COUNCIL FOR EDUCATOR PREPARATION
Minutes for February 11, 2019
Speight 203 at 3:15 p.m.
The sixth meeting of the Council for Educator Preparation for the 2018-2019 academic year was held Monday, February 11, 2019 at 3:15 p.m. in Speight 203. Members present: Barbara Brehm, Vivian Covington (Chair), Bernice Dodor, Mary Worthington for Holly Fales, Johna Faulconer by WebEx, Kristin Gehsmann, Nanyoung Kim, Laura King, Rhea Miles, Marissa Nesbit, Dan Novey, Jeff Pizzutilla, Chris Rivera, Nicole Smith, Cynthia Wagoner, Ivan Wallace, Kevin White, Jamie Williams, Elaine Yontz and Bryan Zugelder. Visitors in attendance were Monisha Atkinson and Shari Steadman. Absent were Charity Cayton, Laura Levi-Altstaedter, LCSN-PCS Representative, Christina Tschida, and Christy Walcott.
Approval of Minutes January 14, 2019 Meeting
The minutes for the January 14, 2019 meeting were approved.
Announcements
- Senate Bill 28, an act to reinstate education-based salary supplements for certain teachers has been introduced. This bill would repeal parts of SL 2013-360 and SL 2014-100 dealing with the phase out of certain advanced degrees-based salary supplements. The bill specifies certain teachers and support personal able to be paid on the “M” salary schedule and receive a salary supplement for the 2019-20 school year and subsequent years.https://www.ncleg.gov/BillLookup/2019/S28 (click on Bill draft)
- The following was sent on behalf of the Office for State Authorization Compliance: All applicable ECU academic programs that prepare students to sit for licensure or certification in North Carolina are required to comply with U.S. Department of Education and The State Authorization Reciprocity Agreement (SARA) regulations regarding professional licensure and certifications. ECU is required to disclose on program websites and in acceptance letters if the program of interest meets licensure/certification requirements in states other than NC.
If you have a degree program leading to licensure or certification, you are required to comply with this regulation.
ECU Educator Preparation Programs SARA Statement
The following information applies to all ECU programs that lead to a license to work in any level in public schools, i.e. teachers, principals, librarians, social workers, school counselors, superintendents, etc.
Upon successful completion of educator preparation program degree requirements and licensure requirements for the State of North Carolina, such as, but not limited to, testing and national assessments, candidates will be eligible for an ECU recommendation for a NC license. However, final licensure granting decisions are the sole responsibility of the North Carolina Department of Public Instruction not ECU. Candidates who graduate and seek out of state employment will have to meet the receiving state’s requirements for licensure. There is no automatic licensure reciprocity between states. ECU will verify the completion of an approved, accredited program for candidates who seek employment out of state, and those candidates will be responsible for working with the receiving state to complete any additional requirements needed to obtain the license for employment.
Program areas are welcome to link their website to the COE Educator Preparation site found here: https://education.ecu.edu/oep/sara-statement/ This applies to all undergraduate, graduate and doctoral programs that lead to licensure.
- A few parts draft 2018 State of the Teaching Profession in North Carolina (previously called Teacher Turnover Report) was distributed. This draft has not yet been approved by the SBE so it has not been posted on the NC Public Schools website. The report includes attrition rates and key findings related to attrition and vacancies by subject area and by school type. This link houses the reports the past three years and should have this report after the SBE meeting March 6-8. http://www.ncpublicschools.org/district-humanresources/surveys/leaving/
Standing Update from the Office of Assessment, Data Management and Digital Learning
Vivian Covington reported for Holly Fales. She reminded individuals to register for the EPP Data summit via the Google Form if planning to attend. Choose one of the two dates. The majority of supervisors have successfully completed CPAST training. Program areas and supervisors were sent a reminder last week if they had not completed the training. All program areas except Birth-K, SPED and FACS are using CPAST. Everyone will use CPAST in the fall.
Standing Update from Office of Clinical Experiences & Alternative Licensure
Nicole Smith reported that Internship I Application meetings will be Friday, February 22 from 12-1:30 p.m. or 2-3:30 p.m. or Wednesday, February 27 from 4-5:30 p.m. All meetings will be in Speight 129. Students should choose ONE meeting time that best fits their schedule. All students in SPED, ELEM, MIDG, ENED and HIED are required to attend one of the meetings.
The next LCSN meeting and the Education Career Fair will be March 13, 2019 at the Greenville Convention Center.
The Clinical teacher Conference will be March 21. Intern II students may substitute for their teacher, if the district allows.
Clinical Teacher training meetings will be held in Johnston County on June 12 and in Pitt County on June 18 and June 19. Teachers wanting to become a clinical teacher must meet certain criteria and should contact their principal if interested.
