Appendix 3

Department of Curriculum and Instruction
Dean's Report
[by Assoc. Dean Jonathan Chu, Acting Chair, May 05-06]

The Department successfully hired a tenure track assistant professor Janna Jackson. Dr. Jackson received the doctorate from Boston College and has extensive teaching experience. A specialist in curriculum, policy and school reform, she will be teaching the secondary English methods courses.

The Department's Curriculum Committee under the leadership of Professor Jorgelina Abbate-Vaughan had an extremely active year. It assisted Marylu Love and Professor Mari Koerner with the establishment of the undergraduate program in Early Childhood Education. On its own initiative, it reviewed the current program in General Education and moved vigorously to reform its numbering system for the undergraduate program and to streamline its other course offerings. First it reorganized and rationalized the numbering of undergraduate offerings making them analogous to comparable graduate courses. Second, it drafted and passed two methods courses that had been overlooked in previous reviews. Third, it redesigned the current mathematics methods course into two distinct courses separating elementary and middle/secondary school approaches. These actions will clarify the curriculum for students and make possible more effective use of faculty resources.
In addition, Professor Abbate-Vaughan redesigned the middle school teacher preparation curriculum and professional licensure clinical course (EDCG 698). Professor Mary Ann Byrnes initiated the first review of our post-Master's professional licensure programs, in Special Education, and amended it to be consistent with Department of Education requirements. The Curriculum Committee intends to complete the alterations for the General Education programs this fall.
The Department also was responsible for supervising the Boston Teacher Residency Program (BTR). BTR is an alternative district-based licensure program in which participants are placed in classrooms alongside Boston Public School teacher-mentors. Concurrently, participants apply for admission to the MEd program. While the course of study approximates that of the usual program of study leading to initial licensure, BTR students are not endorsed through the University. For the 2005-06 year, approximately 40 students (not all students will complete their programs of study until August), received MEd.
BTR is analogous to the College's Noice-Teach Next Year grants; however students in these programs do, in fact, follow a program of study leading to licensure. Approximately 10-15 students generally interested in pursuing math or science secondary certification are elected and given tuition and other financial support to undertake an accelerated program that allows them to complete the MEd and receive initial licensure within eighteen months.

Advising Center and Field Licensure
This year, the Advising Center was removed from reporting to the chair of C & I and reorganized to report to the associate dean. Initially, the move does not disrupt existing reporting lines since until June 1, the acting chair of Curriculum and Instruction was the associate dean . Advising was then placed in contiguous space to the Office of Field Licensure on the first floor of Wheatley Hall. This was done to create more efficient use of space and effort. In the short term, it has made interchange among licensure, advising and administrative oversight more consistent and efficient while centralizing data collection.
The Office of Advising, directed by Elaine Bauer, initiated procedures aimed at streamlining operations. Kevin Ziomek began entering data on all acceptances into the new collegiate-wide database. In addition admissions files were forwarded more quickly especially after the Admissions Committee developed a rubric that would allow Bauer to forward some applications directly to the Department Chair/Graduate Program Director for approval.
Field Licensure:
Carol DeSouza and Frances Noone reorganized procedures dealing with applications for practicum and licensure and the endorsement of students' applications for licensure that resulted in more rapid turn around with regard to placements and licensure. Where students frequently waited until August for the forwarding of their applications for licensure to take place, routine endorsements for General Education were completed by the end of June.
The hiring of a new pre-practicum coordinator Aimee D'Avignon, helped augment early students' field experiences.

2004-05 marked the first year of the College's use of FileMaker Pro to augment the University use of Peoplesoft in preparation for its Because the DOE requires the keeping of data that is inconsistent with or not currently included in PeopleSoft, GCE has had to create an alternative database. In applying FileMaker, we have endeavored to use a program that is compatible with and perhaps ultimately replaceable by PeopleSoft. The collection of data on Filemaker has begun by entering General Education students admitted to 2005-06 and students entering Practicum into the database. This summer Special Education, Counseling and School Psychology and Education Administration students will be collected while all non-licensure programs will follow during AY 2006-07. Presumably virtually all students will be in the database by 2007-08 when the NCATE site visit is scheduled. Should extra funds permit, the back filling of data collection will advance the date by which the database will be complete.