SACS Reaffirmation
| Objective | AA Faculty Recruitment | |
| Recruit and hire faculty to fill the four available positions. Associated Goals: Academic Programs |
| Indicator | A Hire New Faculty Positions filled with professors who meet or exceed the stipulated job requirements |
| Criteria | A Faculty positions Hire a tenure track professors with emphais in science. |
| Finding | A. Faculty positions Position accepted by a qualified science teacher. |
| Criteria | AA Recruit new faculty Hire three experienced professors with a record of research, strong backgrounds in curriculum and instruction, and grant writing. |
| Finding | A, Hire New Faculty Two faculty hired as generalist with strong backgrounds in curriculum and instruction and others being interviewed for the third possition. |
| Criteria | B Faculty positions Hired an experienced associate level professor with a record of research and grant writing who is a gereralis |
| Finding | A. Hire New Faculty Hired an associate level professor with a reacord of research and grant writing. |
| Criteria | C Faculty position Hired an experienced professor with a diverse backgroun and strong curriculum and instructional as a generalist |
| Finding | A. Hire New Faculty Hired an experienced professor with a diverse background in curriculum and instruction and experience in grant writing. |
| Action | A. Hire New Faculty Provide on-going orientataion and mentoring |
| Action | A. Hire New Faculty On-going orientation and mentoring of two new faculty and complete hiring for a third. |
| Action | A. Hire New Faculty On-going orientation and mentoring |
| Action | Hire New Faculty On-going orientation and mentoring |
| Objective | AB Adjunct Orientation | |
| Develop and provide orientation sessions for all adjuncts Associated Goals: Academic Programs, Faculty Excellence |
| Indicator | A Orientation Orientation sessions will be held. |
| Criteria | A Orientation sessions Have multiple sessions that provide more specific information related to specific unit and SPA assessments by developing CD''s for use by instructors in specific courses. |
| Finding | A. Orientation Provided one major orientation and mentors along with multiple specific session as needed. CD''s not developed. |
| Finding | A. Orientation Several sessions were provided however, the CD''s were not created. |
| Criteria | B Orientations sessions Provide improved guidelines for mentors. |
| Finding | A. Orientation Mentors provided with ideas |
| Criteria | D Orientation sessions Develop specific training in the use of TK20, providing student assignments in TK20, scoring student assignments in TK20. |
| Finding | A. Orientation Written information and powerpoints provided for faculty and students as well as demonstrations in the lab. |
| Action | A. Orientation Develop written guidelines for that includes specific topics and recommended schedules |
| Action | A. Orientation Create CD''s and other materials for use by professors and students. Increase the opportunities for hands on training. |
| Action | A. Orientation Create CD''s or other media explanations for faculty and students. Provide additional training for instructors as needed. |
| Action | A. Orientaton Create CD''s and video clips for specific program components. Provide multiple sessions on specific topics throughout the year. |
| Objective | AC Introduce Teacher Work Sample | |
| All C & I faculty actively engaged in implementing TWS in programs and courses. Associated Goals: Academic Programs, Faculty Excellence, Increase Visibility |
| Indicator | A Teacher Work Sample Writing plans for implementing TWS in Interdisciplinary Studies, Academic Studies, Secondary, and Post Bac. |
| Criteria | A TWS Written Plans in C&I. Procedures Notebook for teaching TWS in a coherent sequences within each program and within each methods block. |
| Finding | A. Teacher Work Sample Components assigned to courses and overview provided in selected courses |
| Finding | A. Teacher Work Sample Syllabi have limited information. |
| Finding | A. Teacher Work Sample No written plans since everything is informal. |
| Criteria | A TWS Syllabi contain detailed explanations of how TWS will be applied in that course with an assignment and rubric. |
| Finding | A TWS Syllabi have been redesigned to include a detailed explanation of how TWS will be applied in that course and has an assignment and rubric. |
| Action | A TWS Candidate products will be analyzed to assist in course and program improvement. |
