and representatives from LEA 5-12 grade level teachers and administrators; and d. Using program evaluation and continuous improvement to review and monitor the program goals, the program of study, the support system, and the assessment system. 77.8(4) The teacher intern preparation program and LEAs will work collaboratively to provide opportunities for teacher intern candidates to observe and be observed by others and to engage in discussion and reflection on clinical practice. 77.8(5) The LEA will provide the following: a. An offer of employment to a teacher intern candidate in the program; b. A mentoring and induction program with a district-assigned mentor; and c. An assurance that the LEA will not overload the intern with extracurricular duties. 77.8(6) The institution provides resources and support necessary for the delivery of a quality teacher intern preparation program. The resources and support include the following: a. Financial resources; facilities; and appropriate educational materials, equipment and library services; b. Commitment to a work climate, policies, and faculty/staff assignments that promote/support best practices in teaching, scholarship and service; c. Equitable resources and access for all program components regardless of delivery model or location; d. Professional development opportunities for all faculty members; e. Technological support for instructional needs to enhance candidate learning with instructional technology integrated into classroom experiences; f. Quality clinical experiences and evaluations for all educator candidates; g. Recruiting and supporting faculty; and h. Sufficient faculty and administrative, clerical, and technical staff.

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77.8(7) The program has a clearly articulated process regarding candidate and intern performance, aligned with the institutional policy, for decisions impacting progress through the program. Program and school district policies for removal and replacement of interns from their internship assignment are clearly communicated to all candidates, school administrators and faculty.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Commendations/Strengths: • The team commends the Teacher Intern Leadership Team for the meeting regularity, their use of data for programmatic decisions, and for their active role in the operation and administration of the overall program. • The team offers appreciation and encouragement to the Director of the Intern Program for her work in the increased visibility (school site visits), sustainability (noted enrollment increases), and reputation of the program (as verified by 5-12 school administrators. • The team commends the program for the articulated process (checkpoints) regarding candidate and intern performance.

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

1. 77.8(3a) The team finds that the conceptual framework for the Teacher Intern Program is built upon the InTASC standards but the program assessment is built upon the Iowa Teaching Standards. The team recommends that the Teacher Intern Leadership Team create a conceptual framework that will underpin the program goals of the Teacher Intern Program.

2. 77.8(7) The team did not find evidence of a process for removal of a student from their Field Experience and recommends adding that procedure to the Teacher Intern Handbook.

3. 77.8(7)The team noted that a statement regarding the occurrence when a teacher intern’s contract is terminated while in the Teacher Intern Program needs correction: “The Board of Educational Examiners will grant an extension of the Teacher Intern License for the following academic year.” This sentence should state, “The Board of Educational Examiners may grant an extension of the Teacher Intern License for the following academic year.”

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Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

1. 77.8(1) The team finds evidence that the designed governance structure is not in effect. Comments from the lead instructor indicate that although the course syllabi may have been revised in 2016, he has not adjusted his teaching practice or content. He stated the program was originally 10 sessions that he designed, that included “everything you need to know.” He further stated that regardless of the new curriculum, the original 10 sessions is, “that’s still what I do.” The team requires the unit to implement governance of the program in a way that ensures the program curriculum is being taught and assessed with fidelity in accordance with program standards and governance requirements.

2. 77.8(6) The team finds evidence that the director does not have sufficient time to oversee the program in addition to her other duties. The team requires the institution to examine and adjust human resources in order to ensure a position with adequate time to provide program governance.

Resolution of Concern #1: The unit provided a curriculum map comprehensively detailing the content and plan for delivery of the Teacher Intern Program. The unit also provided a detailed plan for observation of the lead instructor, with mechanisms in place to document implementation with integrity and/or intervene to resolve implementation concerns. The team considers this standard MET.

Resolution of Concern #2: Morningside instituted a new governance structure on June 1, 2018. The new structure established the position of Dean of the School of Education, which reports directly to the provost. Under the dean are three departments, each with a Department Head, reporting directly to the dean. The departments are: undergraduate teacher preparation (Ch. 79), graduate teacher preparation (Ch. 79) and teacher intern department (Ch. 77). The Dean of the Sharon Walker School of Education will also serve as the director/chair of the teacher intern department (Chapter 77). The College has had added a faculty line who will serve as the chair of the undergraduate teacher preparation department. The additional positions are confirmed by the provost. The revised organizational structure, along with the addition of a separate chair to relieve the Teacher Intern Director of chair responsibilities for the traditional TEP, will provide the resources necessary for adequate oversight of the Morningside College Teacher Education Program. The team considers this standard MET.

NOTE: The Iowa Department of Education consultants will conduct a follow-up visit one year from the time of Board action to ensure plans were properly implemented.

Sources of Information:

Interviews with:

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• Director of the Teacher Intern Program, Field Placement Director of the Teacher Intern Program, Teacher Leadership Committee, Teacher Intern Graduates, Teacher Intern Students Review of: • Course syllabi • Student records • Institutional Report • Program Response to Review Team’s Initial Report • Minutes from Teacher Intern Leadership Team • Handbooks: Teacher Intern Program Faculty & Staff Handbook, Teacher Intern Program Field Experience Handbook, Teacher Intern Program Policies and Procedures, Teacher Intern Program Handbook for the Intern Teaching Year, Teacher Intern Program Candidate & Program Assessment Plan

Final Recommendation: Met Not Met Or Met with Strength

FACULTY

281—77.9(256) Faculty standard. Faculty qualifications and performance shall facilitate the professional development of teacher intern candidates in accordance with the following provisions. 77.9(1) The program defines the roles and requirements for faculty members by position. The program describes how roles and requirements are determined. 77.9(2) Faculty members shall have preparation and have had experiences in situations similar to those for which the teacher intern candidates are being prepared. 77.9(3) The program holds faculty members accountable for teaching prowess. This accountability includes evaluation and indicators for continuous improvement. 77.9(4) The program holds faculty members accountable for professional growth to meet the academic needs of the program. 77.9(5) Faculty members shall maintain an ongoing, meaningful involvement in activities in schools at the secondary grade level. Activities of faculty members shall include at least 40 hours of team teaching during a period not to exceed five years in duration at the middle school, junior high school or high school level. 77.9(6) Faculty members collaborate with colleagues in the intern program and colleagues in secondary settings. 77.9(7) All faculty members demonstrate an understanding of the depth, breadth and best practices of the program.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below 7 Morningside Chapter 77 Review Final Report March 2019

Commendations/Strengths: • The recent increased number of program faculty provides greater depth of expertise, experience, and perspective. • The rationale and passion exhibited by program faculty and institutional administrators for offering this program to provide an alternative accreditation pathway in Iowa is commendable. • The director and Teacher Intern Leadership Teams’ continued efforts to re-structure the Teacher Intern program’s assessment plan are commendable.

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

1. 77.9 (3) The team finds evidence in assessment samples that faculty members are not being held accountable for teaching prowess in the assessment of candidate work. In the provided samples, candidates always scored at the highest level for lower quality work (by consensus of at least four members of the site visit team.) Further, candidate assessments consistently illustrate scores of 4 out of 4 on a rubric, with little or no feedback. The team recommends the unit restructure assessments and provide professional development for faculty to ensure assessment practices are rigorous, valid, useful and reliable.

2. 77.9(6) The team does not find evidence of meaningful and/or regular collaboration between colleagues in the intern program, other than with the director. The team recommends regular and documented collaboration with teacher intern faculty.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

1. 77.9 (5) The team finds no evidence that the lead instructor has completed at least 40 hours of team teaching during a period not to exceed five years in duration at the middle school, junior high school, or high school level. The team requires the unit to establish and enforce policy to ensure faculty members remain current in classroom practices.

Resolution of Concern #1: The policy for the required 40 hours of team teaching is documented and communicated in the Teacher Intern Program Faculty Handbook. During a conference with the Director of the Teacher Intern Program, the lead instructor was given a deadline of January 30, 2018 to complete the required 40 hours of team teaching. Evidence was provided to demonstrate that the lead instructor completed 40 hours of team teaching before this mandated deadline, and has continued to engage in and record co-teaching activities for monitoring by the Program Director. The team considers this standard MET.

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NOTE: The Iowa Department of Education consultants will conduct a follow-up visit one year from the time of Board action to ensure plans were properly implemented.

