Secondary Education and Foundations

What is the program’s mission statement or statement of purpose? Why does the program exist?

Mission Statement: The Department of Secondary Education and Foundations offers quality programs to prospective and practicing educators for state licenses to teach in the high schools.  Our department's faculty is committed to preparing effective educators who can inform, instruct, and inspire future generations.

In addition to providing the core of coursework for secondary education majors on campus, the department also provides course work in educational foundations at both the undergraduate and graduate levels for all educator preparation programs on campus.

Additionally, since 2009, the department has implemented the M.S.Ed. Master Teacher program, which is aligned with the National Board of Professional Teaching Standards (NBPTS) and is designed to meet the needs of practicing PreK-12 teachers who wish to pursue a planned program of study focusing on increasing pedagogical knowledge and skills.

Finally, the department will begin implementing in 2014 or 2015, a newly-approved B.S. program in Adult and Community Education, which will prepare graduates to develop, deliver and lead educational programs in community agencies.   The students enrolled in this program will develop skills for careers that assist in the development of children, youth, and adults outside of the school settings.  The graduates will also be provided with the skills to develop capacity of the community as well by developing programs involved in volunteerism and community enrichment programs.

How does the program mission align with the university mission?

All four components of the department's program (secondary education, educational foundations, M.S.Ed. Master Teacher, and B.S. Adult and Community Education) focus on preparation for students who aspire to careers in the field of education, including teaching, leadership, and counseling applications.  As such, the department's programs are directly aligned with EIU's mission as a public university and its historic standing as a leader in educator preparation.  The department strives to prepare graduates who will teach and lead in the state's public education system which, of course, is highly diverse and focused on enabling P-12 students to become successful, productive citizens.  The department's faculty are committed to the premise of public education that serves the needs of each learner; all faculty have significant experience in the public schools and are committed to ensuring that each student who takes courses or completes a program in the department internalizes that commitment as well.  Faculty are readily accessible to their students and are eager to teach, guide, and mentor both undergraduate and graduate students.

Whom does the program serve?

At the undergraduate level, the "secondary education" aspect of the department provides the bulk of the professional education course sequence for all secondary and special K-12 programs and majors on campus, including: Art, Career and Technical Education (Business, Family and Consumer Sciences, Technology), English/Language Arts, Foreign Language (French, German, Spanish), Health Studies, Mathematics, Music, Physical Education, Science (Biology, Chemistry, Earth Science, Physics), Social Science (Geography, History, Political Science, Psychology, Sociology-Anthropology), and Theater Arts.  The coursework includes introduction to teaching, general methods, and literacy in the content area.

Also at the undergraduate level, the "educational foundations" aspect of the department provides coursework in diversity, history/philosophy, and professional issues for all of the programs listed above, as well as for the Department of Special Education and the Department of Early Childhood, Elementary, and Middle Level Education.

At the graduate level, the "educational foundations" aspect of the department provides coursework in curriculum development, social foundations, history/philosophy of education (both K-12 and higher education emphases), and Bilingual/ESL education foundations for the Department of Educational Leadership, the Department of Counseling and Student Development, the Department of Early Childhood, Elementary, and Middle Level Education, the Department of Special Education, as well as several departments in other colleges which offer master's degrees with emphases in teaching in content areas (e.g., math, science, English).

Also at the graduate level, the M.S.Ed. Master Teacher program serves early to mid-career teacher interested in improving their classroom practice by completing a program aligned with the National Board for Professional Teaching Standards.

Finally, the newly-approved B.S. in Adult and Community Education program will serve undergraduates interested in providing educational services in non-school settings, e.g., community agencies, not-for-profit organizations, and governmental and business organizations which have educational functions.

What are the services provided? How do these services align with the university mission and program mission?

The services provided by the department are primarily the development and delivery of course work aligned with the curricular needs of departments within the college, as well as in other colleges.  These services align with the university mission in that they enable numerous education programs across campus fulfill state requirements for preparation of educators at both the undergraduate and graduate levels.