| Action | A. Teacher Work Sample Prepare a written plan describing what specifically needs to be taught in each course. Provide CD''s and video to for overview and each component. |
| Action | A. Teacher Work Sample Develop components for each course syllabus with assignment and rubric |
| Action | A. Teacher Work Sample Develop specific written guidelines for each course and develop CD''s or videos for each component for student and instructor. |
| Objective | AD NCATE & SPA | |
| Faculty will continue NCATE and SPA development training combined with writing SPA reports. Associated Goals: Academic Programs |
| Indicator | A NCATE & SPA Attendance of selected faculty at the national conference |
| Criteria | A NCATE & SPAS Faculty participate in National and specific SPA training. |
| Finding | A NCATE & SPA All faculty attended seminars on NAEYC |
| Finding | A. NCATE & SPA Faculty representatives attended National training for NCATE and SPA''s |
| Criteria | B NCATE & SPA ACS jFaculty attended NAEYC seminars |
| Criteria | C NACATE & SPA ACS standards incorporated into ACS syllabi |
| Finding | A. NCATE & SPA ACS faculty attended NAEYC seminars but program changed to ACEI so faculty also attended ACEI seminars |
| Indicator | Writing SPA Reports Faculty assigned and actively writing SPA reports. |
| Criteria | B SPA reports Faculty actively engaged in writing SPA reports. |
| Finding | Writing SPA Reports All SPA reports are currently being written by designated faculty. |
| Criteria | B SPA reports SPA writers working with faculty in the development of the reports. |
| Finding | B. Writing SPA Reports SPA writers working with faculty in the development of the reports |
| Criteria | B SPA reports SPA writing teams collecting and analysing data. |
| Finding | Writing SPA Reports Initial stages of data collection has occurred |
| Action | A NCATE & SPA Due to changes in the certification program by the state from EC-4 to EC-6, the program will submit to the ACEI SPA rather than NAEYC. |
| Action | A. NCATE & SPA Provide training as necessary for SPA writers and other faculty |
| Action | A. NCATE & SPA NAEYC standards in ACS syllabi; and currently being changed to ACEI |
| Action | A. NCATE & SPA SPA writers writing reports with input from faculty. |
| Action | A. NCATE & SPA Continue with the process |
| Action | A. NCATE & SPA Specific reports will be requested through TK20 and other sources |
| Objective | AE Assessments | |
| Unit and SPA assessments are being implemented. Associated Goals: Academic Programs |
| Indicator | A Assessment Faculty make assignments and score assignments in TK20. |
| Criteria | A Assessment All students submit expected assignments in TK20. |
| Finding | A. Assessment The majoriety so students submitted the expected assignments in TK20 |
| Criteria | A Assessments Professors score assignments in TK20. |
| Finding | A Assessments All faculty where appropriate have attempted to score assignments in TK20. |
| Criteria | B Assessment Assessments are in, assigned, and scored in TK20. |
| Finding | A. Assessment The majoriety of professors scored assignments in TK20. |
| Criteria | B Assessments All faculty are trained or re-trained in the process for using TK20 as an assessment tool. |
| Finding | A. Assessment All professors are trained in the process of using TK 20 as ann assessment tool. |
| Criteria | C Assessment Data on student performance on the Unit and SPA assessments are in TK20. |
| Finding | A. Assessment Increases in data on Unit and SPA assessments are in TK20 |
| Criteria | C Assessments Reports are requested from TK20 and are used in program and course improvement. |
| Finding | A. Assessment Reports have not been requested from TK20 |
| Action | A Assessment Faculty will receive additional training in how to score assignments in TK20 and all faculty responsible for SPA assessments will be expected to score these assessments in TK20. |
| Action | A. Assessment Additional training and CD''s for student to assist in submitting assignments in TK20 |
| Action | A. Assessment The number of assessment assigned and scored in TK20 grew during the year. |
| Action | A. Assessment Faculty are using TK20 for assignments. |
| Action | A. Assessment Have all Unit and SPA assessments in TK20. |
| Action | A. Assessment Request reports and use for program improvement. |
| Objective | AF SACS Expectations | |
| SACS expectations are being met. Associated Goals: Academic Programs |