Sources of Information:

Interviews with: • Director of the Teacher Intern Program, Field Placement Director of the Teacher Intern Program, Teacher Leadership Committee, Teacher Intern Graduates, Teacher Intern Students Review of: • Course syllabi • Student records • Institutional Report • Program Response to Review Team’s Initial Report • Minutes from Teacher Intern Leadership Team • Handbooks: Teacher Intern Program Faculty & Staff Handbook, Teacher Intern Program Field Experience Handbook, Teacher Intern Program Policies and Procedures, Teacher Intern Program Handbook for the Intern Teaching Year, Teacher Intern Program Candidate & Program Assessment Plan

Final Recommendation: Met Not Met Or Met with Strength

PROGRAM OF STUDY

and 5. c. Demonstrates competence in classroom management. This aligns with Iowa teaching standard 6 (281—subrule 83.4(6)) and with InTASC standard 3. d. Demonstrates competence in planning and preparing for instruction. This aligns with Iowa teaching standard 3 (281—subrule 83.4(3)) and with InTASC standard 7. e. Uses a variety of methods to monitor student learning. This aligns with Iowa teaching standard 5 (281—subrule 83.4(5)) and InTASC standard 6. 77.10(4) Additional coursework and competencies to be completed prior to the recommendation for an initial teaching license shall include but not be limited to: a. Uses strategies to deliver instruction that meets the multiple learning needs of students. This aligns with Iowa teaching standard 4 (281—subrule 83.4(4)) and with InTASC standards 2 and 8. b. Engages in professional growth. This aligns with Iowa teaching standard 7 (281—subrule 83.4(7)) and with InTASC standard 9. c. Contributes to efforts to achieve district and building goals. This aligns with Iowa teaching standard 8 (281—subrule 83.4(8)) and with InTASC standard 10. d. Demonstrates ability to enhance academic performance and support for implementation of the school district student achievement goals. This aligns with Iowa teaching standard 1 (281—subrule 83.4(1)). 77.10(5) Each teacher intern candidate demonstrates knowledge about literacy and receives preparation in literacy. Each candidate also develops and demonstrates the ability to integrate reading strategies into content area coursework. 77.10(6) Each teacher intern candidate effectively demonstrates the ability to integrate technology into instruction to support student learning. 77.10(7) Each teacher intern candidate receives dedicated coursework related to the study of human relations, cultural competency, and diverse learners, such that the candidate is prepared to work with students from diverse groups, as defined in rule 281—77.2(256). The unit shall provide evidence that teacher intern candidates develop the ability to meet the needs of all learners, including: a. Students from diverse ethnic, racial and socioeconomic backgrounds; b. Students with disabilities; c. Students who are gifted and talented; d. English language learners; and e. Students who may be at risk of not succeeding in school. 77.10(8) Each teacher intern candidate demonstrates knowledge and application of the Iowa core to the teaching and learning process. 77.10(9) Each teacher intern candidate will be engaged in field experiences that include opportunities for both observation of exemplary instruction and involvement in co-planning and co-teaching. Each teacher intern candidate will complete at least 50 hours of field experience prior to the candidate’s initial employment as an intern. The institution enters into a written contract with the cooperating school or district providing pre-internship field experiences. 77.10(10) The teacher intern preparation program will provide a teacher intern seminar during the teacher internship year to: a. Support and extend coursework from the teacher intern content; and

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b. Facilitate teacher intern reflection. 77.10(11) Programs shall submit curriculum exhibit sheets for approval by the BOEE and the department. 77.10(12) In accordance with 281—Chapter 83, all interns shall be provided with a district- level mentor in addition to the program supervisor. The purpose of this district-level mentor is to provide coaching feedback dependent on the intern’s classroom experience. This district-level mentor shall not serve in an evaluative role. The district-level mentor shall complete specialized training for serving as a mentor as required in rule 281—83.3(284). The program shall coordinate support between the teacher intern candidate’s local district mentor and program supervisor. 77.10(13) The program shall provide an orientation for teacher intern candidates. The orientation will include, but not be limited to: a. Program goals and expectations; b. Licensure and ethics requirements; c. Support provided by the program; and d. Support provided by the LEA or AEA. 77.10(14) Teacher intern faculty shall provide teacher intern candidates with academic advising, feedback about their performance throughout the program, and consultation opportunities. 77.10(15) Teacher intern faculty shall provide regular supervision in teacher intern candidates’ classrooms with additional supervision and assistance provided as needed.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Commendations/Strengths: • The significant revision of the program of study that occurred in 2016 has improved the overall scope and sequence of courses.

• The unit, working collaboratively with the teacher intern leadership team, takes appropriate measures to deny admission to the program or remove a teacher intern candidate enrolled in the program when there is evidence that the candidate does not demonstrate the capacity to develop the appropriate dispositions, knowledge and performance expectations.

• The unit is preparing teacher intern candidates to differentiate instruction to meet the needs of all learners, including those with special needs.

• The unit has successfully created a dedicated course to prepare teacher intern candidates to assist their students in the area of literacy and to integrate reading instructional strategies into their content areas.

11 Morningside Chapter 77 Review Final Report March 2019

• The unit has successfully created a dedicated course to prepare candidates to integrate technology into their classroom, and to facility technology understanding and application for their own students. Additionally, teacher intern candidates describe being well prepared in this area.

• The unit has successfully created a dedicated course related to the study of human relations, cultural competency, and diverse learners, such that the candidate is prepared to work with students from diverse groups, and that teacher intern candidates feel prepared in this area.

• The teacher intern candidates receive 80 hours of pre-internship field experiences, which is above the state requirement of 50 hours, and that the pre-internship field experiences consist of a majority of teaching and co-teaching rather than just observation.

• The teacher intern candidates described being supported by the unit through frequent and regular supervision (first weekly then bi-weekly) with assistance from the unit provided as needed.

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

1. 77.10(1) The team finds that although there has been some alignment of course content to the Iowa Teaching Standards, the team recommends further alignment revision to ensure that each candidate is provided an opportunity to comprehensively demonstrate mastery.

2. 77.10(1) The team finds that although there has been cursory coverage of the Iowa Code of Professional Conduct and Ethics, the team recommends candidates receive more complete preparation in the areas of mandatory reporting items, recent legislation, recent cases, boundary issues, and preventive measures.

3. 77.10(3) The team finds that although there is some evidence that candidates are receiving instruction in how to use a variety of methods to monitor student learning, more work is needed in this area to move candidates from using simplistic assessments to more authentic assessments that will allow their students to demonstrate mastery and application of knowledge. The team recommends the unit engage in professional development in assessment practices and make necessary adjustments to assessment policies, requirements, procedures and tools.

4. 77.10(4) The team finds that although there is some cursory evidence that candidates may be participating in professional growth during the internship year, the professional development log as required by the lead instructor does not allow candidates to demonstrate their professional growth or their efforts to achieve district and building goals, or how they are enhancing academic performance and support for implementation of the school district and achievement goals. The team recommends the unit engage in 12 Morningside Chapter 77 Review Final Report March 2019

professional development in assessment practices and restructure the assessment system to monitor and inform candidate progress toward standards.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

1. 77.10(3) The team finds evidence that although there has been a dedicated course created for classroom management techniques (EDUC 4051), the discussion of practices facilitated by the lead instructor in EDUC 4241 are not considered current best practice and are detrimental to the preparation of intern candidates to meet the learning needs of all students. For instance, the following solutions were cited by a teacher intern candidate who received a 4.0 rating (highest rating) on a classroom management successes/challenges chart: a. Disrespectful behavior isn’t tolerated. Collect data for alternative school. b. Private schools have some advantages, especially in family involvement, and demographics. Not every student[s] comes from wealthy background, but they are in private school because they are hopefully more serious about their education. c. Pattern: bad home life, lack of motivation. The team requires the unit to ensure best practices are incorporated in all coursework to prepare intern candidates to meet the learning needs of all students.

2. 77.10(11) The team finds that updated curriculum exhibit has not yet been submitted. The team requires the curriculum exhibit to be approved before the State Board take action on approval.

Resolution of Concern #1: The course EDUC 405: Classroom Management for the Secondary Teacher has been taught by an instructor other than the lead instructor since the 2016-2017 academic year. Feedback has been provided by the Director of the Teacher Intern Program to the lead instructor regarding the inappropriateness of the responses cited above. The lead instructor has been required to engage in professional development focusing on current best practices in curriculum, instruction, assessment and classroom management. Additionally, beginning in the 2018-2019 academic year, the lead instructor will not be allowed to teach the Internship Seminars independently. The Director, who has training and background in counseling, classroom and behavior management, will co-teach the Internship Seminars and will be present at all face-to-face seminar sessions. The team considers this standard MET.

Resolution of Concern #2: The updated curriculum exhibit has been submitted and approved. The team considers this standard MET.

NOTE: The Iowa Department of Education consultants will conduct a follow-up visit one year from the time of Board action to ensure plans were properly implemented.