Describe the program’s origins (e.g. year established, purpose, expectations).

EIU was founded as a teacher's college in the 1800s and, as such, the preparation of teachers at the secondary level has always been a part of EIU's existence.  The department's current configuration (e.g. "Secondary Education and Foundations") seems to have originated in the early- to mid-1970s.  Historically, the department has been a "service department," providing required coursework in educational foundations for all education programs, and methods courses for secondary education majors across campus in all the university's colleges.

In the late 1990s, the department developed the M.S.Ed. Master Teacher program, which was implemented for the first time in 2009, and which serves practicing early- to mid-career teachers desiring to improve their classroom effectiveness.

In 2013, the department developed and had approved the B.S. in Adult and Communication Education program, which will be implemented in 2014 or 2015, and will be focused on preparing students who would like to provide educational services in non-school settings.

How has the unit changed or adapted over time?

Change in the unit has been driven primarily by changing state requirements for teacher, counselor, and administrator preparation.  Curriculum has been updated on a continuous basis in response to these changes.  Additionally, the department has developed the M.S.Ed. Master Teacher program for experienced teachers, and will implement the B.S. Adult and Community Education program for students desiring to be trained to provide educational services in non-school settings.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

No comments.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

At the undergraduate level, the "secondary education" aspect of the department provides general methods and literacy coursework for all secondary and K-12 majors (Art, Career and Technical Education, English / Language Arts, Foreign Language, Health Studies, Mathematics, Music, Physical Education, Science, Social Science, and Theater Arts).  The "educational foundations aspect of the department provides course work in diversity, history/philosophy, and professional issues to the above programs, as well as for the early childhood, elementary, middle level, and special education programs.

At the graduate level, the department provides educational foundations course work in curriculum development, social foundations, history/philosophy, and bilingual/ESL education to graduate programs in Counseling and Student Development; Early Childhood, Elementary, and Middle Level Education; Special Education; Educational Leadership; as well as departments in other colleges that offer graduate programs with an emphasis in teaching in various content areas (e.g., English, Science, Mathematics).

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

No comments.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

The Bureau of Labor Statistics indicates that in 2010 there were 1,037,600 high school teachers nationally, and that the 2010-20 projected rate of change in employment is 7%, which is half of the projected growth rate (14%) for all occupations.

Recent alumni surveys conducted by the college indicate that approximately one-third of secondary education graduates gain a certified teaching position in an Illinois public school in the first year immediately after graduation.  More graduates gain positions with each succeeding year, with a strong majority of students getting a certified position within five years after completion.  Additionally, numerous students gain employment in private schools or schools out of state, or in other fields in which training as a teacher has provided helpful skills.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The program was most recently accredited through NCATE in 2011.  Please see http://castle.eiu.edu/~ncate2010/.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

All education programs at EIU must meet the requirements of the Illinois State Board of Education.  The secondary education professional sequence was revised in 2013 to meet the state's updated Professional Teaching Standards.

What are the most important outreach or public service activities supported by the program?

No comments.

How do the local community and the region benefit from the program?

No comments.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

No comments.

Master Teacher (M.S.Ed.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

No comments.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

None to note.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

The scholarship currently offers six scholarships each year (Thomas R. Drury, Alice Groff Pennybacker, Secondary Education Telefund, Errett and Mazie Warner Presidential, Moler-Austin, and Lou and Mary Kay Hencken Scholarships).

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

The program works to ensure smooth transitions for community college transfer students wishing to major in education in all areas offered on campus.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

No comments.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

The secondary education program, like most education programs at EIU and across the state, has been impacted by state policy changes that are restricting the number of students who may be admitted to teacher education programs.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

No comments.

How does the program seek to distinguish itself from similar programs at other institutions?