| Indicator | A Vitae All vitae converted to new vita form and submitted. |
| Criteria | AF SACS Expectations SACS vitae have been submitted |
| Finding | A. Vitae Vitae have been submitted |
| Criteria | AF SACS Expectations All Syllabi meet format and content standards |
| Indicator | B Syllabi All syllabi meet format and content standards. |
| Criteria | B Syllabi All syllabi meet format and content standards. |
| Finding | B Syllabi 98% of Syllabai meet the format and content standards. |
| Action | A. Vitae Continue to submit Vitae as necessary |
| Action | B Syllabi Faculty members will continue to improve syllabi and relate to content standards. |
| Objective | AG Field Experience | |
| Appropriate field experiences will be designed that are highly structured and connect practice (field experience) to theory (what is being taught) with a considerable increase in the total number of hours of field experience. Associated Goals: Academic Programs |
| Indicator | A Field Experience Extended field experience along with highly structured, focused field experiences |
| Criteria | A Field Experience All Level 1 field experiences being placed by the Office of Field Experience. |
| Finding | A. Field Experience All Level I field experience is being scheduled by the office of Field Experience |
| Criteria | B Field Experience Training in reading the AEIS Report campus reports rather than 5 year embedded in appropriate courses. |
| Finding | A. Field Experience Level I courses assigned responsibility for teaching students to "read" the AEIS Campus Report (annual) |
| Criteria | C1 Field Experience Each Syllabi contains clear and specific assignments for field experience which represents a part of the course grade. |
| Finding | A. Field Experience All syllabi have reference to field experience but many lack the details needed. |
| Finding | A. Field Experience Course documents indicate that although there is an improvement in the quality of assignments, there are individual courses where improvement is still needed. |
| Criteria | C2 Field Experience Each course has improved assignments, directions, and rubrics for field experience. |
| Finding | A. Field Experience Foundation for coordination among sections and courses is in place however, this needs to be refined and in some cases revisited. |
| Criteria | C3 Field Experience Coordination for field experiences among sections and course is in place. |
| Finding | A. Field Experience Courses have varying degrees of specificity with improvement needed in some sections. |
| Criteria | D Field Experience Field experience activities and expectations are clearly explained. |
| Finding | A Field Experience Field experience activities and expectatons are not clearly explained in many of the syllabi and assignments. |
| Criteria | D Field Experience Shift in responsibility for monitoring the field experience from the Office of Field Experience to individual instructors. |
| Finding | A. Field Experience All course instructors are monitoring their individual course field experience. |
| Action | A Field Experience Program Coordinators and the Leadership Team will work with faculty members to improve the quality and clarity of the field experience activities. |
| Action | A. Field Experience Improve communications with faculty and students on the process. |
| Action | A. Field Experience Provide training and modules for each instructor who teaches Level I courses. |
| Action | A. Field Experience Course syllabi reviewed by program coordinators with necessary corrections made as needed. |
| Action | A. Field Experience Chair and program coordinators will work with programmatic teams to improve and the quality of field experience communications and documents. |
| Action | A. Field Experience Provide specific meeting times by course for training and agreement on procedures. |
| Action | A. Field Experience Provide specific training for all instructors by course and across the program and improve the quality of the written information provided to students. |
| Action | A. Field Experience Continue with current procedure |
| Objective | AB Adjunct Orientation | |
| Develop and provide orientation sessions for all adjuncts Associated Goals: Academic Programs, Faculty Excellence |
| Indicator | A Orientation Orientation sessions will be held. |
| Criteria | A Orientation sessions Have multiple sessions that provide more specific information related to specific unit and SPA assessments by developing CD''s for use by instructors in specific courses. |