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Sources of Information:

Interviews with: • Director of the Teacher Intern Program, Lead Instructor for the Teacher Intern Program, Field Placement Director for the Teacher Intern Program, Teacher Intern part-time faculty, Teacher Intern Advisory Committee, Teacher Intern Leadership Team, Teacher Intern Program Completers, Teacher Intern Candidates

Review of: • Course syllabi • Student records • Institutional Report • Program Response to Team’s Initial Report • Sample course assessments • Handbooks: Minutes from Teacher Internship Leadership Team and Advisory Committee Meetings • Handbooks: Teacher Intern Program Faculty and Staff Handbook, Teacher Intern Program Field Experience Handbook, Teacher Intern Policies and Procedures, Teacher Intern Program Handbook for the Intern Teaching Year, Teacher Intern Program Candidate and Program Assessment Plan, Teacher Intern Program Candidate and Assessment Plan

Final Recommendation: Met Not Met Or Met with Strength

ASSESSMENT

b. Continuation in the program with clearly defined checkpoints/gates, to include: (1) For formal admission, a requirement that candidates have successfully passed a preprofessional skills test at the level approved by the program before beginning an internship; and (2) Verification of an offer of employment as an intern from a school or district administrator. c. Program completion (to include the assessments described in Iowa Code section 256.16) and subsequent recommendation by the authorized official of the program for an initial teaching license. 77.11(3) Individual candidate assessment includes all of the following: a. Measures used for candidate assessment are fair, reliable, and valid; b. Candidates are assessed on their demonstration/attainment of program standards; c. Multiple measures are used for assessment of the candidate on each program standard; d. Candidates are assessed on program standards at different developmental stages; e. Candidates are provided with formative feedback on their progress toward attainment of program standards; and f. Candidates use the provided formative assessment data to reflect upon and guide their development and growth toward attainment of program standards. 77.11(4) Comprehensive program assessment includes all of the following: a. Individual candidate assessment data on program standards are analyzed; b. The aggregated assessment data are analyzed to evaluate the program; c. Findings from the evaluation of aggregated assessment data are used to make program improvements; d. Evaluation data are shared with stakeholders; and e. The collection, aggregation, analysis, and evaluation of assessment data take place on a regular cycle. 77.11(5) The program shall conduct a survey of graduates and their employers to ensure that the graduates are well-prepared, and the data shall be used for program improvement. 77.11(6) The program shall regularly review, evaluate, and revise the assessment system. 77.11(7) The program shall annually report to the department such as is required by the state and federal governments.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Commendations/Strengths: • The collaborative partnership with the Teacher Intern Advisory Committee and the Teacher Intern Leadership Team has allowed school administrators and program completers to provide valuable input for continuous improvement, and the unit is receptive and responsive to this feedback.

• The teacher intern candidate assessment system includes multiple data points which are reviewed by the Teacher Internship Leadership Team at the conclusion of each semester. 15 Morningside Chapter 77 Review Final Report March 2019

The Teacher Internship Advisory Committee also reviews data twice annually to provide feedback for continuous improvement.

• The unit has revised the assessment system for teacher intern candidates, which now includes preliminary alignment to the Iowa Teaching Standards and Criteria. The use of Taskstream allows candidates to receive formative feedback, opportunities for improvement, and summative feedback.

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

1. 77.11(3) The team recommends the unit conduct reliability measures to establish adjust reliability with components of the new program assessment system and make adjustments as necessary.

2. 77.11(4) The team recommends the unit continue to work to collect and share aggregated data to illustrate candidate progress toward meeting each of the program goals and standards, evaluating the candidate assessment measures.

3. 77.11(6) The team recommends the unit continue to work toward utilizing additional program data collected over time to conduct regular reviews and evaluations to effectively recommend assessment system revisions.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

1. 77.11(2)a.2 The team finds evidence that teacher intern candidates are admitted to the program with content course deficiencies. The team requires the unit to document policies and procedures are in place and conducted with fidelity to ensure candidates have completed coursework for the endorsement being sought prior to admission to the program.

2. 77.11(2)a.2. The team did not find evidence that content coursework deficiencies were resolved prior to being recommended for a teacher intern license. The team requires the unit to ensure and document resolution of content deficiencies for candidates admitted prior to resolution of assessment concern #1.

3. 77.11(2) Through review of candidate files, the team find evidence that candidates have been advised incorrectly regarding coursework needed for state minimum requirements. The team requires the unit to engage in professional development and then develop advising policies and procedures to ensure candidates are advised in accordance with BoEE and DE requirements.

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Resolution of Concern #1: The program has adopted an admission policy that teacher intern candidates must have met all endorsement requirements in at least one content area prior to admission to the program. This policy is communicated to prospective candidates in the 2018-2019 Teacher Intern Policies and Procedures Handbook. Additionally, the program has adopted a policy that will ensure prospective candidate transcripts are analyzed for endorsement requirements by both the Director of the Program and the Recommending Official. This procedure for a second individual to review transcripts should ensure interpretation of requirements are accurate in the future. The team considers this standard MET.

Resolution of Concern #2: In March of 2018, the Director and Recommending Official met and created endorsement checklists that will be clear and easy to understand by anyone who reviews the candidate files. All current and prospective Teacher Intern candidate endorsement checklists have been updated with the new format. The checklists will be used in the policy adopted for double review of transcripts of Teacher Intern candidates. Additionally, a detailed process has been articulated to be used for recommendation for licensure. This process also includes a policy for two officials to review of candidate files and ensure all program completion requirements have been successfully fulfilled. The team considers this standard MET.

Resolution of Concern #3: The Director and Recommending Official met in March of 2018, to review and gain a common understanding of IAC 282, 13.28 (1-34), Iowa endorsement requirements. In addition, Morningside College purchased a subscription to TES (Transcript Evaluation Software) in February 2018. A thorough review of all candidate files has been conducted using the TES. The implementation of this software should create a more consistent and reliable check on transcript analysis. The team considers this standard MET.

NOTE: The Iowa Department of Education consultants will conduct a follow-up visit one year from the time of Board action to ensure plans were properly implemented.

Sources of Information:

Interviews with: • Director of the Teacher Intern Program, Lead Instructor for the Teacher Intern Program, Field Placement Director for the Teacher Intern Program, Teacher Intern part-time faculty, Teacher Intern Advisory Committee, Registrar Office staff, Teacher Intern Leadership Team, Teacher Intern Program Completers, Teacher Intern Candidates

Review of: • Course syllabi • Student records • Institutional Report • Program Response to Team’s Initial Report • Sample course assessments 17 Morningside Chapter 77 Review Final Report March 2019

• Handbooks: Minutes from Teacher Internship Leadership Team and Advisory Committee Meetings • Handbooks: Teacher Intern Program Faculty and Staff Handbook, Teacher Intern Program Field Experience Handbook, Teacher Intern Policies and Procedures, Teacher Intern Program Handbook for the Intern Teaching Year, Teacher Intern Program Candidate and Program Assessment Plan, Teacher Intern Program Candidate and Assessment Plan

Final Recommendation: Met Not Met Or Met with Strength

18 Morningside Chapter 77 Review Final Report March 2019

APPENDIX – MORNINGSIDE COLLEGE TEACHER INTERN PROGRAM RESPONSE TO TEAM REPORT

Morningside College Teacher Intern Program IAC 281 Chapter 77

Response to Team Report June 16, 2018

19 Morningside Chapter 77 Review Final Report March 2019

Morningside College Teacher Intern Program IAC 281 Chapter 77 Team Report

Preliminary Review: August 30, 2017 Site Visit: October 29, 2017 through November 2, 2017

Final Report: January 12, 2018

Presented to the State Board of Education on

Iowa Department of Education

Review Team Members:

Dr. Laura Kiernan, Drake University Dr. Timothy Van Soelen, Dordt College Dr. Paula Ganzeveld, Mount Mercy University Laura Heitritter, Northwestern College Dr. Gail Moorman Behrens, Upper Iowa University Dr. Rebecca Beckner, Iowa Wesleyan University Joanne Tubbs, Iowa Board of Educational Examiners Dr. Carole Richardson, Iowa Department of Education Dr. Lawrence Bice, Iowa Department of Education Matt Ludwig, Iowa Department of Education

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John Reynders, President Dr. Bill Deeds, Provost Ron Jorgensen, Chief Financial Officer Dr. LuAnn Haase, Chair, Education Department Larry Peterson, Instructor, Intern Program

