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Iowa State Board of Education 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. Morningside Chapter 79 Review Final Report March 2019 1 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. Morningside Chapter 79 Review Final Report March 2019 2 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 Morningside Chapter 79 Review Final Report March 2019 3 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
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