| Finding | A. Orientation Provided one major orientation and mentors along with multiple specific session as needed. CD''s not developed. |
| Finding | A. Orientation Several sessions were provided however, the CD''s were not created. |
| Criteria | B Orientations sessions Provide improved guidelines for mentors. |
| Finding | A. Orientation Mentors provided with ideas |
| Criteria | D Orientation sessions Develop specific training in the use of TK20, providing student assignments in TK20, scoring student assignments in TK20. |
| Finding | A. Orientation Written information and powerpoints provided for faculty and students as well as demonstrations in the lab. |
| Action | A. Orientation Develop written guidelines for that includes specific topics and recommended schedules |
| Action | A. Orientation Create CD''s and other materials for use by professors and students. Increase the opportunities for hands on training. |
| Action | A. Orientation Create CD''s or other media explanations for faculty and students. Provide additional training for instructors as needed. |
| Action | A. Orientaton Create CD''s and video clips for specific program components. Provide multiple sessions on specific topics throughout the year. |
| Objective | AC Introduce Teacher Work Sample | |
| All C & I faculty actively engaged in implementing TWS in programs and courses. Associated Goals: Academic Programs, Faculty Excellence, Increase Visibility |
| Indicator | A Teacher Work Sample Writing plans for implementing TWS in Interdisciplinary Studies, Academic Studies, Secondary, and Post Bac. |
| Criteria | A TWS Written Plans in C&I. Procedures Notebook for teaching TWS in a coherent sequences within each program and within each methods block. |
| Finding | A. Teacher Work Sample Components assigned to courses and overview provided in selected courses |
| Finding | A. Teacher Work Sample Syllabi have limited information. |
| Finding | A. Teacher Work Sample No written plans since everything is informal. |
| Criteria | A TWS Syllabi contain detailed explanations of how TWS will be applied in that course with an assignment and rubric. |
| Finding | A TWS Syllabi have been redesigned to include a detailed explanation of how TWS will be applied in that course and has an assignment and rubric. |
| Action | A TWS Candidate products will be analyzed to assist in course and program improvement. |
| Action | A. Teacher Work Sample Prepare a written plan describing what specifically needs to be taught in each course. Provide CD''s and video to for overview and each component. |
| Action | A. Teacher Work Sample Develop components for each course syllabus with assignment and rubric |
| Action | A. Teacher Work Sample Develop specific written guidelines for each course and develop CD''s or videos for each component for student and instructor. |
| Objective | BA Conferences | |
| Each tenured, tenure-track professor will attend and present at a minimum of two conferences per year Associated Goals: Faculty Excellence |
| Indicator | A Conferences Records demonstrating that each professor has made a minimum of two conference presentations. |
| Criteria | A Conferences Record of faculty conferences attendance based on improved reporting on travel requests. |
| Finding | A. Conferences There is an accurate record of conferences attended by faculty members. |
| Criteria | B Conferences Record of presentations based on improved reporting on travel requests. |
| Finding | A. Conferences The record of conference presentations is present but not in a single document. |
| Criteria | C Orientation sessions Improve the development of guidelines for specific courses expectations. |
| Criteria | C1 Conferences Plan developed for sharing information room conferences, presentation, publications. |
| Finding | A. Conferences Plan not developed for sharing conference presentations, publications and conference information. |
| Criteria | C2 Conferences Plan for recognition of accomplishments at conferences. |
| Finding | A. Conferences No plan for recognization of conference or other accomplishments. |
| Criteria | C3 Conferences Plan for supporting translation of presentations into publications. |
| Finding | A. Conferences No formal plan for supporting translation of presentations into publications. |
| Action | A. Conferences Continue to keep accurate records of faculty travel for conferences. |
