TEAM REPORT OF FINDINGS FOR THE MAINE STATE BOARD OF EDUCATION

College of the Atlantic

Program Approval Visit for the Educator Preparation Program April 5-9, 2021

Program Review Team Dr. Lane W. Clarke (Chair): Associate Professor, University of New England Emily Doughty: Maine DOE Educator Effectiveness Coordinator Dr. Christopher Healy: Assistant Professor of Education, St. Joseph’s College Dr. Alana Margeson: Director of the Center for Teaching and Learning, Assistant Professor of Education, University of Maine Presque Isle

Non-Voting Participants Wendy Ault, State Board of Education Jason C. Libby, Maine Department of Education

TABLE OF CONTENTS

I. Introduction 2

II. Summary of the Unit’s Conceptual Framework 3-4

III. Summary of the Team’s Findings for Each Standard Standard 1 5-7 Standard 2 8-9 ` Standard 3 10-12 Standard 4 13-14 Standard 5 15-17 Standard 6 18-19

IV. Recommendation to the State Board of Education 20

V. List of Individuals Interviewed 21-22

1 I. Introduction

From April 5- 9th, 2021 a review team visited the College of the Atlantic (COA) to review school certification programs in accordance with Chapter 114 standards and procedures. This team consisted of representatives from three Maine institutions with teacher preparation programs and one member of the State Department of Education. In addition, one observer from the State Board of Education served as a non-voting member of the team.

All College of Atlantic Students receive either a Bachelor of Arts or a Master of Philosophy in Human Ecology. The following certification programs were reviewed: ● Elementary Education, K-8 ● Secondary Education, 7-12 in English Language Arts, Life Sciences, and Social Studies. ● Art Education, K-12 (request for initial approval)

Leading up to the team visit, a self-study along with an online repository of evidence and artifacts, were made available to team members. During the team visit, members were provided with time to review the online repository along with the opportunity to meet virtually with faculty, administrators, and staff across various levels of the college, current candidates, and alumni. Additionally, the team was provided with time to observe college coursework and meet with candidates and cooperating field placement teachers, counselors, and administrators in neighborhood schools and clinical sites.

The following report is based on the findings of the team of peer reviewers and is derived from empirical data including interviews, observations, and supporting documentation provided by the Unit, and represents the team’s objective assessment of the programs’ alignment with the standards outlined within Chapter 114.

2 II. Summary of the Unit’s Conceptual Framework The conceptual framework(s) establishes the shared vision for a unit’s efforts in preparing educators to work effectively in P-12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. The conceptual framework(s) is knowledge-based, articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously evaluated. The conceptual framework(s) provides the basis that describes the unit’s intellectual philosophy, which distinguishes graduates of one unit from those of another.

Findings The unit’s framework is rooted in three main principles: Interconnection, Interaction and Interdependence. These themes are related to the college’s human ecology mission that emphasizes a frame of examining environmental and social problems, students developing and solving problems through action-oriented solutions, students being self-directed and emphasis on interdisciplinary. Everything about the college and the unit’s operations echo these principles and mission. Even the physical space of the campus --the layout and purpose of buildings, the farms and islands, the integration of the museum into campus life and the program-- demonstrated the college’s clear vision. The clear connections between the Educational Studies program’s conceptual framework and the college’s mission made it easy to see how these themes permeate every aspect of students’ experiences in the program. It is hard to think about one without the other.

There were many observable examples of how the college’s mission and the program’s conceptual framework were embodied. The Educational Studies program explicitly created a Twelfth Standard where students reflected upon the interaction of human ecology and their educational studies experiences. The college’s human ecology course is the only course that all students take (except students transferring in with more than 9 COA credits) and there was an intentionality about including this in the students’ e-Portfolio. Also, this gave students the opportunity to engage in critical reflection on the conceptual framework and college mission. The program also has designed the methods courses to be integrated (Reading and Writing, Science, Math and Social Studies). By designing the courses this way, students reported seeing clear connections between content and being able to live this integration in their future classrooms. Bonnie Tai talked about how the classes are built for students to see the interconnections between the subject matter, how collaboration with others is intentional, and how making connections between people, places, natural environment permeated all courses and COA experiences. Alumnx reported feeling empowered and also having the ability to see the whole picture of learnings versus just focusing on content.