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GOVERNANCE AND RESOURCES

281—77.8(256) Governance and resources standard. Governance and resources adequately support the preparation of teacher intern candidates to meet professional, state and institutional standards. As a component of the program, the institution shall work collaboratively with the local school district(s) or AEA. 77.8(1) The institution shall have a clearly understood governance structure that serves as a basis to provide guidance and support for the teacher intern preparation program. 77.8(2) The institution’s responsibilities shall include but not be limited to: a. Establishing a teacher intern leadership team that will provide oversight of the program; b. Providing appropriate resources to ensure a quality program; and c. Submitting a recommendation by the authorized official of the program to the BOEE for a teacher intern license after the teacher intern candidate’s completion of the coursework and competencies as outlined in the program of study in subrule 77.10(3). 77.8(3) The leadership team’s responsibilities include: a. Establishing the conceptual framework to provide the foundation for all components of the program; b. Screening and selecting teacher intern candidates; c. Establishing an advisory team to provide guidance to the teacher intern preparation program annually for program evaluation and continuous improvement. The advisory team shall include institutional personnel, including program faculty, and representatives from LEA 5-12 grade level teachers and administrators; and d. Using program evaluation and continuous improvement to review and monitor the program goals, the program of study, the support system, and the assessment system. 77.8(4) The teacher intern preparation program and LEAs will work collaboratively to provide opportunities for teacher intern candidates to observe and be observed by others and to engage in discussion and reflection on clinical practice. 77.8(5) The LEA will provide the following: a. An offer of employment to a teacher intern candidate in the program; b. A mentoring and induction program with a district-assigned mentor; and c. An assurance that the LEA will not overload the intern with extracurricular duties. 77.8(6) The institution provides resources and support necessary for the delivery of a quality teacher intern preparation program. The resources and support include the following: a. Financial resources; facilities; and appropriate educational materials, equipment and library services; b. Commitment to a work climate, policies, and faculty/staff assignments that promote/support best practices in teaching, scholarship and service; c. Equitable resources and access for all program components regardless of delivery model or location; d. Professional development opportunities for all faculty members; e. Technological support for instructional needs to enhance candidate learning with instructional technology integrated into classroom experiences; f. Quality clinical experiences and evaluations for all educator candidates; g. Recruiting and supporting faculty; and 22 Morningside Chapter 77 Review Final Report March 2019

h. Sufficient faculty and administrative, clerical, and technical staff. 77.8(7) The program has a clearly articulated process regarding candidate and intern performance, aligned with the institutional policy, for decisions impacting progress through the program. Program and school district policies for removal and replacement of interns from their internship assignment are clearly communicated to all candidates, school administrators and faculty.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Commendations/Strengths: • The team commends the Teacher Intern Leadership Team for the meeting regularity, their use of data for programmatic decisions, and for their active role in the operation and administration of the overall program. • The team offers appreciation and encouragement to the Director of the Intern Program for her work in the increased visibility (school site visits), sustainability (noted enrollment increases), and reputation of the program (as verified by 5-12 school administrators.) • The team commends the program for the articulated process (checkpoints) regarding candidate and intern performance.

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

Response: The Morningside TEP conceptual framework is built upon the InTASC standards aligned to the Iowa Teaching Standards. The alignment to the Iowa Teaching Standards is communicated to candidates in the Teacher Intern Program in each course syllabus and in the assessment plan. (Refer to Exhibit 1, Morningside College Conceptual Framework, Exhibit 2: Teacher Intern Assessment Plan, Exhibit 3: Syllabi Year 1, 2017-18, Exhibit 4: Syllabi, Year 2, 2017-18.)

2. 77.8(7) The team did not find evidence of a process for removal of a student from their Field Experience and recommends adding that procedure to the Teacher Intern Handbook.

Response: The Leadership Committee has added a policy on page 7 of the Teacher Intern Field Experience Handbook 2018-19 to communicate the process for removal of a student from the field experience: 23 Morningside Chapter 77 Review Final Report March 2019

Dismissal of a Teacher Intern from Field Experience In some instances, a teacher intern may be dismissed from the field experience. Dismissal is different from “withdrawal” which generally indicates that the teacher intern is having a successful field experience but needs to withdraw for personal or health reasons. Documentation by the Field Experience/Mentor Teacher of performance or observation in areas such as those listed below may lead to dismissal: 1. Unprofessional conduct as referenced in the BoEE Professional Code of Conduct and Ethics 2. Poor interpersonal relationships 3. Lack of organizational and planning skills 4. Poor communication skills 5. Poor use of appropriate teaching strategies 6. Poor attendance and/or tardiness 7. Criminal Charges Termination of the field experience does not guarantee a new placement during the same semester.

This policy can also be found in Exhibit 5, Teacher Intern Field Experience Handbook 2018-19, page 7.

3. 77.8(7) The team noted that a statement regarding the occurrence when a teacher intern’s contract is terminated while in the Teacher Intern Program needs correction: “The Board of Educational Examiners will grant an extension of the Teacher Intern License for the following academic year.” This sentence should state, “The Board of Educational Examiners may grant an extension of the Teacher Intern License for the following academic year.”

Response: The Leadership Committee revised the statement on page 6 of the Teacher Intern Program Handbook for the Intern Year 2018-19, as recommended by the team. (Refer to Exhibit 6, Teacher Intern Program Handbook for the Intern Year 2018-19.)

The Board of Educational Examiners may grant an extension of the Teacher Intern License for the following academic year.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

Response: 24 Morningside Chapter 77 Review Final Report March 2019

The Morningside College Teacher Intern Program’s curriculum, course offerings, course outcomes, and program outcomes were revised during the spring and summer of 2016 and implemented in the fall of 2016. Four additional faculty were hired to deliver the new curriculum beginning during the fall 2016 term. Dr. Haase regularly observes the lead instructor’s monthly face-to-face class meetings. She has access as a second instructor to all Teacher Intern Program courses taught by all faculty on Moodle, the College’s course management system, to ensure that program curriculum is taught and assessed with fidelity in accordance with program standards (Iowa Teaching Standards).

During AY 2018-19, The program director’s oversight of the curriculum and the lead instructor’s curriculum delivery will increase. The program director will conduct at least two formal observations of the lead instructor’s classes per month. Each observation will consist of a minimum of two hours with focus on the following to insure that the curriculum is implemented with integrity: 1. Delivery of content as aligned to course outcomes and the Teacher Intern Program of Study as defined in Chapter 77, 2. Best practices in instructional methodology, and 3. Best practices in formative and summative assessment.

The lead instructor will submit copies of all resources used in each class—handouts, PowerPoint presentations, etc. to the program director for review prior to each face-to-face class session. The program director will provide observation notes to the lead instructor within 48 hours after each observation via email. These notes will be stored in the lead instructor’s personnel file. Follow-up conferences between the program director and the lead instructor will be held at least monthly.

The program director will review course assignments, submitted by students through the Moodle learning platform, for curricular alignment. The program director will monitor the lead instructor’s assessment methods/tools and feedback to students on a monthly basis.

If The program director’s findings indicate that the Teacher Intern Program curriculum is not being implemented with integrity, a remediation plan will be executed to include the issue/concern, expected outcome, identification of resources needed (if any), and a timeline for resolution of the issue/concern.

Although the lead instructor’s face-to-face meetings are scheduled in ten sessions, the sessions have been very different since 2016. The Program has adopted textbooks that are used as foundational resources in all courses. The lead instructor is no longer teaching classroom management, student diversity (human relations and student exceptionalities), technology, and content reading strategies. These courses are delivered by other faculty with demonstrated expertise and experience in teaching the content.

Course syllabi used during AY 2015-16 are included in Exhibit 7, Year 1 Syllabi and in Exhibit 8, Year 2 Syllabi. Course syllabi used during AY 2017-18 are included in Exhibit 3, Year 1 and Exhibit 4, Year 2.

25 Morningside Chapter 77 Review Final Report March 2019

Curriculum maps with program outcomes aligned to courses follow to illustrate the difference between the curriculum prior to 2016 and the current curriculum are on the following pages. Instructors of the courses are also included on the following tables.