| Action | A. Conferences Develop a plan for sharing information related to conference presentations, publications, and conference information. |
| Action | A. Conferences Plan a process for r ecognition of faculty accomplishments. |
| Action | A. Conferences Develop a formal plan for translating presentations into publications. |
| Action | A. Conferences |
| Objective | BB Publications | |
| Each tenure, tenure track professor will submit at least one article for publication. Associated Goals: Faculty Excellence |
| Indicator | A Publishing Articles Copies of published articles in Departmental office. |
| Criteria | A Publication Plan for sharing and recognizing professors with newly published articles. |
| Finding | A. Publishing Articles No formal plan for sharing and recognizing profesors with newly published articles. An informal process is present. |
| Criteria | B Publication Plan for support services for research and writing from department. |
| Finding | A. Publishing Articles Support is present in the form of teams and committees. |
| Action | A. Publishing Articles Develop a plan for sharing and recognizing professors with newly published articles. |
| Action | A. Publishing Articles Develop more structured support for research and writing. |
| Objective | BC Writing/research Group | |
| A research/writing group will be formed to stimulate and suport faculty in developing research projects, collecting data and submitting articles for publication. Associated Goals: Faculty Excellence |
| Indicator | A Committee Reports Reports from committee. |
| Criteria | A Writing Group reports Reports from group at faculty meetings. |
| Finding | A. Committee Reports Opportunities provided at faculty meetings for committee reports but reports were limited in scope. |
| Criteria | B Writing/ Research Group Submissions of research projects. |
| Finding | A. Committee Reports Group interacted within the group but did not share with the faculty of chair. |
| Criteria | B Writing/ Research Group Submissions of research projects. |
| Criteria | C Writing/Research Groups Publications |
| Finding | A. Committee Reports The writing groups were very effective in encouraging writing and submissions. |
| Action | A. Committee Reports Continue the group meetings but expand the interaction to the entire faculty. |
| Action | B. Writing /Research Groups Develop plan for sharing research projects. |
| Objective | AC Introduce Teacher Work Sample | |
| All C & I faculty actively engaged in implementing TWS in programs and courses. Associated Goals: Academic Programs, Faculty Excellence, Increase Visibility |
| Indicator | A Teacher Work Sample Writing plans for implementing TWS in Interdisciplinary Studies, Academic Studies, Secondary, and Post Bac. |
| Criteria | A TWS Written Plans in C&I. Procedures Notebook for teaching TWS in a coherent sequences within each program and within each methods block. |
| Finding | A. Teacher Work Sample Components assigned to courses and overview provided in selected courses |
| Finding | A. Teacher Work Sample Syllabi have limited information. |
| Finding | A. Teacher Work Sample No written plans since everything is informal. |
| Criteria | A TWS Syllabi contain detailed explanations of how TWS will be applied in that course with an assignment and rubric. |
| Finding | A TWS Syllabi have been redesigned to include a detailed explanation of how TWS will be applied in that course and has an assignment and rubric. |
| Action | A TWS Candidate products will be analyzed to assist in course and program improvement. |
| Action | A. Teacher Work Sample Prepare a written plan describing what specifically needs to be taught in each course. Provide CD''s and video to for overview and each component. |
| Action | A. Teacher Work Sample Develop components for each course syllabus with assignment and rubric |
| Action | A. Teacher Work Sample Develop specific written guidelines for each course and develop CD''s or videos for each component for student and instructor. |
| Objective | CA Recruitment | |
| Schedule recruitment sessions targetng both graduate and undergraduate students Associated Goals: Increase Visibility |
| Indicator | A Recruitment Sessions Records of Recruitment sessions |
| Criteria | A Recruitment Recruitment sessions at school districts. |
| Finding | A. Recruitment Sessions Active recruitment was focused primarily on the graduate programs with presentations in several school districts. |
| Criteria | B Recruitment displays Recruitment sessions at university events. |
| Finding | A. Recruitment Sessions Recruitment displays are being used at a number of events but by limited number of faculty. |
| Finding | A. Recruitment Sessions Recruitment displays have been developed but need to be expanded. |
| Criteria | C Recuritment Strategies Additional recruitment strategies. |
| Finding | A. Recruitment Sessions New strategies have not been developed. Random process without plan |
| Finding | A. Recruitment Sessions Strategies are limited and need to be expanded. |
| Criteria | D Distribution and Arranging Plan for distribution of materials and arranging for presentation opportunities. |
| Finding | Recruitment Sessions Materials need to be updated and a plan developed for distribution of information and materials. Promotional materials are excellent. |
| Indicator | B Undergraduate Recruitment Record of undergraduate recruitment activities. |
| Criteria | A Participation Participation at Community College advising |
| Finding | B. Undergraduate recruitment Contiued with current advisement procedures. |
| Criteria | B Improvement Improved Secondary advising in SED 374 and SED 383. |
| Finding | B. Undergraduate recruitment Advising occcurred in SED 374 and SED 383. |
| Criteria | C Improved Materials Improved materials for distribution. |
| Finding | B. Undergraduate recruitment Materials still need to be redesigned. |
| Criteria | D Planning Plan for distribution of materials, plan of determining presentation opportunities, and follow-up of presentations. |
| Action | A. Recruitment Develop a plan for extending recruitment of undergraduates to more community colleges, freshman orientation, career days. Expand recruitment of potential post bac students. |
| Action | A. Recruitment Increase the styles/numbers of displays, the number of faculty members involved and the sites where presentations are done |
| Action | A. Recruitment Develop a plan for recruitment at both graduate and undergraduate levels. |
| Action | A. Recruitment Sessions New materials need to be developed along with a distribution plan. |
| Action | A. Recruitment Sessions Expand recruitment materials, displays and events where displayed. |
| Action | A. Recruitment Sessions Limited plan for distribution of materials and plan for presentations. |
| Action | A. Recruitment Sessions Plan more opportunities for prsentations. |
| Action | A. Recruitment Sessions Redesign distribution materials and increase promotional materials. |
| Action | B. Undergraduate recruitment Need to expand the scope of the community colleges visited and the type of advisement. |
| Action | B. Undergraduate recruitment Analyze effectiveness of current plan and plan improvement accordingly. |
| Action | B. Undergraduate recruitment Plan still needs to be developed. |
| Objective | CB Campus Site Methods | |
| Develop ACS and SEcondary Methods Block programs on campuses (school sites) in Conroe and Willis ISDs Associated Goals: Increase Visibility |
| Indicator | A School Sites Methods Record of meetings and minutes demonstrating the development of partnerships. |
| Criteria | A School Sites Methods Presence of programs being taught on school campuses. |
| Finding | A. School Sites Methods 4-8 and 8-12 have sites on campuses. |
| Criteria | B School Site Methods Record of interactions, presentations with District liaisons. |
| Finding | A. School Sites Methods Meetings occurred at all sites but the records of the meetings are inadequate. |
| Criteria | C Advisory Committee Advisory Committees in districts serving as hosts for methods students field experience. |
| Finding | A. School Sites Methods Advisory Committees were not established. |
| Criteria | D Assessments Assessments indicating student satisfaction with the methods program. evaluation of mentor teachers, and faculty supervision. |
| Finding | A School Sites Methods Assessments of student satisfaction were given in the spring but have not been analyzed. |
| Action | A. School Sites Methods Increase the number of secondary sections that meet on campus and add at least one section of EC-4 on a school site. |
| Action | A. School Sites Methods Maintain better records/minutes/agenda/ materials for all site meetings. |
| Action | A. School Sites Methods Establish advisory committees in each district where sites are located. |
| Action | A. School Sites Methods Programs redesign surveys and develop a plan for completion, analysis, and use for improvement. |