Every COA student does a senior project to demonstrate this interconnection and interdependence. These projects empower the students to integrate what they have learned

3 through a self-created inquiry. Alumnx shared their senior projects and not only were they inspiring, they also clearly demonstrated the tenets of the Educational Studies program’s conceptual framework. Another example was the Spring Quest project which students completed during the methods sequence. This experience also allows students to take the theoretical and apply that knowledge by designing hands on learning experience for others. Finally, students have independence through their curriculum navigation. The self-designed major also allows for self-direction that is part of the mission of the program.

The team was impressed with the ways in which the unit’s conceptual framework was lived through every aspect of the program. We could tell through our interactions with Alumnx that they had developed into creative, knowledgeable, collaborative and critically reflective educators. They spoke about how their COA experience had helped them become leaders in their schools. Current students also demonstrated intellectual passion and ecological wisdom in their discussions and through their course work. The team also observed that this work was happening both formally through course work and structured field work, but also informally through work at the Dorr museum and through campus experiences. This clear lived expression of the conceptual framework gave strength to the unit’s coherence and student experience.

4 III. Summary of Findings for Each Standard

Standard One: Initial Teacher Candidate Performance Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and abilities necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards

Findings The unit’s program learning outcomes are based on the ten (10) InTASC) standards, as well as two additional standards - technology, and human ecology/conceptual framework. Several courses explicitly connect course work to these standards and there are cohesive practices in place for students that foster consistent reflection and growth related to the standards. Students have a strong understanding of the e-portfolio process and how to capture evidence for each standard. Educational Studies coursework may begin as early as the first year, and the approach within the program and across the college is highly interdisciplinary and focused on the central tenet of human ecology.

The formal and final reviews (pre- and post- student teaching) are designed to wrap around the student teaching experience and prompt students to reflect on their educational philosophy, level of mastery regarding teaching standards, and overall experience of student teaching. It is notable that the mentor/ cooperating teacher is invited to the final interview and that each student receives from COA faculty a personalized letter regarding their growth and achievements. As described in the self-study, it is apparent that the COA Educational Studies program provides a “personal and student-focused” experience of intellectual growth and application of skills in various pedagogical contexts.

The Educational Studies Program continues to offer certification in Elementary Education, K-8; Secondary Education, 7-12 in English Language Arts, Life Sciences, and Social Studies. The unit is currently seeking initial program approval for Art Education, K-12. With a developing interest in the art certification, there is strong promise in continuing the good work of a highly integrated and personalized program pathway for COA students. It is noted that COA has a Memorandum of Understanding that allows students at one institution to take courses at the other. Recommendations for the K-12 Art endorsement approval appear below.

Praxis exams are required as part of the program for certificate students. Advisors encourage students to take core assessment prior to methods coursework, and content areas once coursework is complete, or with additional support.

5 Current students indicated that they have learned a great deal about educational technology and ways to engage students virtually (particularly during COVID-19) through field experiences and clinical experiences. Examples of technology include Padlet, Jamboard, VoiceNotes, Screencastify, and the use of document cameras. Digital technology is also used to communicate with students; host guest speakers; manage course materials; enhance courses (such as methods courses); connect with students who are ill or if class is cancelled due to weather; and to supervise student teaching remotely when necessary.

Considerations Consideration may be given to provide for additional visible ways to assist students who may enter Educational Studies a bit later in the program. Frequency of course options may pose a barrier to an efficient pathway for program completion.

Based on feedback, further clarification for students as to Praxis requirements and timing of exams may be beneficial.

Based on student feedback, it may be worthwhile to consider allowing students to sit in on methods courses as early as possible to “demystify” them. Additionally, it was noted that some students may wish for clarity regarding sample pathways of courses that may build on each other in order to build depth of experience. While some courses offered at COA are designed to go into greater depth and center around integration of ideas (such as Intercultural Education), student curiosity remains, as to what courses may be complementary to each other and offer a deeper dive into concepts.

In addition to math methods, some students were curious about the possibility of additional math courses that will better enable them to teach math, particularly in elementary/ middle grades and at a conceptual level.

Commendations ● There is a multifaceted approach to how students show evidence around the teaching standards that include the formal and final interview, construction of the e-portfolio, and engagement with faculty and supporting teachers. ● Reflection and self-assessment is consistently embedded into the program around the Maine Common Teaching Standards and additionally a twelfth standard that has been added to provide intentionality around the focus of human ecology.

Recommendation

6 ● We recommend that the Unit develop the following regarding the Art Education program and then provide an interim report to the State Board of Education by Fall 2021 in order to approve this program. ○ Develop a clear pathway map for students seeking art certification (similar to the one for K-8 and 7-12) ○ Consider a viable approach to offering a K-12 art methods course at COA ○ Articulate in more detail how courses connected to certification will be met by students if not taken at COA

This Standard is Met

7 Standard Two: Assessment System and Unit Evaluation The unit has an assessment system that collects and analyzes data on the qualifications of applicants, the performance of candidates and graduates, and on unit operations to evaluate and improve the unit and its programs.

Findings There are multiple methods of assessment designed as part of the Educational Studies program, including course assessments, field assessments (completed by cooperating or mentor teachers), graduate surveys, and formal and final interviews. The program director and associate director reflect on the year’s challenges and accomplishments and communicates findings with the President and the Department of Education each year.

It is clear that there are ample opportunities for reflection based on data collected. Student teaching observations, informal conversations, and surveys from cooperating schools are all examples of how the program actively seeks feedback. Rubrics are used to assess students during student teaching, providing targeted feedback to students and the program. After student teaching, candidates self-assess and reflect on their growth and mastery of teaching standards. Support for students is evidenced through bi-weekly meetings with faculty and close monitoring of dispositions and assessment of progress.

Several student-facing assessment tools provide cogency and clarity of knowledge and skills gained through the program. The e-portfolio provides a strong opportunity for students to self- assess and for program faculty and leadership to assess students’ experiences and evidence related to program learning outcomes. The addition of the 12th standard is an excellent way to assess students’ learning, relative to the overarching mission of COA. The formal and final interview both allow for a thorough evaluation of students’ learning, growth and professional preparation. There is a strong programmatic emphasis on maintaining a high standard of fairness, accuracy, and consistency through the impressive number of those involved in formal and final interviews, including students, staff, faculty, and program partners.

Considerations The Education Studies Committee currently reviews program goals and reviews strategic planning. In order to increase transparency, a consideration is to make this review more visible and intentional so that clear documentation of data-based decision-making, and reflection can be visible to a larger audience.

Commendation ● Program assessment is conducted on both formative and more formal evaluative levels. As a close-knit program and campus community, program-level feedback is purposefully and systematically sought. Course evaluations, faculty conversations, cooperating/

8 mentor teacher surveys, two student interviews (formal and final), and close connections with graduates all coalesce to represent the organic, largely qualitative nature of program assessment. In addition, a formal Chapter 114 review every 5 years is noted as a key process of program assessment.

Recommendation ● The unit should continue to formalize and concretize program assessment processes, including tracking of students’ levels of mastery as related to program learning outcomes.

This Standard is Met

9 Standard Three: Field Experiences and Clinical Practice The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school personnel develop and demonstrate the knowledge and skills necessary to help all students learn.

Findings The unit and its partners design, implement, and evaluate field experiences and clinical experiences to support candidates often beginning as early as their first year at the College of the Atlantic.