26 Morningside Chapter 77 Review Final Report March 2019

Matrix for Assessment of Candidate Attainment of Program Standards (InTASC Standards) Prior to Fall 2016

Courses → EDUC 300I: Inst. EDUC 290: EDUC 321I: EDUC 425I: EDUC 405I: EDUC 322I: EDUC 490I: EDUC 101I: SPED 208: Design & Human Methods of Content Classroom Reading in Teacher Intern Foundations of Survey of Program Assessment Relations Teaching in Methods Management Content Areas Seminar Education Exceptionalities Standards↓ Secondary Instructor: Instructor: Schools Instructor: Instructor: Instructor: Instructor: Instructor: Instructor: Peterson Peterson Peterson and Peterson Peterson and Peterson Peterson Peterson Instructor: various adjunct Phillips Peterson instructors with content expertise

InTASC Magic Book Educational Standard 1: Foldable with Theorists Learner strategies for Micro- Development closing the Teaching achievement gap InTASC Differentiated Farming Bill Compare/ Standard 2: Learning (Documentary Contrast Beyond Learning Strategies ) Problem- the Wall (S. Differences Solving Shore) with Exercise Temple Grandin (movie)

Including Samuel (documentary by S. Habib) reflection

Jigsaw of exceptionalities to culminate in

27 Morningside Chapter 77 Review Final Report March 2019

Exceptionalities Handbook

InTASC Bullying Annotated Issues, Compare/ Standard 3: Prevention Bibliography, Solutions, Contrast Learning Reflection Never Work Successes Saving Schools Environments Harder Than Chart (Peterson) Film Study of Your Students and The Great Crash, Dear (R. Jackson) American White People, School System Do the Right Annotated (Ravitch) Thing, and Bibliography, Under the Love and Logic Compare/ Same Moon (Fay & Funk) Contrast Waiting for 10 Superman & Commandme American nts of Teacher Classroom (documentari Management es)

InTASC Practice Practice Course Plan in Lesson Tuning Standard 4: Teaching Teaching Content Area Protocol Content Lesson 1 Plan Lesson Plan 2 Knowledge & Delivery (Interdisciplin Unit Plan in ary Plan) Content Area InTASC Practice Practice Course Plan in Lesson Tuning Compare/ Standard 5: Teaching Teaching Content Area Protocol Contrast Application of Lesson 1 Plan Lesson Plan 2 Saving Schools Content & Delivery (Interdisciplin Unit Plan in (Peterson) ary Plan) Content Area and The Great American Annotated School System Bibliography, (Ravitch) Who Owns the

28 Morningside Chapter 77 Review Final Report March 2019

Learning? (A. November) InTASC Annotated Course Plan in Classroom Lesson Tuning Standard 6: Bibliography, Content Area Management Protocol Assessment Elements of Plan Grading (D. Unit Plan in Reeves) Content Area InTASC Annotated Practice Course Plan in Lesson Tuning Standard 7: Bibliography, Teaching Content Area Protocol Planning for The Art and Lesson Plan 2 Instruction Science of (Interdisciplin Unit Plan in Teaching (R. ary Plan) Content Area Marzano)

Backward planning unit plan InTASC 20 Learning Teaching Practice Course Plan in Annotated Lesson Tuning Teaching Standard 8: Strategies English Teaching Content Area Bibliography, Protocol English Instructional Language Lesson Plan 2 Teaching Language Strategies Learners (Interdisciplin Unit Plan in Reading in the Learners Across the ary Plan) Content Area Content Areas Across the Content Areas (Urquhart & Content Areas (Haynes) Frazee) (Haynes) Thoughts, Thoughts, Strategies, Graphic Strategies, and Organizer of and Hypotheses Content Hypotheses Problem- Reading Problem- Solving Strategies Solving Exercise Exercise

InTASC Annotated Annotated Issues, Compare/ Standard 9: Bibliography Bibliography, Solutions, Contrast Professional Qualities of Cultures Built Successes Saving Schools Learning & Effective to Last Chart (Peterson) 29 Morningside Chapter 77 Review Final Report March 2019

Ethical Teachers (J. (DuFour & and The Great Practice Stronge) Fullan) American School System Classroom (Ravitch) Readiness Assessment Meet the Press Role Dispositions Play Research Paper InTASC Practice Issues, Compare/ Standard 10: Teaching Solutions, Contrast Leadership & Lesson Plan 2 Successes Saving Schools Collaboration (Interdisciplin Chart (Peterson) ary Plan) and The Great American Annotated School System Bibliography, (Ravitch) The Global Achievement Change Agent Gap (T. Problem- Wagner) Solving Performance- Based Assessment

30 Morningside Chapter 77 Review Final Report March 2019

Matrix for Assessment of Candidate Attainment of Program Standards (Iowa Teaching Standards) Fall 2016-Present

Courses → EDUC 300I: Inst. EDUC 372I: EDUC 321I: EDUC 405I: EDUC 326I: EDUC 424I: EDUC 446I: EDUC 101I: EDUC 352I: Design & Student Methods of Classroom Reading in Internship Internship Foundations of Educational Program Assessment & Diversity & Teaching in Management Content Areas Seminar I Seminar II Education Technology Standards↓ Field Educational Secondary for Secondary Experience Practices Schools Teachers

Instructor: Instructor: Instructor: Instructor: Instructor: Instructor: Instructor: Instructor: Instructor: Peterson Hamp Peterson McHugh Sweetman Peterson/Haase Peterson/Haase Peterson Kaemingk

IA Standard 1: Learning Differentiated Academic Domains Lesson Plan Performance Graphic and Enhance Organizer Choice Board School District Achievement Goals IA Standard 2 Content Content Unit Content Content Course Plan Plan Reading Knowledge Strategies Unit Plan IA Standard 3 Practice Practice Planning for Teaching Teaching Instruction Lesson Plan 1 Lesson Plan 2

Interdisciplina ry Project IA Standard 4 Practice Cube and Action Inquiry Instructional Teaching Detailed Project Strategies Lesson 1 Description Delivery

31 Morningside Chapter 77 Review Final Report March 2019

IA Standard 5 Bloom’s Assessment Analysis of Analysis of Monitor Student Taxonomy Model Student Student Learning Content (formative, Learning/ Learning/ Questions performance- Teacher Teacher based, Created Test Created summative, Authentic and Assessment standards- based) IA Standard 6 Student Classroom Issues, Classroom Motivation Management Solutions, & Management Framework Plan Successes Reflection Chart IA Standard 7 Effective Professional Professional Professional Dispositions Development Development Growth Research Program Log Program Log Paper & Reflection & Reflection IA Standard 8 Teacher Parent- School Board Professional Ethics and Teacher Meeting Responsibilities Responsibiliti Conferences Reflection es Quiz & Reflection Reflection

Response: Morningside College’s administration has been focused the creation of a new administrative structure over the past year. The new structure, announced to the full faculty at the February 13, 2018, faculty meeting became effective on June 1, 2018. This structure includes four academic Deans who will report to the Provost, Dr. William Deeds. Dr. LuAnn Haase has been named Dean of the

32 Morningside Chapter 77 Review Final Report March 2019

Sharon Walker School of Education. She will oversee all teacher education programs: graduate, undergraduate, and Teacher Intern. She will continue to serve as the Director of the Teacher Intern Program, which is comparable to the duties of the other academic deans who also serve in additional leadership roles at the College. Janet Rohmiller will join Morningside College on July 1, assuming the duties of the Undergraduate Teacher Education Program Department Chair and TEP faculty. Steven Gates and Barb Chambers will continue to serve as the Graduate Education Department Chair and Director, respectively. (Refer to Exhibit 9 for a confirmation of this change in a memo from Provost Dr. William Deeds.) The new organizational structure follows.

President John Reynders

Provost William Deeds

LuAnn Haase, Dean Jackie Barber, Dean Provost William Deeds, Alden Stout, Associate Heath Weber, Dean Sharon Walker School of Nylen School of Nursing Provost and Dean of the Dean for Academic Affairs School of Fine & Education School of Professional Studies and Dean of the School of Performing Arts Arts & Sciences

LuAnn Haase, Director, Jackie Barber, Chair Department of Accounting & Department of Heath Weber, Chair, Teacher Intern Program Graduate Nursing Business—Anne Power, Chair Humanities—Leslie Department of Performing Department of Applied Werden, Chair Arts Steven Gates, Chair, Mary Kovarna, Chair, Agriculture & Food Studies, Department of Natural Graduate Education Undergraduate Nursing Tom Paulsen, Chair Sciences—Brian Terri McGaffin, Chair, Department of Mass McFarland, Chair Department of Art Barb Chambers, Director, Communication—Dave Department of Social Graduate Education Madsen, Chair Sciences—Jack Hill, Chair Organizational Management Janet Rohmiller, Chair, Program, Online—Michelle Undergraduate Education Laughlin, Chair

33 Morningside Chapter 77 Review Final Report March 2019

Sources of Information:

Final Recommendation: Met Met Pending Not Met Or Conditions Met with Strength Noted

FACULTY

Initial Team Finding:

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Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

Response: The samples of candidate assessments referred to in the Team’s Draft Response were inappropriately filed in the candidates’ admission files and, consequently, inadvertently provided to the Team during the Accreditation Visit. All student work samples are currently stored electronically in Moodle, the course management system, and in Taskstream, the assessment management system.

