Intersegmental Chief Academic Officers

September 23, 1998

DRAFT Minutes

Welcome and Introductions

Members Present: Jo Williams, CCCC; M.J. McMahon, TU, Mary Gartner, FSU, Michael Kiphart, MICUA, Mike Parsons, HCC, Ann Smith, CCCC, Clara Adams, MSU, T.J. Bryan, USMH, Teri Hollander, USMH, Gena Glickman, MCAD, Tom Topping, CCC, Rosalie Russell, ECC, Barbara Tower, ECC, Suzanne Beal, FCC, Lillian Mitchell, GCC, Irv Brown, UB, Florence Agbonyitor, BCCC, , Trish Casey-Whiteman, AACC, Clarence Porter, MC-T, Judy Ackerman, MC-R, Sandy, UMB, Carolyn Waltz, UMB, Deborah Cruise, HCC, Anne Nedd, BSU, Virginia Guilford, BSU, Marilyn Demorest, UMBC, Roy Hopkins, SMCM, John Sbrega, AACC, Marion Mulholland, BCCC, Vera Zdravkovich, PGCC, Ray Hoy, CC, Eddie Boyd, UMES, James Lackie, SSU, Bob Rice, MSDE, Robert Hampton, UMCP, Don Jansiewicz, CCC, Merlene Adair, BCCC, Dorothy Plantz, HCC, Connie Cox, MHEC

Invited Speakers: George Funaro, K-16, John Sabatini, MHEC, Gertrude Eaton, USMH

  1. Measuring Competencies for Teacher Ed Students: John Sabatini, George Funaro, Robert Rice
  2. John Sabatini provided an overview of this important initiative for MHEC & MSDE. The June 11 memo (distributed at the meeting) stated a proposal to assess teacher education candidates. This proposal was endorsed by the K-16 professional development committee. The CAOs are asked to devise a mechanism for A&S faculty to measure competencies for teacher education students. Guidelines will be developed jointly by MHEC & MSDE along with input from the institutions. (See also the letter of support from Martha Smith, President, Anne Arundel Community College.)

    George Funaro provided information regarding the intent of the design team, i.e., the importance of the Arts and Sciences to the training of teachers. Dr. Funaro conducted a study for MSDE to ascertain the effectiveness of the Professional Development Schools. The study used 1995-96 to establish a baseline then compared this three years later at end of the federal grant, spring 1998. The study looked at the academic foundation, internship/field placement, with a focus on undergraduate but looked at graduate as well. Findings: The MSDE, MHEC redesign of teacher education recommended extended internship (one full year of clinical work in public school system) as a vital component in the training of teachers. It is recognized that one full year is a tremendous expectation. In 1996 the average student teachng was 10-16 weeks in the senior year. Current practice remains the same, with the exception of the UMBC program which is moving to 20 weeks. Introducing more field experiences prior to student teaching, "pre-internship" semester in PDS including interaction with staff. They are still hopeful that a full year will be incorporated. This is hard to do, necessitating compact requirements, in typical four yr. curriculum. Faculty need to work creatively to accomplish this goal. The placement of Arts and Sciences requirements in senior year is difficult while engaged in student teaching. Understanding of the relationship between academic content and education professional training is needed. It appears that this more of an issue in early childhood and elementary education programs than it is for secondary education programs which already integrates the academic content. In 1996, of the 120 hours required for early childhood education and elementary education programs, fewer than one-half were in academic content, about half or a little more were in education. Academic content in the upper division was not part of most programs, the courses were mostly at the introductory level. Wouldn’t be so much a problem if throughout their careers teachers had the time and opportunities to take courses in academic content. The study found, however, that the courses taken are mostly professional education courses. Very few had opportunities for content. This would suggest, therefore, that we must make sure that general education is rigorous to "fill in" the Arts and Sciences. More and more research shows the dramatic impact of teachers educational background in academic content areas. There is also a need to work with Arts and Sciences faculty to provide teachers in the field with courses, especially in mathematics and science. The Maryland Collaborative for Teacher Preparation has been working to increase the mathematics and science training included in pre-service elementary education programs.

    Currently, in the area of assessing the mastery of teacher candidates in discipline, there is only one uniform requirement in the nine studied. Practices include upper division admission into the program on basis of interviews, recommendations, some require tests (but not most), cumulative gpa in the 2.5-2.75 range (UMBC requires a 3.0 gpa). Does a cum. gpa indicate that a candidate has mastered content? Are we comfortable admitting into candidacy? Have they mastered academic discipline and/or general education?

