The education unit develops and implements a comprehensive continuous improvement process at both the unit level and within each of its programs that identifies program and unit effectiveness and makes appropriate modifications based on findings.
In the 2016-17 academic year, Dr. Diane Ketelle became Dean of the School of Education. She initiated a new Unit Reporting system for the School of Education in order to track data as well as student progress in meeting program standards. Data is collected in several areas of the school functioning: admission and enrollment; full-time faculty; per-course adjunct faculty; field-supervisors; and student achievement. In each of these areas, we are now collecting information to help us better understand how to influence program change decisions using data. We are constantly improving this area. For an overview of the evaluation system, please visit webpage Unit Reporting.
1. Both the unit and its programs regularly and systematically collect, analyze, and use candidate and program completer data as well as data reflecting the effectiveness of unit operations to improve programs and their services. learning.
As a small program, we have the benefit of having many conversations with our current and former students regarding their teaching, their experiences, and how things are progressing for them in their careers. However, we realize that reporting might not be entirely accurate one on one, so every few years, we implement survey instruments to gather feedback from alumni, exiting students and cooperating teachers. We also conduct exit survey of our students. The data tells us what the candidates appreciated of our programs, what they wished to be different, and how well they felt prepared to enter the job market. We use the data to maintain what we do well, to evaluate areas needing improvement, and to balance programmatic needs against institutional demands.
All data points are used in the annual reporting. The data is also the foundation of our Unit Reporting.
Mills School of Education goes through a three-year cycle of assessment, planning, implementation, and evaluation of outcome. Adjustments are made annually. The cycle is outlined below.
Year 1 (2017-2018)
Year 2 (2018-2019)
Year 3 (2019-2020)
2. The continuous improvement process includes multiple sources of data including 1) the extent to which candidates are prepared to enter professional practice; 2) the quality of the educational services provided to students during supervised practice; and 3) feedback from key stakeholders such as employers and community partners about the quality of the preparation.
The continuous improvement process begins when the Dean collects data from each credential program on admissions, ranked faculty, adjunct faculty, field supervisors and student achievement. In combination with student exit survey data, course evaluations and information collected at program meetings, these data points offer insight on candidates' readiness for jobs, types of courses program should offer, effectiveness of the faculty and field supervisors, and the number of staff needed to support the program operation. The Dean analyzes the data to set goals for continuous improvement in these areas for each credential program. After the Dean has set goals, she meets with the program chairs and discusses the data and the goals. Adjustments are made as program chairs offer suggestions. Finally, the revised program improvement plan and goals are presented to the credential faculty at a full-time faculty meeting. Faculty grapple with the goals in their program groups and also across programs. Further revisions are made, and goals for the coming year are finalized.
Here is the full-time faculty meeting schedule as well as the Meeting Agenda template for 2017-2018 school year. Meeting minutes can be found here.
As competition has increased, some programs have become less competitive. The greatest area of concern is in the teacher preparation program. Competition is high given some charter schools and nonprofits are now able to provide credentialing offerings.
Goals for 2017-2018:
Ranked Faculty: The School of Education hired two ranked faculty members in 2016-2017. One of the new faculty members directs the single subject credential program and the other will work with ASC students. These hires reflect the College’s commitment to our credential programs.
Goals for 2017-2018:
Adjunct Faculty: We continue to attract new high quality adjuncts, as we also retain adjuncts who have taught in our programs for years. Creating a welcoming culture that supports adjuncts is important to the School of Education faculty and staff.
Goals for 2017-2018:
Field Supervisors: The field supervisors at Mills are a committed group of individuals, some of whom have been involved in our programs for years. Field supervisors in the teacher preparation program meet each week for one hour for professional development and attend the student teaching seminar.
Goals for 2017-2018:
Student Achievement Data 2016-2017: The student achievement data from programs reflects that students get a high degree of support in completing the Mills credential programs. Tracking students who struggle remains a key concern.
Goals for 2017-2018:
Practices of all programs that will continue:
CCTC survey reports:
Mills Exit Interview Data:
