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updated 09/14/03

Task Force Report on Teacher Education/Proposal to Establish Institute for Teacher Education  Posted 9/12/03

Submitted by: The Teacher Education Task Force:

Carol Bonilla Bowman

Don Fucci

Ellen Kaiden

Cherrie Kassem

Richard Langheim

John Mulhern

Arlene Pincus

Richard Russo

Frances Shaprio-Skrobe

Tilahun Sineshaw

Alex Urbiel

Gabriella Wepner

As Ramapo College evolves and strengthens its reputation as a liberal arts college, the administrative and academic structure of the current Teacher Education Program needs to be reevaluated and reformed. Our Task Force, composed of all full time faculty who teach, full or part time, in the Teacher Education Program, has met regularly since September 18, 2002 to consider questions raised by the Provost in the initial charter of the Task Force (See "Provost’s Report, September 3, 2002," pp.9-10). Our interim report focused on three areas that incorporated many of the specific questions posed by the Provost: future structure and administrative placement of the Teacher Education Program; prerequisites and exit criteria aimed at ensuring the quality of the program; the program’s reflection of the mission of Ramapo College. (See "Interim Report of the Task Force on the Ramapo Teacher Certification Program," November 10, 2002) The rigorous debates and subsequent areas of consensus reached to date by the Task Force have been framed by a central criterion: Is it good for the students? Does it enhance their experience? Our goal has been to seriously put first and foremost the needs of our students.

This report offers a plan of action to address the first set of questions raised by the Provost’s Report on the structure and administrative placement of the current program. A central necessity for the Teacher Education Program is autonomy, with a Dean that represents the interests and needs of Teacher Education. Our program is too large and its curricular, governance, and administrative needs too great to efficiently operate within the School of Social Science and Human Services. Several plans that meet these criteria have been suggested and debated since September 2002. To achieve our internal program reforms and strengthen the program’s links to the entire Ramapo College community the Task Force recommends the creation of an Institute for Teacher Education as an administrative entity, independent of the school structure, and headed by a Dean who reports directly to the Provost and is a full and equal participant in the Dean’s Council.

Rationale for Institute for Teacher Education

• Currently, over 600 students per semester are enrolled in Teacher Education classes. This poses a large challenge in scheduling, hiring and monitoring.

• Over 1000 current Ramapo students have expressed an interest in teacher certification and have registered with the program although they may not be taking Teacher Education classes in any given semester.

• In Fall 2002, 26% of incoming freshmen students and 21 % of enrolling transfer students expressed an interest in teacher certification. (See "Enrollment Report, Fall 2002," Division of Enrollment Management, p. 17).

• There are currently 12 full-time faculty members who teach all or a significant part of their load in designated teacher education classes. The TE Program also employs five staff positions, student aides, and numerous adjuncts.

• The certification of teachers requires the ability to efficiently implement and be cognizant of state and federal regulations. Autonomy will allow the program to maintain clearer connections to the state and federal government and provide the flexibility to react to mandates from these agencies in a more efficient manner.

• Under the current structure Teacher Education is listed as an interdisciplinary convening group. The result of this designation gives the Teacher Education Faculty two hours per semester to meet. This situation has proved to be woefully inadequate in all measures of providing a quality preparation for teachers.

• In the near future our program will begin the process of national accreditation. Because of the great deal of work that will be required by all Teacher Education faculty, working in an autonomous unit will strengthen the accreditation process by allowing faculty to focus their energies.

• Because students seeking certification major in fields across all schools in the College, autonomy for Teacher Education will improve our ability to work with other schools and majors. Our goal is to have representatives from all schools as members of new interdisciplinary convening groups for secondary and elementary education. (See organizational chart)

• By all measures (including students served, faculty and staff involved, needs for resources and representation, necessity to create and maintain links to relevant outside academic and governmental entities) the interests of Teacher Education need to be represented by a Dean who can participate in College wide academic discussions and argue on an equal footing with other academic units for resources.

Financial implications

Recently, the control of the operating budget for the current Teacher Education Program was separated from the School of Social Science and Human Services budget. This created the opportunity for the TE program to begin a more systematic approach to budgeting and budget forecasting. In the short run, there will be no significant financial implications in the operating budget.

The biggest financial implication will involve the shift from a Director to a Dean and the eventual hire of staff to meet the needs outlined below.

1. Dean

The Institute for Teacher Education will have three branches (see organizational chart) under a Dean who will replace the current Director. The Dean will be responsible not only for the functions currently held by deans of other Ramapo College Schools but will also coordinate and oversee Institute for Teacher Education links with school districts and the State Department of Education and relevant federal bodies. The Dean will represent the Teacher Education faculty at the all-college level. We recommend that Dr. John Mulhern be appointed interim Dean.

2. Faculty

Current and future voting faculty of the Institute for Teacher Education will be responsible for teaching at least half their required load in courses designated necessary for teacher certification. The Institute’s faculty will be responsible for following contractual procedures for reappointment, tenure, and promotions. The faculty of the Institute for Teacher Education will provide representatives to all-college standing committees.

Within the Institute for Teacher Education, two convening groups will be housed. Both will be interdisciplinary and represent the two major areas of certification; secondary and elementary. In these interdisciplinary convening groups will be representatives from across the current Ramapo College Schools who have expertise in particular endorsement areas. This arrangement will preserve and strengthen the liberal arts focus of our program.

3. Staff

Institute of Teacher Education staff will align with the organizational chart provided.

Timeline for implementation

• April 30, 2003 Teacher Education Task Force finalizes Proposal to Establish Institute for Teacher Education

• May 7, 2003 Proposal discussed at SSHS Unit Council
• May 14, 2003 Proposal forwarded to Academic Review Committee
• May 22, 2003 Upon positive reviews by above, Proposal placed on Faculty Assembly agenda

• Summer 2003 Administrative details of independent Institute for Teacher Education established

• Fall Semester 2003 Institute for Teacher Education begins with John Mulhern assuming role of Dean. Dr. Mulhern serves as Dean until August 31, 2004

• Fall Semester 2003 Search Committee established to nominate Dean for beginning of Fall Semester 2004

• Spring Semester 2004 New Dean selected