The Teacher Intern Program Leadership Committee, faculty, and Advisory Committee have completely revised the assessment system with implementation beginning during the fall 2016 term. DE Consultant Larry Bice deemed the candidate and program assessment system excellent during his November 2016 follow-up visit to Morningside College. The Teacher Intern Program continued to implement this assessment system during the 2017-18 academic year.

The Teacher Intern Program has included a few course and program assessments, assessment tools, and student work samples in Exhibits 10A, 10B, 10C, and 10D. The Program/Unit asks the Team to review these documents and/or consider reviewing student work on the online platform and reconsider their response to 77.9 (3).

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Response: Since reorganization of the curriculum in the summer of 2016 and subsequent appointment of four additional adjunct faculty to deliver the Teacher Intern Program courses, collaboration has occurred on as “as needed” basis. The Program Leadership agrees that more collaboration among faculty is necessary. Since the accreditation visit in late October, the following scheduled collaboration has occurred:

• December 19, 2017—Collaboration between Larry Peterson, instructor of EDUC 300I: Instructional Design and Assessment & Field Experience, and Paula Hamp, instructor of EDUC 372I: Student Diversity and Educational Practices, focused on candidate and program assessment of candidates currently enrolled in year one of the program.

• January 6, 2018—Collaboration between Larry Peterson, instructor EDUC 446I: Internship Seminar II, and Karl Kaemingk, instructor of EDUC 352I: Educational Technology, and students. Focused on course calendars, assignments, and assessments of the two courses taken concurrently by candidates in year two of the program.

• January 13, 2018—Collaboration between Larry Peterson, instructor EDUC 321I: Methods of Teaching in the Secondary & Field Experience, and Steve McHugh, instructor of EDUC 405I: Classroom Management for Secondary Teachers, and students. Focused on course calendars, assignments, and assessments of the two courses taken concurrently by candidates in year one of the program.

• April 3, 2018—Teacher Intern Program faculty meeting (refer to Exhibit 11 for meeting minutes) with focus on faculty evaluation, candidate and program assessment, and response to DE Final Report Draft.

Faculty were also strongly encouraged to join the Teacher Intern Program Leadership Committee at the Teacher Intern Program Data Retreat on June 11, 2018. Unfortunately, all except Larry Peterson were taking vacations out of the state during that time and, therefore, could not attend.

In addition to collaboration between faculty who teach the same group of students during the same term, quarterly faculty meetings are scheduled for the 2018-19 academic year: • August 8, 2018, 4:00 p.m. • October 24, 2018, 4:00 p.m. • January 16, 2019, 4:00 p.m. • March 20, 2019, 4:00 p.m.

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Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

Response: Policy concerning the forty-hour team teaching policy was established and is documented and communicated in the Teacher Intern Program Faculty Handbook, first printed and distributed to faculty during the summer of 2016. (Refer to Exhibit 12, Teacher Intern Program Faculty & Staff Handbook, page 6). A template was developed to record hours and distributed electronically to all Unit faculty who are not currently teaching full-time in K-12 school districts. Director/Chair LuAnn Haase periodically reminded all faculty to schedule their time to complete the forty-hour team teaching requirement prior to August 1, 2018. As the accreditation report was compiled, it became evident that the lead instructor had not complied with this requirement. Haase called the lead instructor’s attention to this issue in late July, but since classes were not in session, the lead instructor could not complete the requirement prior to submission of the IR. The lead instructor stated that he had applied to substitute in his home district of Denison in the fall, but had not been contacted to substitute teach. Haase encouraged the lead instructor to co-teach with a teacher in the district.

A telephone conference was held between Director Haase and the lead instructor in early January, 2018, to discuss many of the concerns expressed by the Accreditation Team. Haase gave the lead instructor a deadline of January 30, 2018, to complete the 40 hours of team teaching. The lead instructor submitted an updated log of his hours on January 18 to meet Haase’s deadline. Additionally, he completed more hours and submitted another log on February 19. (Refer to Exhibit 13, Lead Instructor’s updated Team Teaching Log.)

Sources of Information: Interviews with: • Director of the Teacher Intern Program, Field Placement Director of the Teacher Intern Program, Teacher Leadership Committee, Teacher Intern Graduates, Teacher Intern Students Review of: • Course syllabi • Student records • Institutional Report • Program Response to Review Team’s Initial Report • Minutes from Teacher Intern Leadership Team • Handbooks: Teacher Intern Program Faculty & Staff Handbook, Teacher Intern Program Field Experience Handbook, Teacher Intern Program Policies and Procedures, Teacher

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Intern Program Handbook for the Intern Teaching Year, Teacher Intern Program Candidate & Program Assessment Plan

Final Recommendation: Met Met Pending Not Met Or Conditions Met with Strength Noted

PROGRAM OF STUDY

281—77.10(256) Program of study standard. A program’s required coursework shall include a minimum of 28 semester hours or equivalent designed to ensure that teacher intern candidates develop the dispositions, knowledge, and performance expectations of the InTASC standards embedded at a level appropriate for a beginning teacher. 77.10(1) Teacher intern candidates shall develop the dispositions, knowledge, and performance expectations of the Iowa teaching standards (aligned with InTASC standards), and the BOEE’s Code of Professional Conduct and Ethics at a level appropriate for a beginning teacher. 77.10(2) All components of the program of study must be initiated and completed after the candidate has completed a baccalaureate degree. 77.10(3) Coursework and competencies to be completed prior to the beginning of the candidate’s initial employment as an intern include, but are not limited to: a. Understands how learners grow and develop and implements developmentally appropriate and challenging learning experiences. This aligns with InTASC standard 1. b. Demonstrates competence in content knowledge appropriate to the teaching position. This aligns with Iowa teaching standard 2 (281—subrule 83.4(2)) and with InTASC standards 4 and 5. c. Demonstrates competence in classroom management. This aligns with Iowa teaching standard 6 (281—subrule 83.4(6)) and with InTASC standard 3. d. Demonstrates competence in planning and preparing for instruction. This aligns with Iowa teaching standard 3 (281—subrule 83.4(3)) and with InTASC standard 7. e. Uses a variety of methods to monitor student learning. This aligns with Iowa teaching standard 5 (281—subrule 83.4(5)) and InTASC standard 6. 77.10(4) Additional coursework and competencies to be completed prior to the recommendation for an initial teaching license shall include but not be limited to: a. Uses strategies to deliver instruction that meets the multiple learning needs of students. This aligns with Iowa teaching standard 4 (281—subrule 83.4(4)) and with InTASC standards 2 and 8. b. Engages in professional growth. This aligns with Iowa teaching standard 7 (281—subrule 83.4(7)) and with InTASC standard 9. c. Contributes to efforts to achieve district and building goals. This aligns with Iowa teaching standard 8 (281—subrule 83.4(8)) and with InTASC standard 10. d. Demonstrates ability to enhance academic performance and support for implementation of the school district student achievement goals. This aligns with Iowa teaching standard 1

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(281—subrule 83.4(1)). 77.10(5) Each teacher intern candidate demonstrates knowledge about literacy and receives preparation in literacy. Each candidate also develops and demonstrates the ability to integrate reading strategies into content area coursework. 77.10(6) Each teacher intern candidate effectively demonstrates the ability to integrate technology into instruction to support student learning. 77.10(7) Each teacher intern candidate receives dedicated coursework related to the study of human relations, cultural competency, and diverse learners, such that the candidate is prepared to work with students from diverse groups, as defined in rule 281—77.2(256). The unit shall provide evidence that teacher intern candidates develop the ability to meet the needs of all learners, including: a. Students from diverse ethnic, racial and socioeconomic backgrounds; b. Students with disabilities; c. Students who are gifted and talented; d. English language learners; and e. Students who may be at risk of not succeeding in school. 77.10(8) Each teacher intern candidate demonstrates knowledge and application of the Iowa core to the teaching and learning process. 77.10(9) Each teacher intern candidate will be engaged in field experiences that include opportunities for both observation of exemplary instruction and involvement in co-planning and co-teaching. Each teacher intern candidate will complete at least 50 hours of field experience prior to the candidate’s initial employment as an intern. The institution enters into a written contract with the cooperating school or district providing pre-internship field experiences. 77.10(10) The teacher intern preparation program will provide a teacher intern seminar during the teacher internship year to: a. Support and extend coursework from the teacher intern content; and b. Facilitate teacher intern reflection. 77.10(11) Programs shall submit curriculum exhibit sheets for approval by the BOEE and the department. 77.10(12) In accordance with 281—Chapter 83, all interns shall be provided with a district- level mentor in addition to the program supervisor. The purpose of this district-level mentor is to provide coaching feedback dependent on the intern’s classroom experience. This district-level mentor shall not serve in an evaluative role. The district-level mentor shall complete specialized training for serving as a mentor as required in rule 281—83.3(284). The program shall coordinate support between the teacher intern candidate’s local district mentor and program supervisor. 77.10(13) The program shall provide an orientation for teacher intern candidates. The orientation will include, but not be limited to: a. Program goals and expectations; b. Licensure and ethics requirements; c. Support provided by the program; and d. Support provided by the LEA or AEA. 77.10(14) Teacher intern faculty shall provide teacher intern candidates with academic advising, feedback about their performance throughout the program, and consultation

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opportunities. 77.10(15) Teacher intern faculty shall provide regular supervision in teacher intern candidates’ classrooms with additional supervision and assistance provided as needed.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

Commendations/Strengths: • The significant revision of the program of study that occurred in 2016 has improved the overall scope and sequence of courses.