Dr. Smith contacted Castle Branch to discuss monitoring students after a background check (CBC) is done in Internship I. They do not monitor students. They charge $35 for the initial check and will recheck for $12. Currently students self-report infractions after admission to Upper Division and on the Intern I application. Background checks are done in Intern I and infractions prior to or during Intern II are self-reported. We need to decide when to do a CBC and when to do a recheck. Her office is redoing and updating Memorandums of Understanding with all school districts. Some districts use a company other than Castle Branch, which is fine and may require a background check through their district as well.
Alternative Licensure is getting ready to support the transition to the Residency License program from the Lateral Entry program for the 2019-2020 school year. All program areas will be offered in the residency model with courses currently listed as TCHR and housed in ELMID. B-K has their own model currently under construction and will be ready to move forward. Any programs wishing to explore residency with coursework in their areas should contact Dr. Covington to begin the discussion. The residency model is a revamped version of NC TEACH which has been in existence for over 20 years. All residency candidates must, be admitted with, and maintain a minimum GPA of 2.7, be supervised during the residency, successfully complete all coursework, edTPA, and licensure tests. No residents will be allowed to progress to residency II without passing licensure test scores. Key assessments should parallel those required by Undergraduates and Holly Fales needs to work with programs to determine what those are, and that they are valid and reliable for CAEP.
Old Business
Members were reminded that beginning Fall 2019, edTPA shall count 10% of the internship course grade, not the seminar course grade.
Bryan Zugelder stated that faculty in his department asked if this decision followed the COE Code?
Dr. Covington replied that the CEP is the policy making body of all educator preparation programs, not just the COE, so the COE code alone does not drive the process. The Dean of COE has purview over all educator preparation programs, as CEP only recommends policy to the dean, who has ultimate jurisdiction over policy. After six plus months of discussing edTPA weights with TPALs and no policy recommendation from them, Dr. Covington took the issue to the dean to decide the policy, which is his role. Dr. Covington suggested that, to alleviate the faculty’s concern, we refer the policy issue to the CEP Policy committee for an official vote and then bring it to full CEP for a final vote. However, if a vote cannot be reached, we will be back to the same situation with the dean’s decision. After some discussion, Barbara Brehm moved to refer this to the Policy Committee. It was seconded by Bryan Zugelder. The motion passed and the matter was referred to the policy committee.
Members were reminded that no licensure recommendations will occur for any graduates without passing licensure exam(s) scores, as well as edTPA.
New Business
For the 2017-2018 year completers, the licensure pass rate for all traditional routes was at 66%; alternative routes were at 99%; and the combined overall pass rate for the State IHE Report was 76%. For traditional students, there was in increase in the 2015-2016 completer pass rate. These candidates are finishing their 3rd year of teaching this year 2018-2019. As completers, their pass rate was 70% and it is now 87% as they approach the end of their deadline to pass or lose their licenses.
Before students move from Residency I to Residency II, they must pass their appropriate licensure tests. The state will report edTPA, but it is not clear if it will be a part of the federal Title 2 Report.
Standing Committees
Curriculum Committee – Chair Elaine Yontz reported that the committee met 2/4/19 and approved the following.
Department of Psychology, PhD Health Psychology
(Only Pediatric School Psychology Concentration changes affect Educator Preparation)
The Department of Psychology faculty have voted and approved to revise the PhD Health Psychology curriculum at our faculty meeting on 1 Oct 2018. The proposed revisions are 1) to expand the variable credit hours for PSYC 9000 Dissertation to 1-12 s.h. 2) to revise the PhD curriculum to clarify requirements by concentration, and 3) to reduce total hours in the Pediatric School concentration so as to improve time-to-degree.
These changes involve reorganization of existing coursework, addition of 3 already-existing catalog courses to the degree, and deletion of one assessment course, health elective, and electives in the pediatric school concentration. There are no resource changes or new teaching assignments anticipated from these changes. There are no budgetary impacts for the department as a result of this proposal. All changes are consistent with requirements of our program-level accrediting bodies (i.e., American Psychological Association; National Association of School Psychologists).
The specific requests are to:
- Delete section 4. Health Psychology Core, and instead integrate these required courses into the 2. Foundations of Psychology section, and the various concentrations. We would also delete the extra “approved health elective” to reduce degree hours (thus improving time to degree).
- Rationale: there are really only 2 courses in Health Core that all concentrations take – 8001 and 8002 (moved to 2. Foundations). The rest are listed as “or” options, but in reality – the different concentrations require different courses. So we moved those courses to the relevant concentration areas by adding a Core section to each concentration.
- Under 3. Research Methods and Practice, we will make PSYC 9000 Dissertation (currently 3-12 s.h.) into a variable credit option of 1-12 s.h.
- The Pediatric School concentration is revised to reduce from 110 to 105 total degree hours. This is due to overlapping content in courses, changes in training needs of the students since onset of degree, and attempt to reduce overall hours and thus time-to-degree completion.