All COA students are required to complete an internship. This can occur any time after their first year and provide excellent outreach into the community. Students can complete internships for credit or engage in internship experiences over the summer. These internships are run through the director of internships and have official requirements - proposal, supervisions, and reporting. Often the senior project connects to the internship and EDU students can use their student teaching as their internship although many students have additional ones. There are a variety of teaching experiences for students through the Dorr Museum - including summer camps, work studies, summer internships with one of their farms, a farm-to-school collaboration during the academic year programs, and educational museum programs. There are meaningful ways to support students' development of teaching skills in a non-K-12 classroom and to help strengthen e-portfolios.

Spring Quest is a component of methods coursework that provides students with the opportunity to apply learning beyond field work hours. Education students collaborate to design and implement programming for learners. Over the years, this has taken the form of a week-long camp, work with home-schoolers, virtual push in programing, after-school offering, or collaboration with a classroom teacher.

Fieldwork (service learning - which might include observations, service-learning, or practica) is a requirement for all education methods courses, resulting in a minimum of 200 hours before entering student teaching placement. It is worth noting that most students exceed this requirement through observation, internships, or other experiences working in the field of education.

The student teaching requirement is 15 weeks under the supervision of a cooperating teacher. Students seeking student teaching placements meet with COA faculty/advisors to discuss potential partner schools/cooperating teachers. Students indicated that these discussions often take into consideration interest, location, areas for growth, and areas in which a cooperating teacher may be a strong match for the student. Students seeking placements have had more difficulty over the past year, given the pandemic.

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The College of the Atlantic has established partnerships with area schools in order to facilitate field experiences and clinical placements of teacher candidates and education students. These partnerships have been leveraged from strong relationships in the community. A formal MOU has been established with AOS 91 and informal agreements are in place with Ellsworth Public Schools and Mt. Desert Island Adult Education. Students are provided opportunities to have field placements in both rural and more urban areas across Maine. In some cases, placements have taken place outside the state. The Education Studies Committee has representation from cooperating teachers and participation from administrators on a monthly basis. In addition, COA faculty and staff serve on committees in the surrounding communities. As a result of these collaborations, students are often included in professional development opportunities for in- service educators.

To facilitate meaningful field placements, the unit has strengthened and streamlined a student teaching handbook. This handbook is reviewed and refined each fall. During an initial meeting, expectations are clearly outlined for the student, principal, supervisor, and cooperating teacher. Clinical experiences are with a diverse body and include working with students needing accommodations. Students are expected to understand and adhere to district policies, participate in IEP meetings, etc. Candidates are observed regularly by cooperating teachers and a COA supervisor; often between 6 and 8 times during a placement. Feedback is provided after each observation and aligned to goals and standards.

Students participate in a student teaching seminar which provides an opportunity to set goals, reflect, and share learning. Through the seminar, and throughout the course of their time at COA, students work towards establishing an e-portfolio. This portfolio helps to guide the formal and final reviews to the Education Committee. The formal review takes place at the end of methods coursework and before student teaching. The Education Committee provides feedback on readiness with suggestions and commendations to inform goals during student teaching. A final review is the final exit assessment and an opportunity to show evidence of the twelve teaching standards. Fieldwork documents are very strong and clearly identified in the e-portfolio as artifacts/evidence of learning.

The unit honors and celebrates the role of cooperating teachers through an annual recognition event. In addition, cooperating teachers receive a stipend for their role in supporting candidates. Cooperating teachers indicated an appreciation for the student teaching handbook, initial meeting with staff and school administration, and the mid-placement check-in. A shift has been made at the midpoint in the placement; rather than reviewing all standards in a reflection, the conference focuses on half of the standards. This has been received well by cooperating teachers. Field placements are assessed through surveys of cooperating teachers to evaluate and improve the program.