• The unit is preparing teacher intern candidates to differentiate instruction to meet the needs of all learners, including those with special needs.

• The teacher intern candidates described being supported by the unit through frequent and regular supervision (first weekly then bi-weekly) with assistance from the unit provided as needed.

Recommendations:

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(Recommendations are made to inform the program for continuous improvement only. No action is required.)

Response: All course objectives, assignments, activities, and assessments are aligned to the Iowa Teaching Standards and communicated to candidates in the syllabi (refer to Exhibits 3 and 4, Year 1 and Year 2 Course Syllabi) and in the Teacher Intern Program Assessment Plan (refer to Exhibit 2). During the June 11, 2018, Leadership Team Data Retreat, the Leadership Team began revisions to the Assessment Plan to include a wider variety of candidate artifacts that are more authentic in nature to better represent candidate knowledge and skill in each of the Iowa Teaching Standards, along with revision of the rubrics used to assess the artifacts. Work will continue in this area throughout the fall 2018 term.

Response: Candidates in year one of the Teacher Intern Program receive preparation in the areas of the Iowa Professional Code of Conduct and Ethics, mandatory reporting items, recent legislation, recent cases to include boundary issues, and preventative measures. BoEE consultants have been invited to provide this information during a weekend face-to-face class, but because consultants from the BoEE have been unable to accommodate this request, Director LuAnn Haase provides the information and leads the three-hour session using a PowerPoint and notes provided by BoEE consultant, Joanne Tubbs.

Director LuAnn Haase is scheduled to lead follow-up discussions on the Iowa Professional Code of Conduct and Ethics with year 2 candidates during their initial meeting on August 18, 2018.

Response:

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While the Program/Unit understands the importance of keeping current in assessment practices and believes that all faculty engage in quality professional development, Director Haase has a solid background in assessment. Her background includes leadership in the area of assessment in three K-12 districts before coming to Morningside College. She served on the Iowa Department of Education Model Core Curriculum Lead Team from 2005-2006 (as LuAnn Richardson), where the analysis of assessment data was used to make curricular recommendations and served member of a DE work group (lead by Colleen Anderson) that focused on formative and summative assessment. Haase led the Sioux City CSD high schools in their study of formative assessment and initial implementation of common formative assessments across all middle schools and high school in the district. She has completed Data-Driven Decision Making modules in requirement of the Evaluator Approval license. Haase continues to read current literature on best practices in assessment and attends sessions that focus on assessment during the national conference that she attends each year.

Teacher Intern Program faculty also strive to remain current in assessment practices. As past and current AEA consultants, McHugh and Sweetman have led assessment workshops with teachers in their assigned school districts. Assessment is a very important focus for Hamp, who also serves as a high school special education teacher. Peterson has attended many assessment workshops and conferences and attempts to remain current in this area through his own professional reading. Candidates in the program are introduced to standards-based grading, various types of rubrics, and authentic assessment. The Program/Unit will continue to place an emphasis on assessment in the program.

4. 77.10(4) The team finds that although there is some cursory evidence that candidates may be participating in professional growth during the internship year, the professional development log as required by the lead instructor does not allow candidates to demonstrate their professional growth or their efforts to achieve district and building goals, or how they are enhancing academic performance and support for implementation of the school district and achievement goals. The team recommends the unit engage in professional development in assessment practices and restructure the assessment system to monitor and inform candidate progress toward standards.

Response: The Leadership Team began to address the recommendation of restructuring the assessment system during the June 11, 2018, data retreat and will continue to make assessment a focus for program improvement through the fall 2018 term to better monitor and inform candidate progress toward each of the standards.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

1. 77.10(3) The team finds evidence that although there has been a dedicated course created for classroom management techniques (EDUC 4051), the discussion of practices

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facilitated by the lead instructor in EDUC 4241 are not considered current best practice and are detrimental to the preparation of intern candidates to meet the learning needs of all students. For instance, the following solutions were cited by a teacher intern candidate who received a 4.0 rating (highest rating) on a classroom management successes/challenges chart: a. Disrespectful behavior isn’t tolerated. Collect data for alternative school. b. Private schools have some advantages, especially in family involvement, and demographics. Not every student[s] comes from wealthy background, but they are in private school because they are hopefully more serious about their education. c. Pattern: bad home life, lack of motivation. The team requires the unit to ensure best practices are incorporated in all coursework to prepare intern candidates to meet the learning needs of all students.

Response: Since the 2016-17 academic year, candidates in the spring of year one of the program complete the course, EDUC 405: Classroom Management for the Secondary Teacher, taught by Steve McHugh. In this class, students create a plan for how they may manage the learning environment of their classroom during the internship year. Three student work samples assessed by McHugh are included in Exhibit 14.

The comments cited in this concern come from an assignment that the lead instructor assessed for EDUC 424I: Internship Seminar I. The inappropriateness of this type of feedback has been addressed with the lead instructor. The program chair will continue to have access to the lead instructor’s Moodle course platforms where student assignments are submitted and assessed. She will closely monitor all of the lead instructor’s courses, assignments, and assessments to ensure that intern candidates are prepared to meet the needs of all students. The lead instructor will attend a national conference where he will attend sessions that focus on best practices in curriculum, instruction, assessment, and classroom management. (ASCD, March 16-18, 2019)

In addition, the program chair, who has training and experience with classroom and behavior management as a former secondary school counselor and principal, will co- facilitate the EDUC 424I: Internship Seminar I and EDUC 446I: Internship Seminar II with the lead instructor during AY 2018-19, where interns often bring their challenges and concerns regarding classroom and behavior management. The meeting dates for the sessions are: August 18, 2018 September 15, 2018 October 13, 2018 November 3, 2018 December 1, 2018 January 5, 2019 February 2, 2019 March 2, 2019 April 6, 2019

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April 27, 2019

Overall, the Program/Unit believes that best practices are incorporated in all Teacher Intern Program coursework. One objective measure of the impact of the curriculum is the performance of the Morningside Teacher Intern candidates on the Praxis II 7-12 Principles of Learning and Teaching assessment. Teacher Interns who have taken the 7-12 PLT (n=45) since 2013 when it became a requirement have a mean score of 180.51 and a median score of 177. The range of scores is from 165 to 194. Cut scores for the test have been 165 or 166.

2. 77.10(11) The team finds that updated curriculum exhibit has not yet been submitted. The team requires the curriculum exhibit to be approved before the State Board take action on approval.

Response: The updated curriculum exhibit has been submitted and approved.