    Recommendations from 2 yr. College faculty in assessing mastery of content: If students decide to be teachers early, we have to provide them with early experiences in freshman and sophomore year so they can make a good decision and so they can plan to take some professional content. Dr. Funaro advocates the acceptance of professional courses from 2 yr. colleges. In the past, MSDE had a policy against accepting any introductory work at community colleges for satisfaction of certification requirements. This policy has apparently changed, allowing the 4 yr. institution more flexibility. There is projected need of 2.2 million new teachers needed over next decade nationally. This will add to the pressure to get any teachers, much less highly qualified ones, to go through rigorous programs.

    Discussion: The cumulative gpa may not be best indicator of content mastery, it might be better to look at the gpa of specific courses.

    Dr. Funaro indicate that the state national teachers exam may be replaced by PRAXIS. He also indicated that the NTE has a low threshold for passing. In MD scores were in the 11th percentile for general knowledge and disciplines, yet 90 percent passed. He urges faculty to talk about these questions. This would be better than having the state impose requirements. Professional education faculty can’t do it alone, they must have A&S faculty cooperation. Provosts should be able to bring them together.

    Dr. Eaton stated that this was a timely issue. The USM Education Deans have had this discussion and agree that the education of teachers is everyone’s task.

    Questions were posed regarding, the acceptance of "Introduction to Education" taught at the community colleges, whether or not other models outside of Md had been considered, etc.? Dr. Funaro indicated that the MD PDS is done uniquely but with certain fundamental expectations.

    It was agreed that there is a need to look at broader issues. The CAO’s need a subgroup to define issues, then have specifics targeted to discipline groups to work out and recommend back to CAOs. There also needs to be communication with discipline groups…to have a back and forth. The timeline for the subgroup would be: Interim report in February, with a final report in April. The following people volunteered to serve on the subgroup: Florence Agbonyitor, BCCC, Vera Zdravkovich, PGCC, Michael Kiphart, MICUAI, Judy Ackerman, MC, Marilyn Demarest, UMBC, Susan Arisman, FSU, M.J. McMahon, TU. MSDE, MHEC reps.: Larry Leak or Bob Rice, and John Sabatini. MHEC will call the first meeting.

  3. Teacher Ed Transfer Policies and Early Childhood Program Articulation: Connie Cox
  4. Over the last 4 months, there have been a number of issues. Teacher education transfer is reflected in a number of reports. The MHEC Student Transfer Advisory Council is to review policies re: transfer, K-16 design team. The task group effectively would solve the goal of facilitating articulation. Ms. Cox indicated that she is willing to work with various discipline groups. MHEC might best serve to help coordinate meetings and to serve as a central repository for information re activities around the state.

    Early Childhood Program Articulation: Governor's Children First Initiative – John Sabitini serves as facilitator for the group that is addressing the articulation of credit. (A summary sheet of the groups activities was distributed.) Over 30 representatives have been meeting since Jan. Over the summer the group decided to have 2 yr faculty meet and review their programs and suggest a core curriculum that would automatically transfer. They discussed the wide variablility in transfer patterns. The group has defined career objectives, recognizing that in child care, an associate's degree is required only if one wishes to become a director of a daycare center. The group agreed, however, that it was important to provide pathway options. The full task force will meet and review 2 yr. recommended core of four specific courses. NAEYC standards were used to arrive at the core. The full task force will meet on Oct. 2, Anne Arundel Community College, Cade Building, 1 p.m. - 3 p.m. The CAOs are welcome to attend the meeting.

  5. MHEC STAC Updates: Connie Cox
  6. The MHEC STAC now has a WWW site, maintained by USMH, but linked to the MHEC Home Page. The url is:

    A question was asked of MHEC regarding the grandfathering of certificate students, and the definition of continuous enrollment. Michael Kiphart, Ray Hoy, and Connie Cox will work on rewording.

    Domestic violence: Students urge MD Board of Nursing to require continuing education training.

  7. MCAD/TU Agreement: Gena Glickman/M.J. McMahon
  8. See handout.

  9. Guidelines for Articulated Degrees (Bachelor of Technical/Professional Studies)
  10. Pilot Bachelor’s of Health Sciences: The baccalaureate institution accepts total 60 - 64 credits, with no need for re-evaluation. Three areas will be offered: management, instructional methods, school/community health. On-site delivery methods will be used as much as possible. Community colleges would need to identify cohorts to ensure viability of program delivery. It has been proposed that an on line response system for setting up programs be developed to facilitate the program. Six faculty (three two-year, three four-year) will work on designing core courses. The process will be to disseminate a proposal to be discussed by CAOs at the November meeting. These will be basic guidelines. Specifics are worked out in the MOU.

  11. Proposed Meeting Schedule

Nov. 18 (MSU), Early Feb.(MDLN), April 21 (UMCP @ archives building)