At the undergraduate level, the department prides itself on providing high-quality supervised field work experiences embedded in almost all educator preparation courses.  This enables students seeking teacher licensure to gain required skills earlier in their undergraduate experience and to promote confidence and success in their later course work and student teaching.  Additionally, virtually all instructors have significant career experience as public school teachers and administrators.

Also at the undergraduate level, the newly-approved Adult and Community Education program will be unique in offering training in this field to undergraduates.  No other college and university in Illinois will have a similar program at the undergraduate level.

At the graduate level, the Master Teacher Program is unique in being explicitly aligned to the National Board for Professional Teaching Standards and in helping experienced educators prepare for undertaking NBPTS certificaiton.

Note any unique and/or essential contributions that the program makes to the university.

The department provides coursework for education majors in more than 20 departments at the university (Art, English, Foreign Languages, History, Music, Theatre Arts, Business, Family and Consumer Sciences, Technology, Counseling and Student Development, Early Childhood / Elementary / Middle Level Education, Educational Leadership, Health Studies, Kinesiology and Sports Studies, Special Education, Biological Sciences, Chemistry, Geology/Geography, Mathematics and Computer Sciences, Physics, Political Science, Psychology, Sociology/Anthropology).

As such, the department takes the lead in coordinating the updating of professional education coursework for secondary education majors, as well as other education majors.  The department has a long-standing, demonstrated capacity for leadership and facilitation for the education programs at the university.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

No comments.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

At the undergraduate level, the department will continue to take the lead at EIU in the continuous updating of the secondary education professional sequence in response to the changing nature of public education in the state.  This includes significant revisions of existing coursework as well as the development of coursework to meet new demands in content literacy, the education of English Language Learners, and other emerging areas of need.

Additionally, the department has recently developed and had approved the B.S. in Adult and Community Education program, which will extend the expertise of the department and the College of Education and Professional Studies in training students who wish to provide educational services in non-school settings such as community agencies, not-for-profit organizations, and governmental and business settings.

The department in considering alternative delivery modes (e.g., hybrid and online) for the M.S. Master Teacher program to enable practicing early- and mid-career teachers to complete the degree with limited or no need to engage in study on the EIU campus.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

Academic excellence - The secondary education professional sequence has been recently formally revised and will continue to be honed in the future to meet the significantly higher expectations for beginning public school teachers.

Global competition and changing demographics - The professional sequence will continue to evolve in response to the need to prepare high school teachers who can positively impact the learning of an increasingly diverse student population in public schools.

Emerging technologies - The program continues to incorporate use of appropriate technologies in its coursework at both the undergraduate and graduate levels, as well as training future teachers in appropriate application of similar technologies in the K-12 setting.

Campus and community life - The program emphasizes to secondary students the importance of engagement in the community for both professional growth and to demonstrate commitment to the public good as a future teacher.  The new Adult and Community Education program will have three required practicum / internship experiences that will be completed in community agency settings.

Financial sustainability - The department has been proactive over the past 3-4 years in reducing faculty FTE in response to declining enrollments across all educator preparation programs to which it provides service coursework.  Additionally, it has developed and will soon implement the new B.S. in Adult and Community Education program, with a target of 100 majors within 4-5 years.

Marketing and communication - The department maintains an up-to-date website as well as print resources that effectively communicate the various programs and courses of the department.  The department also regularly participates in all Admissions events, e.g., Open Houses, Transfer Friendly Fridays, etc. throughout the calendar year.

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

At the undergraduate level, the department has developed and had approved the new B.S. in Adult and Community Education program, with implementation scheduled for 2014 or 2015, pending IBHE approval.  The program aims to enroll 25 new students per year during initial implementation, with an overall target of 100 majors.  The program will be implemented using existing departmental, college, and university faculty and assets, as well as existing physical resources.

At the graduate level, the department is considering revision to the M.S.Ed. Master Teacher program for delivery in hybrid or online format.  This process is only in the very beginning stages, so estimates of possible enrollment, etc., have not yet been developed.

If needed, provide supplemental comments to help the reader understand future opportunities for the program.

No comments.