Sources of Information:

Final Recommendation: Met Met Pending Not Met Or Conditions Met with Strength Noted

ASSESSMENT

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281—77.11(256) Assessment standard. The teacher intern preparation program shall utilize a clearly defined assessment system based on program standards and include both individual candidate assessment and comprehensive program assessment. 77.11(1) The teacher intern assessment system shall be used by the teacher intern preparation program to appropriately monitor individual candidate performance and to evaluate and improve the intern program. 77.11(2) Candidate assessment includes clear criteria for the following: a. Acceptance into the program (to include testing described in Iowa Code section 256.16). Acceptance requirements include but are not limited to: (1) Completion of a baccalaureate degree from a regionally accredited institution, meeting program-established required grade point criteria for the baccalaureate degree and content area; (2) Completion of coursework that meets the state minimum requirements for at least one of the BOEE’s secondary endorsement areas; and (3) Screening designed to generate information about the prospective candidate’s attributes identified as essential for candidates in the program. b. Continuation in the program with clearly defined checkpoints/gates, to include: (1) For formal admission, a requirement that candidates have successfully passed a preprofessional skills test at the level approved by the program before beginning an internship; and (2) Verification of an offer of employment as an intern from a school or district administrator. c. Program completion (to include the assessments described in Iowa Code section 256.16) and subsequent recommendation by the authorized official of the program for an initial teaching license. 77.11(3) Individual candidate assessment includes all of the following: a. Measures used for candidate assessment are fair, reliable, and valid; b. Candidates are assessed on their demonstration/attainment of program standards; c. Multiple measures are used for assessment of the candidate on each program standard; d. Candidates are assessed on program standards at different developmental stages; e. Candidates are provided with formative feedback on their progress toward attainment of program standards; and f. Candidates use the provided formative assessment data to reflect upon and guide their development and growth toward attainment of program standards. 77.11(4) Comprehensive program assessment includes all of the following: a. Individual candidate assessment data on program standards are analyzed; b. The aggregated assessment data are analyzed to evaluate the program; c. Findings from the evaluation of aggregated assessment data are used to make program improvements; d. Evaluation data are shared with stakeholders; and e. The collection, aggregation, analysis, and evaluation of assessment data take place on a regular cycle. 77.11(5) The program shall conduct a survey of graduates and their employers to ensure that the graduates are well-prepared, and the data shall be used for program improvement. 77.11(6) The program shall regularly review, evaluate, and revise the assessment system.

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77.11(7) The program shall annually report to the department such as is required by the state and federal governments.

Initial Team Finding: Met Met Pending Not Met Or Conditions Met with Strength Noted Below

• The teacher intern candidate assessment system includes multiple data points which are reviewed by the Teacher Internship Leadership Team at the conclusion of each semester. The Teacher Internship Advisory Committee also reviews data twice annually to provide feedback for continuous improvement.

Recommendations: (Recommendations are made to inform the program for continuous improvement only. No action is required.)

1. 77.11(3) The team recommends the unit conduct reliability measures to establish adjust reliability with components of the new program assessment system and make adjustments as necessary.

Response: Efforts to establish reliability measures of the program assessment system are scheduled to be held during AY 2018-19 faculty meetings: • August 8, 2018, 4:00 p.m. • October 24, 2018, 4:00 p.m. • January 16, 2019, 4:00 p.m. • March 20, 2019, 4:00 p.m.

Response:

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Although the Teacher Intern Leadership Committee regularly reviews candidate data during their monthly meeting, the Committee plans to hold a data retreat each spring to review aggregated data indicative of candidate progress toward meeting each of the program goals and standards and to review candidate assessment measures. A data retreat was held on June 11, 2018. Although faculty were invited to attend, all faculty were vacationing out of the area, except Larry Peterson, who attended. (See Exhibit 15: Data Retreat 2018 Minutes.)

Response: The Teacher Intern Leadership Team plans to hold a data retreat each spring to review data indicative of candidate progress toward meeting each of the program goals and standards and to review candidate assessment measures.

Concerns: (Concerns are made to inform the program for continuous improvement. However, the program is required to address concerns before State Board action.)

1. 77.11(2) a.2 The team finds evidence that teacher intern candidates are admitted to the program with content course deficiencies. The team requires the unit to document policies and procedures are in place and conducted with fidelity to ensure candidates have completed coursework for the endorsement being sought prior to admission to the program.

Response: The program documents the policy that teacher intern candidates must have met all endorsement requirements in at least one content area prior to admission to the program in the Teacher Intern Policies and Procedures Handbook. (Refer to Exhibit 16, Teacher Intern Policies and Procedures Handbook, 2018-19, page 8.)

Requirements for Admission to the Teacher Intern Program

All candidates accepted for admission must meet the following criteria:

1. Hold a baccalaureate degree from an accredited college with a cumulative GPA of 2.5 or higher as indicated on an official transcript. 2. Meet criteria for one or more secondary teaching endorsements in the state of Iowa. 3. Have three years of post-baccalaureate work experience preferred. 4. Submit three recommendations to support candidacy for the program. 5. Demonstrate basic skills proficiency by attaining the designated minimum scores on Praxis I: PPST or the Praxis Core Tests. ● Passing scores on the Praxis I: PPST (which was available until August 2014) are a composite score of 520 or higher and no individual score below 170.

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● Passing scores on the Praxis Core Tests (which became available in October 2013) is a composite score of 455. ● Scores on the Praxis Tests taken within five years prior to application to the Teacher Intern Program will be considered for admission. ● GRE scores of above the 25th percentile in reading, writing, and math may be accepted in lieu of Praxis Core Test scores. Intern candidates may be admitted provisionally during the first semester of the program with less than the minimum scores on the Praxis Core Academic Skills Tests or the Praxis I: PPST. However, intern candidates must meet minimum cut scores in order to gain full admission to the program prior to the internship year.

6. Successfully complete an in-person interview with Selection Committee members. This process assesses the degree to which the candidates possess the dispositional qualities essential to becoming an effective secondary teacher. 7. Pass a criminal background check.

In addition, policy was adopted by the Teacher Intern Leadership Committee at their April 19, 2018, meeting and has been added to the Teacher Intern Policies and Procedures Handbook 2018-19, page 10, to communicate process to all stakeholders and ensure that these procedures are conducted with fidelity to ensure that candidates have completed coursework for the endorsement sought prior to admission to the program:

Process for Determination of Content Endorsement Areas Before a candidate is admitted to the Teacher Intern Program: 1. The candidate will submit his/her official transcript(s) to the Director of the Teacher Intern Program. 2. The Director will submit a transcript analysis request accompanied by the candidate’s transcript(s) to the Morningside College Recommending Official. 3. The Recommending Official will complete an analysis of the transcript on the endorsement form. It will be stored on a Google Drive shared between the Director and the Recommending Official. 4. A candidate will only be admitted to the Teacher Intern Program if he/she meets all requirements for at least one endorsement area. 5. If a candidate chooses to work on additional endorsements while in the first year of the Teacher Intern Program, the transcript analysis form (on Google Drive) will be updated by the Recommending Official or Director upon receipt of official transcripts.

2. 77.11(2) a.2. The team did not find evidence that content coursework deficiencies were resolved prior to being recommended for a teacher intern license. The team requires the unit to ensure and document resolution of content deficiencies for candidates admitted prior to resolution of assessment concern #1.

Response: All candidate transcripts are closely examined to ensure that candidates meet all content coursework before they are recommended for a teacher intern license. It appears that the

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method that the Director and Recommending Official were using to track candidates’ completion of endorsement requirements was not clear to the team.

Director LuAnn Haase and Recommending Official Joan Shaputis met on March 28, 2018, to devise endorsement checklists that will be clear and easy to understand by anyone who reviews the candidate files. All current and prospective Teacher Intern candidate endorsement checklists have been updated with the new format. Candidate files that were identified in violation due to the fact that the team did not understand the Recommending Official’s records are included in Exhibit 17. Candidates’ transcripts are also included.

Haase and Shaputis also recorded their process used for recommendation for licensure. The Teacher Intern Leadership Team approved the addition of this communication to the Teacher Intern Policies and Procedures Handbook 2018-19, page 10, (Exhibit 16) at their meeting on April 19, 2018:

Process for Recommendation for Licensure Before a candidate is recommended for licensure: 1. The Director and/or the Recommending Official will review the transcript analysis and endorsement checklist to ensure that all content endorsement requirements have been met. 2. The Director will confirm that all completion testing requirements (Praxis II) have been met for the initial license. 3. The Director will complete the request for recommendation of licensure form and submit it to the Recommending Official, who will recommend the Intern for licensure.

The minutes of the April 19, 2018, Teacher Intern Leadership Team meeting are included in Exhibit 20.

Response: Director LuAnn Haase and Recommending Official Joan Shaputis met on March 28, 2018, to review and gain a common understanding of IAC 282, 13.28 (1-34), Iowa endorsement requirements. (Minutes of this meeting are included in Exhibit 19.) In addition, Morningside College purchased a subscription to TES (Transcript Evaluation Software) in February 2018, at the recommendation of one of the team members. Shaputis has found that this software, which includes course descriptions for all courses at all institutions of higher education, very helpful as she analyzes transcripts.

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A thorough review of all candidate files indicated that the Recommending Official was not accurate in her analysis of endorsement requirements for one candidate. That candidate’s transcripts have since been re-evaluated using the Transcript Evaluation Software as a resource. The candidate’s endorsement checklist and transcripts are included in Exhibit 18.

Sources of Information:

Final Recommendation: Met Met Pending Not Met Or Conditions Met with Strength Noted

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