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A year-long student teaching option has been explored but students have not utilized this option. One concern about this option is compensation. The unit has addressed exploring extended placement with paid internships as a next step. Student teaching placements are offered both in the Spring and the Fall, although most placements occurring in the fall. COA's trimester schedule means looking for an additional five weeks on either end of the term to reach the required 15 weeks. It can be accomplished in fall, winter, or spring, but fall is the least intrusive into other terms. Cooperating teachers did indicate that they feel students benefit more from placements in the fall, because these placements provide insight into the importance of setting up classroom routines, building a community of learners, and other processes that would be more difficult to observe in the spring.

Consideration The unit may wish to consider updating a database of field placement locations and coordinating teachers. This may be useful in assisting students who may not be as familiar with the opportunities in Maine or have existing connections with schools or educators.

Commendation ● The unit is to be commended on the strength and breadth of the internships, field placements, and service-learning opportunities for candidates. All of these opportunities provide students with a strong foundation before student teaching. The e-portfolio component of the program is a strong and valuable resource in supporting candidates. . This Standard is Met

12 Standard Four: Diversity The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge and skills necessary to help all students learn. These experiences include working with diverse higher education and school faculty, diverse candidates, and diverse students in P-12 schools.

Findings The College of the Atlantic’s Conceptual Framework illustrates the core of “human ecology” as a deep interconnectedness with diversity of human experiences, interactions among individuals, and interdependencies of people to each other and their environment. The lived experience of this framework was made evident when speaking with local school officials who continuously referred to the unit’s responsiveness during the COVID 19 pandemic.

Members of the COA campus community reported an inclusive college atmosphere which they attributed to the high percentage (about 25%) of international students. More than 50 countries are represented among this group. Additionally, the socioeconomic diversity among the student population is high, with 84% of students receiving some form of financial aid, including 40% who were Pell Grant eligible. COA is in its second year of piloting the College Opportunity and Access program in an effort to increase graduation rates among first-generation, low-income, and racially underrepresented students. Currently, one prospective education student is served through the program. Students are active members in college governance, sitting on various committees and participating in the All College Meeting. Students also commit themselves to pursue diverse experiences. For example, a survey of recent graduates found that 63% had participated in travel abroad opportunities as part of their COA program. Finally, the efforts to include culturally and racially diverse teaching faculty has proven successful with the recent additions of a predoctoral teaching fellow and part-time as well as full-time, permanent faculty with diverse backgrounds.

Consistent across all interviews, teacher education candidates were able to express awareness of the diverse learning styles, strengths and needs of K-12 students, and the understanding of universal design and differentiated instruction. Candidates’ e-portfolios exemplified a focus on universality in planning and differentiation of teaching methodology and student assessments. These abilities were confirmed through interview reports by cooperating and mentor teachers who worked with COA education students during practicum and student teaching placements.

All students are required to take Supporting Students with Disabilities. The course is taught by a certified special education director, and interview reports confirmed that student teachers attend Individual Education Plan team meetings for students with disabilities. In addition to this special education course, and prior to enrolling in educational methods courses, students are required to

13 complete three courses which focus on the legal and ethical responsibilities of teaching all students.

Candidates have been placed in local area K12 schools who have, themselves, experienced growth in cultural and racial diversity among their student populations. Several interview reports attributed this growth to business development in the local area. Cooperating teachers reported that the unit’s candidates demonstrated professional knowledge, skills and dispositions for working with diverse student populations.

As evidenced through documentation and interviews, the unit explicitly addresses diversity through its curriculum and course offerings. This explicit focus includes aspects of race, ethnicity, gender, sexual orientation, disability, language, and identity, and socioeconomic realities. The unit has made real efforts to diversify the campus community through student selection and the faculty hiring processes. In addition, the unit offers a range of activities and events that address diversity, equity, and inclusion.

Commendation ● There is intentionality around diversity, equity, and inclusion in all aspects of the program and college experiences and structures such as taking affirmative action to diversify faculty, programs to support students, diversity woven through curriculum, and student voice represented on committees.