- Replace School Assessment III (delete 7411) & replace with PSYC 6353.
- Add required practicum 7995 – this is due to feedback from APA accreditation report and the need for more practicum hours to be competitive for APPIC national internship match.
- Delete Education (approved electives) – 6 s.h. We are able to cover educational foundations in the other school psych courses, the addition of the seminar, plus all doc students do a year of school-based practicum to cover the educational foundations of school psychology practice. At 110, our degree is higher than other PhD programs here and in School Psych field (per a recent NASP report, the average nationally is 99 hrs.).
- All other changes are editorial in nature and/or changes in numbering/hours due to the aforementioned changes.
There are no other departments that are affected by these changes, but the Pediatric School Psychology changes are vetted through CEP because it is a teacher licensure program.
VOTE: Wagoner moved to approve with suggested edits, Tschida seconded. CEP CC voted, unanimously, to approve with revisions.
Memorandum of Request
ELMID AIG Curriculum Package: GIFT Series Graduate
In order for K-12 AIG students to flourish, their teachers must have appropriate knowledge and training in gifted education, from the nature and needs of gifted students to curriculum and pedagogy. In 2013, the National Association for Gifted Children (NAGC) worked with the Council for Exceptional Children, Talented and Gifted Division (CEC-TAG) to create a set of standards aligned with the Council for Educator Preparation Programs (CAEP) for programs training gifted teachers. Additionally, in the fall of 2017, NC enacted a policy change (V1.C.1.a.ES&P 1; approved 9/7/17) that allowed a Praxis pathway to certification, rather than the graduate course series that was previous in place. This curriculum package presents 5 courses at the graduate level that are aligned with these standards, and are designed as a fully online route in order to be attractive to students, garnering students even in the face of a simpler and less expensive route to certification.
The Department of Elementary and Middle Grades Education (ELMID) faculty have voted and approved the following an AIG curriculum package. The four courses will have no budgetary impacts. Redistribution of teaching loads allow for adequate coverage to deliver the courses. Therefore, we request approval to offer the following courses:
GIFT 6000: The Diverse Gifted Child: The Nature and Needs of Gifted Learners (3)
GIFT 6100: Foundational Practices in Gifted Education: Assessment, Identification and Programmatic Models (3)
GIFT 6200: Instructional Practices in Gifted Education: Differentiation and Curriculum (3)
GIFT 6300: Creativity, Critical Thinking, and Problem Solving in Gifted Education (3)
GIFT 6400: Special Topics in Gifted Education (3)
Memorandum of Request
AIG Curriculum Package: GIFT Series Undergraduate
In order for K-12 AIG students to flourish, their teachers must have appropriate knowledge and training in gifted education, from the nature and needs of gifted students to curriculum and pedagogy. In 2013, the National Association for Gifted Children (NAGC) worked with the Council for Exceptional Children, Talented and Gifted Division (CEC-TAG) to create a set of standards aligned with the Council for Educator Preparation Programs (CAEP) for programs training gifted teachers. Additionally, in the fall of 2017, NC enacted a policy change (V1.C.1.a.ES&P 1; approved 9/7/17) that allowed a Praxis pathway to certification, rather than the graduate course series that was previous in place. This curriculum package presents 5 courses at the undergraduate that are aligned with these standards, so that students are prepared to take the add-on Praxis after graduation, if desired.
The Department of Elementary and Middle Grades Education (ELMID) faculty have voted and approved the following AIG curriculum package. The four courses will have no budgetary impacts. Redistribution of teaching loads allow for adequate coverage to deliver the courses. Therefore, we request approval to offer the following courses:
Therefore, we request approval to offer the following courses:
GIFT 4000: The Diverse Gifted Child (3)
GIFT 4100: Foundational Practices in Gifted Education: Assessment, Identification and Programmatic Models (3)
GIFT 4200: Instructional Practices in Gifted Education: Differentiation and Curriculum Development (3)
GIFT 4300: Creativity, Critical Thinking, and Problem Solving in Gifted Education (3)
GIFT 4400: Special Topics in Gifted Education (3)
VOTE: Walcott moved to approve the package pending revisions, Wagoner seconded. CEP CC voted, unanimously, to approve with revisions.
The report was accepted, and votes carried to approve the curricula brought forth. The next CEP Curriculum meeting will be February 25, 2019 in Speight 202 from 9:30-11:00 a.m. (March meeting due to spring break).
Evaluation & Planning, Policy and Admissions & Retention Committees – No Reports
Elaine Yontz moved to adjourn and it was seconded by Cynthia Wagoner. The next meeting of the full CEP will be March 11, 2019 at 3:15 p.m. in Speight 203. The meeting adjourned at 4:20 p.m.
Respectfully submitted,
Sherry S. Tripp