This Standard is Met

14 Standard Five: Faculty Qualifications, Performance, and Development Faculty members are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.

Findings The College of Atlantic’s Educational Studies Program has a highly qualified and committed faculty. The teaching faculty consists of two core faculty members, with the Program Director having more than two decades of employment with the college and the Associate Program Director having more than one decade of employment with COA. In addition to the core faculty, two full-time teaching staff serve to instruct in their related content. The Provost, a trained educational psychologist, teaches related psychology courses, while the Director of the George B. Dorr Museum of Natural History teaches and supports candidate development. Three of the four faculty members have earned doctorates and the fourth has an earned terminal degree in science. The college has also recently added a predoctoral teaching fellow position in an effort to better meet the needs and interests of students through expanded course offerings. The predoctoral fellow teaches courses in equity and social justice, languages and education, and advocacy and education for English learners.

The unit is also served by 10 adjunct faculty members. The initial review for an adjunct position is conducted by the Educational Studies Committee with a final review and approval completed by the college’s Human Studies Resource Area and Academic Affairs Committee. Potential adjuncts complete a two-year visitation period before advancing to the adjunct faculty position. Each adjunct is assigned a faculty liaison, and the Program Director and Provost assesses adjunct faculty performance using course evaluations and student feedback. Adjunct faculty contribute to the unit by teaching special education, literacy, child development, and educational methods courses. A review of the documentation provided by the unit indicated that all adjunct faculty have advanced degrees, and that they possess experiences in schools as teachers, administrators, and councilors that are beneficial to COA students. Through interviews conducted with adjunct faculty members, they reported an overall feeling of a sense of belonging to the COA team. The Educational Studies program unit was described as responsive to their needs and met with them on a regular basis. The team also heard from COA teacher candidates who reported adjunct faculty as knowledgeable and skilled instructors essential to their program. The unit meets annually with adjunct faculty to reflect on lessons learned, update curriculum related to Maine Department of Education directives, and prepare for the upcoming year. Both the adjunct faculty and core faculty members find this meeting productive and valuable.

College of the Atlantic education faculty are active in the college community, engage in personal and professional development, and provide community service to surrounding towns. Faculty are

15 guaranteed a one-term sabbatical every three years of full-time teaching as a means of assuring the necessary time to undertake professional development. An enhancement of this commitment was made last year when the college instituted a $4,000.00 budget line for each faculty member to support their professional development. A review of the documents and the interviews conducted with education and resource area faculty confirms that the education programs are well integrated and understood across the campus.

The team observed several courses during the review which confirmed interview reports that the teaching and learning process is fully integrated with unit’s conceptual framework. Pedagogical methods observed were diverse and faculty expertly modeled current teaching practices for pre- professional students. Current student teachers and program completers reported feeling well prepared for their teaching placements and work experiences.

Faculty evaluations coincide with contract offers which occur after the first, third, and fifth years of employment. Successful reviews result in a formal review conducted every eight years following. At minimum, Review Teams consist of one faculty member or designee from the Personnel Committee, a faculty member appointed by the Personnel Committee, and a student selected by the Personnel Committee from a list of volunteers. Moreover, documents provided outlined a systemic structure to faculty evaluations where, in addition to student course evaluations being reviewed, the campus community is invited to provide feedback to the Review Team through an interview process. Invitees include students, faculty, and staff members. Occasionally, local practitioners and regional affiliates are consulted.

A collegial atmosphere and ample collaborative ventures were reported as occurring among faculty throughout the college. Education faculty co-teach some core courses and team-teach occasionally, while resource area faculty provide guest lectures in other faculty’s classes and consult on student projects. It should be noted that students talked about the high level of commitment resource area faculty demonstrate when providing consultation on their senior year projects.

College of the Atlantic education faculty are exceptionally qualified to design and implement the curriculum and assessment of their teacher candidates. Members in this unit undergo a thorough evaluation process as a component of their faculty standing. As a group, they are responsive, self-reflective, and use student feedback to inform their practices. As established through documentation, observations, and interviews, members stay current in their fields of study, utilize current pedagogical practices when instructing their students, and provide an outstanding experience for the preparation of pre-service teachers.

16 Consideration Attention to, and reflection on, the balance of responsibilities for program faculty and leadership is warranted. College faculty reported that, due to their strong knowledge of teaching and learning and pragmatic approach, Educational Studies faculty are often elevated to administrative roles and increased campus-wide responsibilities. It is acknowledged that there are constraints and limitations regarding this consideration. Additionally, plans for new faculty are also noted. However, mindfulness of the complexity and potential consequences of shift in roles and responsibilities is suggested.

Commendation ● The unit is to be commended on instituting equitable budgeting for permanent faculty in support of course and professional development opportunities.

This Standard is Met

17 Standard Six: Unit Governance and Resources The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.

Findings The review team found that the governance structure at the College of the Atlantic is a reflection of its core mission. There is a weekly All College Meeting (ACM), moderated by a student, where the work of each campus committee is reviewed by the community as a whole. This participatory process gives everyone an equal voice and works against hierarchies and towards collaboration. Radiating from the All College Meeting are a variety of committees whose roles are to undertake specific tasks and report back to the ACM. Meetings are open and community members are encouraged to observe and participate. Faculty serve on multiple committees so that they have a more integrated understanding of the work of the college and learn about each other through collaborative governance structures. The emphasis on consensus-based decision making is part of the ethos of the college.

In addition to college wide committees, the unit also maintains an Educational Studies Committee. This committee is unique to this program, but minutes are reported to the Academic Affairs committee. The Education Studies Committee is made up of education faculty, student representatives, teachers, administrators, and community members. There is a charter that guides the mission of this committee and they meet monthly during the academic year and minutes are taken. The inclusive make up of this committee mirrors the mission of the unit - Interconnection, Interaction and Interdependence. When talking to committee members they spoke of the power of sitting on students’ formal and final review and observing students’ growth throughout the program. They also reported reviewing program goals and being involved in strategic planning for the unit. Having diverse perspectives on this committee is a positive approach to strengthening the units’ programming and connection to a wider community. The community committee members did express an interest in knowing more about classes and course sequence throughout the program.

The budget for the unit appears strong. The college is in a solid financial position as the result of philanthropy, a healthy endowment, and a recent $50 million capital campaign. In addition, the college is very conservative with spending and although there have been faculty raises over the recent years these have been flat increases. There is money allocated to each faculty for course and professional development. Faculty get $4,000 a year (if they are not a chair) and chairs get $5,000. This money can be rolled over to subsequent years. In addition, courses are allocated $300 to fund course related expenses. There is an administrative goal to increase adjunct pay, which the committee believes would be beneficial due to the unit’s reliance on adjuncts and the importance of continual engagement with the broader community.

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Full time faculty workload is 5 courses a year with no more than two courses a term. The college calendar is structured in trimesters. After each three years, faculty are eligible for a one term sabbatical. There is a faculty development group that reviews proposals and manages sabbaticals. It is important to note that the unit does rely on adjuncts approximately 30% of courses are taught by adjuncts). This is important when considering adjunct pay and also support for adjuncts as success of this program is tied to the necessity of having strong and empowered adjunct faculty.

The unit has adequate resources. The college recently engaged in renovation of spaces along with upgrading technology systems. The Educational Studies Center is centrally located in the main Turrets building which allows for visibility. There are many flexible spaces on campus for classes and meetings with students. Access to physical space along with additional resources such as the Dorr Museum, campus farms, and natural resources enriches the student experience. It should be noted that the unit is greatly supported by the library. The librarians reported working closely with EDU faculty and students to support with books for classes, creating guides for students (which are remarkable), and supporting student projects and course work. The faculty also reported feeling highly supported by library services.

Consideration As noted, adjunct faculty are an integral part of the unit’s success. The college uses a faculty liaison model for adjunct support however, the adjuncts in the Education Studies program could benefit from a more hands on approach. It would be in the unit’s best interest to make sure that adjuncts understand how their voices are being heard and valued (both monetarily and their contribution to how courses are taught), to strengthen communication, and to make sure that resources and professional growth opportunities are available to adjuncts (one example is to allow adjuncts to access library resources even in the semesters when they are not teaching to allow for course planning).

This Standard is MET

19 IV. Recommendation to the State Board of Education

The review committee recommends that the State Board of Education approve the College of Atlantic. The Review Team report of findings that the intuitions’ educator preparation program indicates that the College of Atlantic be granted five-year program approval by the Maine State Board of Education from Spring 2020 to Spring 2025 in accordance with the standards set forth by Chapter 114. We further recommend that the Program share progress regarding recommendations within the annual report as stipulated by Chapter 114.

20 V. List of Individuals Interviewed

Name Position

Heather Albert-Knopp ‘99 Dean of Admissions

Joanne Alex Adjunct faculty

Jill Barlow- Kelley Director of Internships

Ken Cline Faculty, Social Sciences

Darron Collins ‘92 COA President, Alumnx

Brian Cote Science Teacher, Mount Desert Elementary/Conners-Emerson; Former adjunct

Gray Cox Faculty, Social Sciences

Judith Cullen Cooperating teacher

Gloria Delsandro Mount Desert Elementary, principal

Jane Disney MDI Bio Lab, Senior Staff Scientist; Director of Research Training; Director, Community Environmental Health Laboratory; Ed Studies Committee member

Dave Feldman Faculty

Linda Fuller Associate Director Educational Studies Program

Tom Gillett Social Studies teacher, Penquis Valley High School

Carrie Graham George B. Dorr Museum, Director; Ed Studies Committee member

Gaelen Hall ‘21 Secondary Social Studies candidate

Morgan Heckerd ‘18 Alumnx; Elementary teacher, Waldforf School

Ken Hill Provost; Ed Studies Committee member

Jane Hultberg Thorndike Library, Director

Todd Little-Siebold Faculty, Social Sciences

Zeya Lorio ‘22 Certification candidate

Sarah Luke Dean of Student Life

Isabel Mancinelli Faculty, Arts

Mike McKernan Jackson Lab, Program Director, STEM and undergraduate education;

21 Ed Studies Committee member

Jamie McKown Faculty, Social Sciences

Barb Neilly AOS 91 administrator, Conners-Emerson, principal; Ed Studies Committee member

Alexa Parkinson ‘22 uncertain cert. candidate (secondary social studies)

Bear Paul Administrative Dean / Chief Financial Officer

Abby Plummer ‘16 Alumnx; 5th grade teacher; Northport Elementary

Destiny Powell ‘20 Alumnx, Secondary social studies, Dover-Foxcroft

Adam Rabasca Adjunct faculty

Steve Ressel Faculty, Life Sciences

Snow Ross Teacher (grades 3/4), Trenton Elementary

Siobhan Ryan Adjunct faculty, Young Adult Literature

Eloise Schultz ‘16 Alumnx, Secondary English

Jasmine Smith ‘09 Founder and director, The Community School; Alumnx

Kate St. Dennis Math specialist, Mount Desert Elementary; Adjunct

Micaela Sueldo ‘21 Elementary education student

Bonnie Tai Associate Dean, Director Educational Studies Program, faculty

Mari Thiersch ‘17 Alumnx; Secondary Life Science

Brenna VanSteenbergen ‘22 Current student working on Art certification

Karen Waldron Faculty

Helen Westall ‘21 Fall 2020 student teacher at Trenton Elementary

Hannah Whitesel ‘21 Fall 2020 student teacher at Hall-Dale Elementary

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